Stentzel – Reflection

Danielson’s “The Framework for Teaching”

Domain 3 * Instruction

Note: comments for each component are listed instead of highlighted and comments added

Domain 3a: Communicating with Students – I believe communicated very effectively with the
students. I highlighted the importance of many topics (see below) that will allow students to
understand the process of adding. It is important that students understand the purpose of lining
up the numbers, so the digits are lined up according to place value. When answering questions, I
would make sure to use proper terminology in order for students to begin using them in proper
context (addend, sum, digit, etc.) If a student would use, for example, number instead of digit,
but his or her answer was correct, I’d make sure I would rephrase their answer using correct
terminology.
 The essential question and lesson objective were clearly given to the students, so they
knew what to expect during the lesson.
 I used appropriate vocabulary for the lesson as we had learned in the previous lesson
when I introduced the vocabulary we would be using for this entire chapter. For example,
digit vs. number.
 I explained to students the importance of lining up the numbers in the appropriate place
value. I also made sure to go over the reason for the plus sign and the thickened black
line. These are important concepts for students to understand and will be used for
background knowledge as we get further into the chapter.

Domain 3b: Using Questioning and Discussion Techniques

 Students participated and were engaged in question/answer periods. I allowed for I Do,
We Do, You Do and then came back together to discuss answers. To encourage more
participation, I continue to use popsicle sticks or the popsicle app to call on students. I do
allow them to ‘phone a friend’ if they need help. These two students would work out an
answer and the student that I called on will answer the original question. That way the
student can hear how the answer might have been formulated.

Domain 3c: Engaging Students in Learning

 Students love to use their white boards and any chance I get to have students use them, I
will. During COVID-19, we are unable to have students share resources, so each of them
get his or her own. I created a laminated addition sheet so students could use with a
whiteboard marker. This sheet was created with place values so that students understood
the importance of lining up digits by place value to add. In this way, although I modeled
problems, students were actively completing problems as well. Students knew when to
have their markers down and when they could use them.
 Students understood that if they abused the resources, they would use a pencil and paper
from now on. This was given as part of the directions when passing out the laminated
addition sheet.
 The lesson was paced, and time was taken to make sure that all students understood the
content and were able to achieve the basics of the objective. Differentiation was key to
 this lesson and having a plan to reach all levels of students was critical in achieving the
objective.

Domain 3d: Using Assessment in Instruction

 I was able to create a number of informal assessment tools to check for evidence of
student understanding of the material. These included checking work using the laminated
addition sheet throughout the lesson and working in small groups. While walking around
the room and monitoring students complete work in small groups, I was able to ask
questions that would provide me with evidence of key knowledge needed to reach the
objective of the lesson.

Domain 3e: Demonstrating Flexibility and Responsiveness

 The main achievement is this component is the incorporation of students’ interests in
creating word problems so students could add two 2-digit numbers together. For
example, one of my students speaks fluent Spanish. My word problem consisted of J
already teaching me 23 words in Spanish and now he is teaching me 15 new words. How
many Spanish words will he have taught me? While it wasn’t adjusting, this enhanced
student interest because he likes to teach Spanish words!