Self-Evaluation of Teaching (Danielson Framework)

1. In general, how successful was the lesson? Did the students learn what you intended for them
to learn? How do you know? (4a- Standard 3)

I believe the students understood, I haven’t graded their assignment yet for my summative
assessment to official measure their understanding, but as we went through, they seemed to
have no problem giving correct examples. When I had them split into groups to talk about
Russell from Up, this was a sort of formative way to see if they could apply on the spot the
different levels in Maslow’s Hierarchy.

2. What evidence do you have of student learning? What do those samples reveal about those
students’ levels of engagement and understanding and learning? (3c- Standard 2)

The groups sharing about connections to Russel helped me see that they could pair these levels
with something familiar to them (such as a popular movie). This tells me that they had been
paying attention during the slides and can identify what sorts of actions or things fall under the
specific level of needs.

3. How did your classroom procedures (routines, transitions student movement and configuration)
enhance or detract from the lesson? What, if anything would you do different? (2c- Standard 6)

I believe having a timer with transitions helped a little bit more than I had just said “get into your
groups”. Though they were in tight quarters, they tried to make it to their group in a timely
manner. I even heard during one of the activities a student say “We only have 38 seconds left,
come on!” I think the only thing I would do different would be to tell them to leave their
backpacks, as I think this is what slowed them down.

4. Did you depart from your plan? If so, how and why? (1c- Standard 4)

Yes and no. Yes because Mrs. Robertson asked me if she could take some time at the end to
finish her lesson from Friday because they had a shortened day. No because I got through
everything except for the “in case of extra time” activities though I am a bit bummed we didn’t
get to them because Sister Simon’s suggest was really good and I would have liked to implement
it.

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of

students, materials and resources). To what extent were they effective?

The students worked pretty fast, I didn’t need to have a timer for as long as I did for a few
activities such as matching Russel to one of the levels. Plus they were all accurate, so perhaps
that means my instructional delivery went well. I did forget to put them back to their original
 seats so that they could get their chromebooks to do their assignment, but they moved fairly
quickly so it didn’t hamper the lesson too much. I also noticed I said “um” a lot which drives me
crazy when I don’t realize that’s what I’m doing because I think it makes me look like I’m pulling
things out of my butt and shows my nervousness and I know when the students see nervousness
that’s when they think they can misbehave.

6. If you had an opportunity to teach this lesson again to the same group of students, what would
you do differently? (Standards 2 and 3)

I need to be more aware of phones. I didn’t realize until watching this video how many students
got on their phones when I wasn’t looking. I knew a few of them at one point were using it to
look up the name of Kevin the bird or a specific bit in the movie which was fine with me as they
are used to Mrs. Robertson letting them use it, but a few kids were definitely just scrolling or
taking photos. I think I was so worried about promoting discussion, I wasn’t having eyes in the
back of my head. Next time I will try to ask a question or two then scan the room and repeat
that cycle to better catch people who are off task.

7. How did your instructional delivery (directions and procedures, explanation of content,
modeling, examples) impact students’ cognitive engagement? (Standard 6)

I didn’t understand how her screen was projected and it took me like 2 whole minutes at the
beginning to get a simple timer displayed, so that needs to be smoother. While initiating the
discussion after the paper slips activity, I had a group confused on what I meant by “bottom to
top” in terms of most basic needs and building up from there.

8. What did you learn from informal assessment during the lesson? How did the results impact
your instruction and/or student learning? (3d-Standard 5)

I learned they had the general idea down. Though, I think I should have asked more often things
like “What was level 2 again?” or “Which came after safety and security?” To gauge a broader
measure of understanding better.

9. What impact did student behavior have on cognitive engagement and learning? (2d-Standard 6)

For the most part, their engagement I think encouraged others to think as well, especially
because they weren’t sure who’d get called on when I would toss the ball. I noticed one student
wasn’t paying much attention (looking back, I should have had him turn his char around) and I
purposefully placed the ball in his hand while he was stretched out to show him I noticed he was
not focusing and now I wanted an answer.
10. Describe the potential for personal bias in your representation of the discipline. How did you
seek to appropriately address problems of bias?

I think I technically had bias in assuming everyone knew and had seen the movie Up. I had one
student who did not, but his group was able to help him and make suggestions altogether.
Luckily, I was able to address bias by offering students their own choice of movie to use for their
assignment, rather than picking one I could have assumed everyone had seen.