Charlotte 2b handout PDF

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Charlotte Danielson’s Teaching Framework: Looking at Real Classrooms Module Two – Domain Two: Planning and Preparation/ Domain Two: The Classroom Environment B. Domain Two Examples from Pre-K and Elementary Classrooms Kindergarten Discussion: Concept of Pattern • • • •

Kindergarten teacher explores concept of pattern Pattern is a fundamental concept in math and other fields as students get older Teacher has students follow a clap/tap pattern A model of the pattern is made from color cubes o Students are prompted as to how they would create the pattern o Students use the clap/tap pattern to follow the created cube pattern o Students are asked how the cube pattern can be changed to follow a specific clap/tap pattern o Students can make cube pattern first and then make the motions or vice versa o Teacher asks students if they understand the directions or if there are questions

Kindergarten Discussion: Concept of Pattern – Charlotte Danielson Commentary • •

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Lesson shows a number of subtle examples of components of Domain 2 Children are seated in a circle – 2E: Organizing Physical Space o Teacher can see children o Children can see one another Transitions – 2C: Managing Classroom Procedures – are smooth from one portion to the other Interaction with students is very respectful and honoring of their ideas Teacher is able to closely monitor students’ understanding

Primary Science Lesson: Part One • • • •

Two-teacher classroom Teachers are helping students observe behavior of mealworms and learning skills of scientific inquiry and observation Students can draw or write their observations; do not have to just write words Students are asked to observe movement, likes and dislikes of the mealworm www.educationalimpact.com

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Some students have created data tables in columns or are just writing words Students observe mealworms’ reactions to different types of food Students are reminded not to touch the mealworms as it could interfere with observation data

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Teacher asks students what methods could be used to track observations o Data table o Tally marks

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Teacher walks around the room to the groups to assist students with observations

Primary Science Lesson – Part Two • • • • •

Students write observations after physically viewing the mealworms’ actions Students write conclusions on the differences in habits of adult and larvae mealworms Teacher explains to students what a conclusion is The following day the students will come up with a group of class conclusions based on observation data Teacher and students discuss various ways in which they can write about their collected data Primary Science Lesson – Charlotte Danielson Commentary

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Teacher had to do serious planning in order to accomplish the mealworm lesson o Acquire and keep the mealworms alive for the day of the lesson Teacher clearly planned the nature of the investigation o How much information to provide ahead of time o How much to let the students follow their own interests and derive the actual conclusions Illustrated components of Domain 2 o 2A: Creating an environment of respect and rapport o 2B: Establishing a culture for learning o 2E: Organizing physical space Teacher showed enormous respect for student views and probed their thinking o 2B: Establishing a Culture of Learning o Expectations were set high o Came back to students if she thought they could see more o Students weren’t allowed to slide through doing the minimum o Students were extremely curious o Teacher focused students’ energies and set the standard for what was anticipated from them at a high level Desks were arranged in tables with mealworms spread out so children could talk to each other during their observations

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Intermediate Social Studies Lesson • •

Students studying India Lesson is devoted to exploring how people dress and why relative to the climate

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Students move from table to table to touch and notice o Colors o Patterns o How the fabric feels Teacher walks around room to point out various colors and patterns Classroom discussion on what students noticed about the fabric o Smooth o Silky o Soft straw o Floral designs o Paisley o Transparency o Weight Class then discusses India’s climate and the type of clothes that relate to it o Teacher has provided students with examples of the types of clothing worn o Teacher reads from a book the descriptions of various clothing and the amount and type of fabric that is used to make them o Teacher relates available fabrics to what has been read Intermediate Social Studies Lesson – Charlotte Danielson Commentary

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Lesson required considerable planning by the teacher o Obtaining fabric samples o Knowing in advance what could be learned from the samples o Had written material to assist students in their understanding Lesson illustrated several components of Domain 2 Arrangement of desks – 2E: Organizing Physical Space o Desks turned into tables so student samples could be spread out o Children could look at, compare, feel and touch the fabrics Transitions were admirable – 2C: Managing Classroom Procedures o Children moved from one table to another o Students didn’t seem to be hassled or bumping into each other o Routine was well-established Teacher showed a lot of respect for the students’ dignity and ideas Environment was safe for the students to take risks – 2A 2B: Establishing a Culture for Learning o Teacher conveyed  Real interest in subject  A sense of importance of understanding cultures in order to understand people

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Primary Reading: Vocabulary Development • • • • •

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Students are looking at a big book as an opportunity for vocabulary development around predator and prey Teacher reviews picture on the cover of a big book Students discuss with a neighbor something they know about snakes Teacher advises students they will be studying reptiles and that they will be learning a lot of new things about reptiles Students are asked to tell something about the cover o The snake appears to be in the woods o The snake appears to be looking at something o It looks like the snake is looking for food Teacher defines predator for the students Teacher asks students what new things they learned from the lesson o Snakes can’t blink o The different types of prey that snakes eat o Snakes catch prey with their teeth o Particles in the air let the snake know what it is looking at

Primary Reading: Vocabulary Development – Charlotte Danielson Commentary • •

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Lesson offers examples of several components of Domain 2 Domain 2C: Managing Classroom Procedures o Teacher very successfully regains students’ attention when she says, “1, 2, 3, eyes on me”  Not an easy thing to do with young children  Clearly a routine that has been established by the teacher and the students do it well Teacher shows real respect for the students’ ideas o Draws them out o Wants to hear what they already know about snakes o Incorporates what they already know into what she wants to teach them Students seated on the floor o Extremely well-behaved – 2D: Managing Student Behavior o There was no poking o Students seemed to know what they were expected to do and how they were expected to behave Language Arts: Use of Physical Space

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Interesting and somewhat unusual use of physical space for the teacher’s purpose www.educationalimpact.com

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o Students’ desks arranged in double horseshoe  Permits students to see each other to have discussions  Enables teacher to get around to help students individually on their writing

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o Flexible type of class arrangement for language arts  Less good for group work – not all students can look at each other o Teacher used class physical space well Teacher showed a lot of respect for the students – 2A o There was Q and A back and forth o Teacher respected students’ answers o Students weren’t put on the spot when they weren’t sure o Teacher elicited comments from the students Fourth Grade Descriptive Paragraph

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Teacher focuses on selecting a topic, acknowledging that the topic is almost the hardest part of writing a descriptive paragraph o Finding it o Narrowing it sufficiently Students are going to write about an amazing skill they possess Class brainstorms about topics that could be interesting o A specific or general sports skill o Musical skills – instrument or voice o School subjects o Artistic skills Teacher provides time for students to write down words that would fit into a paragraph about the chosen skill

Fourth Grade Descriptive Paragraph – Charlotte Danielson Commentary • •

Lesson contained several components of Domain 2 2A: Creating an Environment of Respect and Rapport o Teacher demonstrated a lot of appreciation for the talents and interests of the students o Teacher conveys sense that there are a lot of things the students are good at  They have to narrow their focus and pick one of the many things they are good at  Comfortable environment • Desks are arranged in two lines making it hard for students to talk with each other – 2E: Organizing Physical Space o Teacher did not, but could have, asked the students to talk to each other – would have strengthened the lesson

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2B: Establishing a Culture for Learning o Demonstrated very well o Teacher enthusiastic for what was being taught o Teacher conveyed a sense of importance and added humor

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