Danielson framework:
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Domain 1
1a. Demonstrating Knowledge of Content and Pedagogy
Through a diverse collection of pedagogical texts, I am able to guide my teaching so that it is accessible to a wide range of students who possess unique abilities. The resources below have transformed my planning, instruction, and assessment, making my teaching invariably effective for all of my learners.
1c. Setting Instructional Outcomes & 1e. Designing Coherent Instruction
Teaching is a planned, purposeful activity. When developing my lesson plans, I create measurable, specific, and concise student learning objectives that align with state and national dane standards. By taking into account the specific learning needs of each student, I differentiate instruction and provide the opportunity for student choice during learning activities.
1f. Designing Student Assessments
Prior to formal assessment, it is of utmost importance that my students clearly understand the expectations for their creative tasks. Before performance exams, my learners and I collaboratively review the rubrics to ensure that my learners are cognizant of the assessment criteria and can differentiate among scoring categories (i.e., Mastery, Proficient, Needs Improvement).
In order to promote a universal transfer of understanding and knowledge for all students, I present a variety of assessment methods to my learners who possess unique intelligences. In the assessment pictured below, students are provided with word banks, visual aids, and the opportunity to meet individually with the instructor to complete the assessment through oral responses privately.