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Danielson Domain 1: Planning and Preparation

Planning and Preparation is about showing the depth of knowledge and how best to teach it to the class. As well as creating clear assessments and instruction. 

  • 1a: Demonstrating Knowledge of Content and Pedagogy

    • Being present 

    • Asking questions with clarity and questions can be answered in the area of presentation

    • Kids feel comfortable coming to you to ask questions

    • Showing that you know what you are talking about

    • Knowing the students and so knowing what misconceptions may need to be addressed

  • 1b: Demonstrating Knowledge of Students

    • Knowing their learning styles, leaning levels, heritage, and 504 and IEP students

    • Getting to know students and their lives, taking an interest in who they are and what they do

    • Make sure you maintain good teaching records, like grade books and all that

  • 1c: Setting Instructional Outcomes

    • Classrooms activities should be directed by the learning goals

    • Outcomes have most likely been decided on through the curriculum

    • Learning not doing

    • Focus on what you want the students to learn not just accomplish

    • Start with the learning goal, no matter how they are getting there

    • Being able to adjust or modify if the learning goal isn't being made for that day

Work Station

  • 1d: Demonstrating Knowledge of Resources

    • The textbook is only one resource

    • Find other resources

    • Sometimes the class won't use a textbook

    •  Make sure the students have access to all resources

    • Let students use whatever is best for them

  • 1e: Designing Coherent Instruction

    • Combining activities, grouping, and assessment as often as you can

    •  Select best activities for that day

    • Grouping kids together in ways so they will be most efficient

    • What is best for the kids, trust in professional knowledge, even if the kids say they want something else

  • 1f: Designing Student Assessments

    • Formative assessment, to continually check what the kids' know and don't know

    • Match leaning expectations and include modifications if needed

    •  Can include technology, many ways to asses 

    • Be willing to try new things

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