The materials used ask students to perform Students are in part passively engaged Learning tasks have multiple correct Students take initiative to modify a learning only rote with the content, learning primarily facts or responses or approaches and/or demand task to make it more meaningful or relevant Only one type of instructional group is used procedures. higher-order thinking. to their needs. (whole group, small groups) when variety Students have no choice in how they Students have some choice in how they Students suggest modifications to the would better serve the instructional complete tasks. complete learning grouping patterns used. purpose. The teacher uses different instructional There is a mix of different types of Students have extensive choice in how they Instructional materials used are unsuitable groupings; are partially successful in groupings, suitable to the lesson objectives. complete tasks. to the lesson and/or students. achieving the lesson objectives. Materials and resources support the Students suggest modifications or additions Critical Attributes The lesson drags or is rushed. The materials and resources are partially learning goals and require intellectual to materials being used. (cont.) aligned to the lesson objectives and only in engagement, as appropriate. Students have the opportunity for both some cases demand student thinking. The pacing of the lesson provides students reflection and closure after the lesson to The pacing of the lesson is uneven- suitable the time needed to be intellectually consolidate their understanding. in parts, but rushed or dragging in others. engaged. Possible Examples Students are able to fill out the worksheet Students are asked to fill in a worksheet, Students are asked to formulate a Students are asked to write an essay the “in without fully understanding what it’s asking following an established procedure. hypothesis about what might happen if the spirit of Hemmingway.” them to do. There is a recognizable beginning, middle American voting system allowed for the A student asks whether they remain in The lesson drags or feels rushed. and end to the lesson. direct election of presidents. their small groups to complete another Students complete work” activities. Parts of the lesson have a suitable pace: Students are given a task to do section of the activity, rather than work “busy other parts drag or feel rushed. independently, then to discuss with a table independently. group, and then to report out from each Students identify or create their own table. learning materials. There is a clear beginning, middle and end Students summarize their learning from the to the lesson. lesson. The lesson neither rushes or drags.
Critical Attributes (cont.) The materials used ask students to perform only rote Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or students. The lesson drags or is rushed. Students are in part passively engaged with the content, learning primarily facts or procedures. Students have no choice in how they complete tasks. The teacher uses different instructional groupings; are partially successful in achieving the lesson objectives. The materials and resources are partially aligned to the lesson objectives and only in some cases demand student thinking. The pacing of the lesson is uneven- suitable in parts, but rushed or dragging in others. Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning There is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. Students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Students suggest modifications to the grouping patterns used. Students have extensive choice in how they complete tasks. Students suggest modifications or additions to materials being used. Students have the opportunity for both reflection and closure after the lesson to consolidate their understanding. Possible Examples Students are able to fill out the worksheet without fully understanding what it’s asking them to do. The lesson drags or feels rushed. Students complete “busy work” activities. Students are asked to fill in a worksheet, following an established procedure. There is a recognizable beginning, middle and end to the lesson. Parts of the lesson have a suitable pace: other parts drag or feel rushed. Students are asked to formulate a hypothesis about what might happen if the American voting system allowed for the direct election of presidents. Students are given a task to do independently, then to discuss with a table group, and then to report out from each table. There is a clear beginning, middle and end to the lesson. The lesson neither rushes or drags. Students are asked to write an essay “in the spirit of Hemmingway.” A student asks whether they remain in their small groups to complete another section of the activity, rather than work independently. Students identify or create their own learning materials. Students summarize their learning from the lesson.
danielson_framework_2011_ky.docx