DOMAIN 3:

INSTRUCTION
3b. Using Questioning and Discussion Techniques
▪ Quality of questions
▪ Discussion techniques
▪ Student participation

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

This artifact provides proof on some of the questioning I will do with
students to guide their thinking and understanding. I probe my student for
prior knowledge and remind her of information she has already told me.
Using the classkick assignment and sharing my screen, I am able to
Video of using questioning to underline and highlight important information she should focus on. This
guide student thinking focuses her attention and models what they should look for on their own.
The amount of guidance and type of questioning is also targeted to the
needs of this specific student. I also check her understanding of the answers
by questioning why she chose it. When her response is too vague, I guide
her to a more specific answer by giving a more specific question.
Video of using questioning in This artifact proves that I call on students who don’t initially volunteer,
whole group setting to guide engage students in the discussion, and build on student responses. Students
students in explaining their explain their answer and reasoning and by seeing and hearing each other’s
thinking responses they learn to think about it in different ways.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
While the delivery method may have been different this year, the quality of questions, discussion techniques,
and getting students to participate didn’t change in the effect they have on student learning. I target my
questioning style based on how and who I am teaching. When I am working with a student one-on-one I am
much more individualized and I use what I know of the learning process to focus their thinking. This is evident in
my first video while working with one student. My questioning technique changes when I am teaching new
material to the whole class. I ask more open ended questions and often pick specific students I want to hear
from. This could be for various reasons: make sure they are focused, check for understanding of students I know
struggle, have a student initiate higher-order questions, or just to take a pulse of the class. My questions also get
students to explain their reasoning. I will often use the shared screen to write what the students explain to me in
words, so that the class can better understand their peers’ thinking.
Based on this evidence and what has previously been observed, I would rate myself as Highly Proficient.

INSTRUCTION
3c. Engaging Students in Learning
ARTIFACT/EVIDENCE
Picture of Reading groups at the
beginning of the year and picture
of modified Reading and Math
groups later in the year.
Flipgrid Science Collaboration
Project with PE
Lesson plans from teaching
science with Miss Abby to both
our classes and youtube video I
made preparing a Science
Investigation done by both 3rd
grade classes
UNSATISFACTORY BASIC
DOMAIN 3:
▪ Activities and assignments
▪ Grouping of students
▪ Instructional materials and resources
▪ Structure and pacing
HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT
This artifact proves that I not only group my students by their abilities in
specific subjects but also that it evolves throughout the year. As I gain more
information about my students learning and personalities, I change their
groups. The picture also displays the group names students came up with
themselves.
This artifact proves that I strive to make learning engaging through cross
curricular connections and student expression. In our Matter and Motion
Unit for science, students learned about gravity, balanced and unbalanced
forces, and friction. This aligned with PE’s upcoming lesson on yoga poses
and balance. Students were asked to create a video of themselves using
Flipgrid, showing 2 balanced and 2 unbalanced yoga poses, explain the
forces that are at work, and describe how friction from their footwear
affects their balance. This shows a high level of engagement for students
across subjects.
This artifact shows that I seek to collaborate with my fellow teachers to
create the most engaging lessons possible. It was difficult at first to create
engaging lessons in science when so much of teaching this subject is
hands-on. I knew I had to get students motivated to talk in discussion and
do the investigations at home as well as document what they were learning.
Miss Abby and I decided to combine classes, create classkicks, and videos to
help demonstrate the investigations that could not be hands on. This
allowed for me to teach the concepts to both classes, Miss Abby could
monitor student work on the classkicks, and both of us could call on
students to answer or ask questions. The students were more willing to talk
when there was another class in the zoom.
REFLECTION
PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
 Students learn more from each other than they ever will from just their teacher. With this knowledge I knew
it was imperative that I get creative in finding ways to get these kids working together virtually. By giving student
set groups, it allows them to build a working relationship with their group members. It was awkward for
everyone when they first started talking in virtual breakout rooms, but when given a specific task with a specific
role, students started figuring out how to work together. The first task I gave my reading groups at the beginning
of the year, was deciding on a group name. This got the conversation going. As I started to learn personalities
and areas of strength in specific subjects, I changed student roles and eventually student groups changed as well.
These adjustments are all made to keep students as engaged in their own learning as possible.
I also design engaging lessons and examples for students to demonstrate their learning in various ways. One
example was the Flipgrid videos students made in collaboration with PE. I took the time to teach the student the
program and record myself doing an example video. This was to show students my expectations of what
information needed to be included in their video as well as what tools they may want to use on their own. The
students are able to view each other's videos which engages them again in learning from each other.
With this evidence and what has been witnessed in my observations, I would also rate myself as Highly
Proficient

DOMAIN 3:
INSTRUCTION
3d. Using Assessment in Instruction
▪ Assessment criteria
 ▪ Monitoring of student learning
▪ Feedback to students
▪ Student self-assessment and monitoring of progress

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Every morning I choose a math or grammar review question to
1. Get students ready to learn
2. Review a recently taught skill or standard
3. Gain feedback from each student on a particular skill or standard
Picture of Morning Work Problem
4. Provide extra support to students struggling on a particular skill or
with student solutions
standard
5. Allow students to share their thinking and strategies
This artifact proves that I use assessment to monitor my students learning,
to give immediate feedback, and adjust future instruction.
This artifact proves that I give detailed feedback to students to help them
Picture of Written and Voice
learn from what they do right as well as what they need to improve on. It
Recording Teacher Feedback
also proves that I give feedback in both written form and voice recordings.
Video of students rating This artifact proves my students monitor their own understanding and that I
themselves on their own use this as another form of monitoring my students’ learning and comfort
understanding of finding the level with grade level material. It also shows that I use this assessment as
missing side length of a rectangle well as the students’ answers, to give support in the future to particular
when given the perimeter. students.
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
The use of assessment in instruction is such a useful tool when planning for future instruction. I like to plan for
assessments throughout my day in ways that the students do not feel or know they are being assessed. Almost
any task I give my students is used not only for their learning but also as a way for me to gain information on
their ability or progression in a standard/skill. One the most frequent assessments I give is my morning problem.
This is usually a math problem from a very recent lesson or a problem that is a prerequisite to the standard they
will be working on later that day. Their responses give me the knowledge of how prepared my students are for
future instruction and an idea of skills I will need to focus on.
Timely and specific feedback is another important piece of the learning puzzle. Thanks to Classkick I am able
to give written and/or vocal feedback in real time. On student Response to Reading assignments, I try to give as
much detailed and specific feedback as possible so that students can make adjustments for the next time. I also
give dedicated time in class for students to review these comments and ask any questions they may have.
Finally, I also have my students periodically do a self-assessment especially during and after teaching a
challenging standard. I keep it simple with a 5 finger assessment: 5 meaning a student feels very confident in
what they are doing and can do it independently and 1 meaning they do not understand the standard or skill at
all. This allows the students time to reflect on their learning process as well as communicate their comfort level.
With this evidence, I would rate myself as Distinguished.