The Framework
for Teaching and the
Student-Led Classroom
PART I
COMPONENT 1c
Setting Instructional Outcomes
in the Student-Led Classroom
PART I OBJECTIVES
Participants will:
• Analyze aspects of instructional outcomes
using the four Elements in the Framework for
Teaching Component 1c that support a studentled classroom.
• Evaluate learning outcomes according to the
Framework for Teaching Component 1c
distinguished expectations.
BACKGROUND KNOWLEDGE
College- and Career-Ready
College- and career-ready is defined as:
“The level of achievement a student
needs to be ready to enroll in and
succeed—without remediation—in
credit‐bearing first‐year postsecondary
courses.”
ACT’s College Readiness System: Meeting the
Challenge of a Changing World (2008, p. 1)
WARM-UP ACTIVITY
What does it mean for your students to
be college- and career-ready?
How will your classroom need to
change to prepare students to meet
this expectation?
DOMAIN 1
“In general, it is a teacher’s responsibility
to establish learning outcomes. In
classrooms organized as a community of
learners, however, teachers engage
students in determining these outcomes,
frequently in ways intended to extend their
learning beyond the established
curriculum.”
(Danielson, 2007, p. 51)
DOMAIN 1
Setting Instructional Outcomes
(Component 1c)
Element: Value, Sequence, and Alignment
All outcomes represent high expectations,
rigor, and important learning in the discipline.
They are connected to a sequence of learning
both in the discipline and related disciplines.
DOMAIN 1
Setting Instructional Outcomes
(Component 1c)
Element: Clarity
All outcomes are clear, written in the form
of student learning, and permit viable
methods of assessment.
DOMAIN 1
Setting Instructional Outcomes
(Component 1c)
Element: Balance
Where appropriate, outcomes reflect
several different types of learning and
opportunities for both coordination and
integration.
DOMAIN 1
Setting Instructional Outcomes
(Component 1c)
Element: Suitability for Diverse Learners
Outcomes are based on a comprehensive
assessment of student learning and take into
account the varying needs of individual
students or groups.
DOMAIN 1
Summing Up
• Reflect on the criteria
gathered as a group.
• Identify three key
ideas that narrow
down the focus of
these criteria.
DOMAIN 1
Into Practice
• Describe how these criteria will guide
planning and preparation as you set
future learning outcomes.
• Reflect on what changes you will make
to an upcoming objective because of
these criteria.
EXIT TASK
• Determine whether each example on
the is a learning outcome.
• Cite evidence to support your thinking.
Analyzing Instructional Outcomes
EXIT TASK
Analyzing Instructional Outcomes
• Determine whether the example is a
learning outcome.
• Cite evidence to support your thinking.
Objective 1: Students will experiment with
real and virtual objects to create a variety of
electrical circuits in order to explains, in
writing or orally the path of electricity in a
closed circuit.
EXIT TASK
Analyzing Instructional Outcomes
• Determine whether the example is a
learning outcome.
• Cite evidence to support your thinking.
Objective 2:
Students will create an electrical circuit as a
closed loop, including a power surge.
EXIT TASK
Learning Outcome 1
Students will experiment with real and
virtual objects to create a variety of
electrical circuits in order to explain, in
writing or orally, the path of electricity
in a closed circuit.
EXIT TASK
Learning Outcome 2
Students will create an electrical circuit
as a closed loop, including a power
surge.
CLOSURE
“Above all, instructional outcomes must be
clear and stated in terms of student
learning rather than student activity:
‘What will students learn as a result of the
instructional engagement?’ not ‘What will
students do?’”
(Danielson, 2007, p. 51)
PART II
Component 3b
Using Questioning and
Discussion Techniques
in the Student-Led Classroom
PART II OBJECTIVES
Participants will:
• Analyze the Framework for Teaching
Component 3b to identify question and
discussion technique expectations in a studentled classroom.
• Apply the Framework for Teaching Component
3b to create a plan to utilize question and
discussion techniques with an instructional
outcome.
WARM-UP ACTIVITY
“Creating an environment in which
students take responsibility not only for
their own learning but also for that of
their classmates might, in some
situations, represent a considerable
departure from past practice.”
(Danielson, 2007, p. 38)
DOMAIN 3b
How do you ensure that all students
engage in classroom discussions?
DOMAIN 3b
Using Questioning and
Discussion Techniques
(Domain 3b)
Element: Quality of Questions
The teacher’s questions are of uniformly
high quality, with adequate time for
students to respond. Students formulate
many questions.
DOMAIN 3b
Using Questioning and
Discussion Techniques
(Domain 3b)
Element: Discussion Techniques
Students assume considerable
responsibility for the success of the
discussion, initiating topics and making
unsolicited contributions.
DOMAIN 3b
Using Questioning and
Discussion Techniques
(Domain 3b)
Element: Student Participation
Students themselves ensure that all
voices are heard in the discussion.
DOMAIN 3b
Sticky Note Prompt
How will your questioning and discussion
techniques support the elements of
Quality of Questions, Discussion
Techniques, and Student Participation in
creating a student-led classroom?
EXIT TASK
Instructional Outcome
Students will experiment with real and
virtual objects to create a variety of
electrical circuits in order to explain, in
writing or orally, the path of electricity
in a closed circuit.
Activity
Create and record the following information for
the outcome:
• Specific questions that you would use for this lesson.
Include possible student-led questions that could
result from your initial question.
• Explicit discussion techniques that would be
employed.
• Strategies that will be utilized throughout the lesson
to ensure there is participation from all students.
CLOSURE
“In a true discussion, all students share
their view on a topic, the teacher guides
discussion from one topic to another, and
the discussion deepens the understanding
of all students.”
(Danielson, 2007, p. 286)
PART III
Component 3c
Engaging Students in Learning
in the Student-Led Classroom
PART III OBJECTIVES
Participants will:
• Apply the Framework for Teaching Component 3c to
identify engaging students in learning expectations in a
student-led classroom.
• Incorporate the Framework for Teaching Component 1c,
3b, and 3c to reflect on changes to current practices to
align instructional outcomes, questioning and discussion
techniques, and student engagement expectations for a
student-led classroom.
• Apply the Framework for Teaching Component 1c, 3b,
and 3c to design an action plan for an upcoming lesson.
WARM-UP ACTIVITY
“If one component of the framework for
teaching can claim to be the most
important, it is student engagement.”
(Danielson, 2007, p. 82)
DOMAIN 3
Engaging Students in Learning
(Component 3c)
Element: Activities and Assignments
All students are cognitively engaged in the
activities and assignments in their
exploration of content. Students initiate or
adapt activities and projects to enhance
their understanding.
DOMAIN 3
Engaging Students in Learning
(Component 3c)
Element: Grouping of Students
Instructional groups are productive and fully
appropriate to the students or to the instructional
purposes of the lesson. Students take the
initiative to influence the formation or adjustment
of instructional groups.
DOMAIN 3
Engaging Students in Learning
(Component 3c)
Element: Instructional Materials and
Resources
Instructional materials and resources are suitable
to the instructional purposes and engage students
mentally. Students initiate the choice, adaptation,
or creation of materials to enhance their learning.
DOMAIN 3
Engaging Students in Learning
(Component 3c)
Element: Structure and Pacing
The lesson’s structure is highly coherent,
allowing for reflection and closure. Pacing
of the lesson is appropriate for all students.
DOMAIN 3
“What is required for student engagement
is intellectual involvement with the content
or active construction of understanding.”
(Danielson, 2007, p. 83)
DOMAIN 3
Employing Engagement
1. What indicators demonstrate students are engaged?
2. What causes students to disengage?
3. How does facilitating a student-led classroom impact
student engagement?
4. What are proactive measures, teacher behaviors, or
strategies teachers can use to keep students engaged?
REFLECTION
What changes will you make as you
align your planning and instruction
to create a student-led classroom
incorporating the distinguished
elements from the Framework for
Teaching?
Creating an Action Plan
for Implementing
The Framework for Teaching
in the Student-Led Classroom
CLOSING ACTIVITY
Action Planning
Think about an upcoming lesson.
• Design 1 instructional outcome with a
student-led focus.
• Design 2 to 3 quality questions that will
engage student discussion.
• List 3 to 4 specific strategies you will use
to ensure engagement from all students.
CONCLUSION
“It is the hallmark of an accomplished
professional that the classroom has made the
shift from a learning environment completely
managed by the teacher to one in which
students themselves assume some
responsibility.”
(Danielson, 2007, p. 37)
SOURCES CITED
Danielson, C. (2007). Enhancing professional practice: A framework
for teaching. Alexandria, Virginia: ASCD.
Danielson, C., & Axtell, D. (2009). Implementing the framework for
teaching in enhancing professional practice. Alexandria, VA:
ASCD.
How CTE prepares students for career and college readiness.
Retrieved from www.marylandpublicschools.org/NR/
rdonlyres/36F33B12-A617-41ED-9662-A764809817CD/30657
/PreparingStudentsCollegeCareers2012.pdf
ACT’s College Readiness System: Meeting the Challenge of a
Changing World. (2008). Retrieved from
http://www.act.org/research/policymakers/pdf/crs.pdf
• Elzora.bellamy@pgcps.org