DreamIT Round 2 Timeline
Dream IT Project Round 2
Dream IT Project: Design and create activities to support math faculty in my school with focus on elements 3b (Using Questioning and Discussion Techniques) and 3c (Engaging Students in Learning) of Domain 3 (Instruction)
In my school with support of administration and math department faculty, I have taken the task of developing questions and discussion techniques and mathematical tasks that are developmentally appropriate, complex, engaging, and promote initiation of inquiry and choice.
During informal REACH (Rubric to evaluate teachers in CPS) evaluation, math teachers scored very low on element 3b and 3c component of Domain 3 (Instruction).
Since most of math teachers will go through formal observations second semester of year 2014-15, I volunteered to develop math tasks and focus on 3b and 3c of REACH assessment and present it before math faculty during weekly meetings or PD days and get feedback both from teachers and administrations thereby improve my instructional and teaching strategies and also leadership skills.
Domain 3 contains the components that are essential to the heart of teaching – the actual engagement of students in learning as they develop complex understanding and participate in a community of learners. Students are engaged in meaningful work, which carries significance beyond the next test and is relevant to students’ lives.
Teachers who excel in Domain 3 have finely honed instructional skills. Their work in the classroom is fluid and flexible; they can shift easily from one approach to another as the situation demands it. They seamlessly incorporate ideas and concepts from other parts of the curriculum into their explanations and activities. Their questions probe student thinking and serve to extend understanding. They are attentive to different students in the class and the degree to which they are thoughtfully engaged; they carefully monitor student understanding as they go (through well-designed questions or activities) and make minor mid-course corrections as needed. Above all, they promote the emergence of self-directed learners fully engaged in the work at hand.
Components and Elements of Domain 3
Domain 3 consists of the five components, and associated elements, listed below. Each component and element is explained in further detail in this chapter.
a. Communicating with Students
Standards-Based Learning Objectives
Directions for Activities
Content Delivery and Clarity
Use of Oral and Written Language
b. Using Questioning and Discussion Techniques
Use of Low- and High-Level Questioning
Discussion Techniques
Student Participation and Explanation of Thinking
c. Engaging Students in Learning
Standards-Based Objectives and Task Complexity
Access to Suitable and Engaging Texts
Structure, Pacing and Grouping
d. Using Assessment in Instruction
Assessment Performance Levels
§ Monitoring of Student Learning with Checks for Understanding
§ Student Self-Assessment and Monitoring of Progress
§ Feedback to Students
e. Demonstrating Flexibility and Responsiveness
Lesson Adjustment
Response to Student Needs
Persistence
Intervention and Enrichment
Dream IT Project: Design and create activities to support math faculty in my school with focus on elements 3b (Using Questioning and Discussion Techniques) and 3c (Engaging Students in Learning) of Domain 3 (Instruction)
In my school with support of administration and math department faculty, I have taken the task of developing questions and discussion techniques and mathematical tasks that are developmentally appropriate, complex, engaging, and promote initiation of inquiry and choice.
During informal REACH (Rubric to evaluate teachers in CPS) evaluation, math teachers scored very low on element 3b and 3c component of Domain 3 (Instruction).
Since most of math teachers will go through formal observations second semester of year 2014-15, I volunteered to develop math tasks and focus on 3b and 3c of REACH assessment and present it before math faculty during weekly meetings or PD days and get feedback both from teachers and administrations thereby improve my instructional and teaching strategies and also leadership skills.
Domain 3 contains the components that are essential to the heart of teaching – the actual engagement of students in learning as they develop complex understanding and participate in a community of learners. Students are engaged in meaningful work, which carries significance beyond the next test and is relevant to students’ lives.
Teachers who excel in Domain 3 have finely honed instructional skills. Their work in the classroom is fluid and flexible; they can shift easily from one approach to another as the situation demands it. They seamlessly incorporate ideas and concepts from other parts of the curriculum into their explanations and activities. Their questions probe student thinking and serve to extend understanding. They are attentive to different students in the class and the degree to which they are thoughtfully engaged; they carefully monitor student understanding as they go (through well-designed questions or activities) and make minor mid-course corrections as needed. Above all, they promote the emergence of self-directed learners fully engaged in the work at hand.
Components and Elements of Domain 3
Domain 3 consists of the five components, and associated elements, listed below. Each component and element is explained in further detail in this chapter.
a. Communicating with Students
Standards-Based Learning Objectives
Directions for Activities
Content Delivery and Clarity
Use of Oral and Written Language
b. Using Questioning and Discussion Techniques
Use of Low- and High-Level Questioning
Discussion Techniques
Student Participation and Explanation of Thinking
c. Engaging Students in Learning
Standards-Based Objectives and Task Complexity
Access to Suitable and Engaging Texts
Structure, Pacing and Grouping
d. Using Assessment in Instruction
Assessment Performance Levels
§ Monitoring of Student Learning with Checks for Understanding
§ Student Self-Assessment and Monitoring of Progress
§ Feedback to Students
e. Demonstrating Flexibility and Responsiveness
Lesson Adjustment
Response to Student Needs
Persistence
Intervention and Enrichment