designing coherent
instruction
What is Component 1E?
Component 1E is the heart of teaching-- the designing of plans that take the student from the beginning of the school year, through to the end, and cause the student to learn along the way. This is the step in which the teacher creates the coherent goals for the whole year. The lessons need to develop so that they challenge the students without defeating them.
Why is it important?
Teachers must have a solid enough understanding of their content for themselves that they can teach it to students in such a way that they can also keep in mind pedagogical tools, as well as state standards. The teacher must also be able to recognize what groups of students will work well together, encouraging each other, and helping each other; and the teacher must for these groups to the advantage of every learner in the class. Additionally, the teacher must make the content engaging so that the students are motivated to learn it.
What are the elements?
The first element of Component 1E involves the teacher designing material and lessons that will bring the students the farthest in their understanding of the content. The teacher must see to it that all of the students are engaged in the topic, and that state standards are also being met at the same time.
The second element of Component 1E has the teacher selecting aides that will cause all of the students to learn effectively. This involves using technological tools that will advance the students' learning, as well as using tools that the students themselves select, when appropriate, so that the students are invested in their own learning.
The third element is related to the teacher's grouping methods. While it is sometimes appropriate for the teacher to randomly group students, sometimes he needs to purposefully hand-pick the groups so that all of the students in the group benefit the most. Sometimes this will be allowing the students to select their own groups so that they are guaranteed to be comfortable with the group, and sometimes it is the teacher observing the students' stage of understanding, and method of learning, to be able to most effectively place each student where he needs to be to learn all of the material.
The final element requires the teacher to create plans that follow a specific sequence so that requirements are being met. The teacher also much create a plan with enough possible developments that each student can use a tool provided to meet his needs the best. Even activities that are a part of the lesson must be in a logical order and help to progress the lesson, and challenge the students.
What are some artifacts?
Some artifacts for this Component include a unit plan that progresses, incorporating several different teaching types, as well as state standards; lists in which the students can select their own learning preferences when appropriate; and different methods of instruction for the same topic, but set to reach different students.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Component 1E is the heart of teaching-- the designing of plans that take the student from the beginning of the school year, through to the end, and cause the student to learn along the way. This is the step in which the teacher creates the coherent goals for the whole year. The lessons need to develop so that they challenge the students without defeating them.
Why is it important?
Teachers must have a solid enough understanding of their content for themselves that they can teach it to students in such a way that they can also keep in mind pedagogical tools, as well as state standards. The teacher must also be able to recognize what groups of students will work well together, encouraging each other, and helping each other; and the teacher must for these groups to the advantage of every learner in the class. Additionally, the teacher must make the content engaging so that the students are motivated to learn it.
What are the elements?
The first element of Component 1E involves the teacher designing material and lessons that will bring the students the farthest in their understanding of the content. The teacher must see to it that all of the students are engaged in the topic, and that state standards are also being met at the same time.
The second element of Component 1E has the teacher selecting aides that will cause all of the students to learn effectively. This involves using technological tools that will advance the students' learning, as well as using tools that the students themselves select, when appropriate, so that the students are invested in their own learning.
The third element is related to the teacher's grouping methods. While it is sometimes appropriate for the teacher to randomly group students, sometimes he needs to purposefully hand-pick the groups so that all of the students in the group benefit the most. Sometimes this will be allowing the students to select their own groups so that they are guaranteed to be comfortable with the group, and sometimes it is the teacher observing the students' stage of understanding, and method of learning, to be able to most effectively place each student where he needs to be to learn all of the material.
The final element requires the teacher to create plans that follow a specific sequence so that requirements are being met. The teacher also much create a plan with enough possible developments that each student can use a tool provided to meet his needs the best. Even activities that are a part of the lesson must be in a logical order and help to progress the lesson, and challenge the students.
What are some artifacts?
Some artifacts for this Component include a unit plan that progresses, incorporating several different teaching types, as well as state standards; lists in which the students can select their own learning preferences when appropriate; and different methods of instruction for the same topic, but set to reach different students.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.