Los Angeles Unified School District Local District 4

Aligning Our Work with the Teaching and Learning Framework
Dale W. Vigil, Ed.D.
March 14, 21, 2012

Connecting Teaching and Learning Framework to POP
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Based on evidence of teacher practice and student learning. Defines what teachers should know and be able to do (Danielson, 2007) at different levels of practice. Identifies teacher behaviors that promote improved student learning. Offers a structure for teachers to self-assess and a tool for professional growth.

Student Voice: Quality Indicators
Standard 3: Delivery of Instruction
Component 3b: Using Questioning and Discussion Techniques Elements: 1) Quality and Purpose of Questions 2) Discussion Techniques 3) Student Participation

Quality and Purpose of Questions
 High Quality questions cause students to think and reflect about content.  Questions designed to check for understanding are included in standard for assessment  Read descriptors for this element  Underline words that differentiate levels of practice  Rate practice of one observed teacher

Teaching and Learning Framework
Standard 1: Planning & Preparation  Demonstrating knowledge of content and pedagogy  Demonstrating knowledge of students  Establishing Instructional outcomes  Designing coherent instruction  Designing Student Assessments Standard 5: Professional Growth  Reflecting on practice  Participating in a professional community
Standard 2: Classroom Environment  Creating an environment of respect and rapport  Establishing a culture for learning  Managing classroom procedures  Managing student behavior

Standard 4: Additional Professional Responsibilities  Maintaining accurate records  Communicating with families  Demonstrating professionalism

Standard 3: Instruction  Communicating with students  Using questioning and discussion techniques  Engaging students in learning  Using assessment in instruction  Demonstrating flexibility and responsiveness

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Connecting Teaching/Learning Framework to LD 4 Goals
  Cognitive Engagement ( Minds on )   Application of Learning ( Learning is done by the learner )   21st Century Skills ( College and career ready )

Revisiting Questioning
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Standard 3b1: Quality and Purpose of Questions Think of 2-3 questions you heard teachers asking students today. Share questions with a partner and discuss the purpose of each question.

Understanding the Framework
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Read and highlight key points in text from Enhancing Professional Practice Share key points with partner What is the role of planning in using high level questioning in the classroom?

Highly Effective Practice
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Adequate wait time. Age-appropriate version of Bloom s taxonomy shared with students. Open-ended questions, multiple possible answers:
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What might have happened if the colonists had not prevailed in the American war for independence?

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Students categorize the questions asked. Feedback given to students about the questions they ask.

Applying New Bloom s Taxonomy
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Examine New Bloom s Taxonomy Observe classroom teaching clip and script questions Use observation guide to categorize level of questions

Applying Teaching and Learning Framework
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Consider descriptors in rubric for Quality and Purpose of Questions in light of evidence from video lesson. Explain your thinking to your table group. How would you use the evidence you have gathered on questions in a post-observation conversation with the teacher?

RESOURCES
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Danielson, Charlotte (2007). Enhancing Professional Practice: A Framework for Teaching (2nd Edition). Alexandria, VA: Association for Supervision and Curriculum Development Danielson, Charlotte (2009). Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development LD 4 Contact, Susan Canjura, (213) 241-0138
susan.canjura@lausd.net

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