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Teacher Evaluation Using the Danielson Framework 2. Building Evaluation Skills: Gathering Evidence from a Classroom Observation D

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Teacher Evaluation Using the Danielson Framework 2. Building Evaluation Skills: Gathering Evidence from a Classroom Observation D Teacher Evaluation Using the Danielson Framework 2. Building Evaluation Skills: Gathering Evidence from a Classroom Observation D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens Assignment Introduction CHARLOTTE DANIELSON: Now, you get to try this on your own. You've seen what I and my team did, with watching a video, and locating evidence of The Framework for Teaching, and now it's your turn to try it on your own with a new teacher, in a new lesson. Watch the lesson. Take notes in whatever form you want, and then when you're finished, don't do it before, don’t cheat, when you're finished, you can compare the evidence you collected for the different components of the Framework against what we found, and see how you did. Now, you might find evidence that we didn't see. That's great. But just use it as a check on your own skill. A Classroom Teacher in Action – Part 1 MARLENE GIVENS: We're gonna go ahead and get started with our bell word, hi- ho, hi-ho. Go ahead and put your textbooks away. I saw that some of you took those out to read after you were done with your bell work. Excellent job. Bell work out on your desk. Please first make sure that your name is on it. Now, we have dealt with this before. We've worked with verbs before, especially in our writing. What craft have we done in writing that deal with verbs? I love the hands going up. Xavier? XAVIER: Action, description. MARLENE GIVENS: Action, description. But what pertaining to verbs? We don't usually say action verbs, but we call them something else. Ardashia? ARDASHIA: Vivid verbs. MARLENE GIVENS: Vivid verbs. And remember those vivid verbs, they really, really paint the rear picture. Well, with our bell work this morning, we're just dealing with our ordinary action verbs. And, basically, we already know what a verb is. Well, let me not assume that you already know. Tell me. What is a verb? This is your think time. www.educationalimpact.com 800.859.2793 Creating Online Professional Development for Educators This is your think time. Once you have your response, go ahead and raise your hand. All right. Israel? ISRAEL: It's the action that you do. MARLENE GIVENS: Exactly. It's an action word. It shows action. For example, run, hop. But a vivid verb for run might be, Jaylin? JAYLIN: Zip. MARLENE GIVENS: Zip. STUDENT 1: Sprinted. MARLENE GIVENS: Sprinted. All right. So let's go ahead and take a look at our bell work. It says action verb shows some kind of action. They are used to show what someone or something does, did or will do. Then they give us an example: We hike down the trail. Underline the action verbs in each rule. Those are the directions, and we read the directions because the directions – CLASS: Tells what to do. MARLENE GIVENS: All right. So we have to underline the action verb. Hiking rules. No. 1, somebody help me identify the action verb in this sentence. Everyone should walk not run on the trails. All right. Got some good hands. Dionne? DIONNE: Walk. MARLENE GIVENS: Walk is one. Run. Are there anymore in that sentence? Excellent. I saw Miraydi shaking her head no. Let's look at No. 2. So you should have underlined "walk" and "run." Please throw away the trash. Alyssa? ALYSSA: Throw. MARLENE GIVENS: Throw. Excellent job. Throw is the correct answer. Good job, sweetheart. No. 3: Do not drop or throw rocks into the canyon. Clifford, what is it? CLIFFORD: Drop. MARLENE GIVENS: Drop is one. Lawrence? LAWRENCE: Throw. www.educationalimpact.com 800.859.2793 Creating Online Professional Development for Educators MARLENE GIVENS: Throw is another. Good job. Thank you, sweetheart, come on back in. Let's look at No. 5 – I'm sorry, I skipped No. 4. I need a strong reader, maybe a few, to help me read this one. Clifford, I want you to help me. Jamayshia help me. Louis help me. I love those hands going up. Let's read No. 4 together. Ready? Go. When you hike down to the bottom, you may camp only in the campground. Action verb? I know what it is. I got it. To? CLASS: No. MARLENE GIVENS: I was just playing. I got it. I got it. Okay, wait. Camp? CLASS: No. MARLENE GIVENS: Okay. Help me understand. Valexia? VALEXIA: Hike. MARLENE GIVENS: Hike is one, absolutely. Are there anymore in that sentence? STUDENT 2: Camp. MARLENE GIVENS: Camp. You guys told me I was wrong. STUDENT 2: I didn't. MARLENE GIVENS: Camp. What they're saying is not like you're going out, you're camping. It's something that you're actually doing. High-five, you got it. All right. Let's look at No. 5: Fires may be built only in marked areas. Action verb. I'm going back up to my T here. It says an action verb shows some kind of action. What someone or something does. So I'm going to say that that action verb is areas. CLASS: No. MARLENE GIVENS: Why are you guys looking at me? CLASS: Because it's funny. MARLENE GIVENS: Okay. Since I got it wrong, somebody help me identify the action verb in that sentence. Alyssa? ALYSSA: Built. www.educationalimpact.com 800.859.2793 Creating Online Professional Development for Educators MARLENE GIVENS: Built. Good job, honey, built is the correct answer. Six. Let's go on down. We have three more left. Store your food in a nearby tree. Look at all these excellent hands. STUDENT 3: Store. MARLENE GIVENS: Store, high-five, that's right. All right. Let's look at the next one. Be polite to other hikers; stop to let them pass you. There are two action verbs in that sentence. All right, Joel, help me out with one. JOEL: Stop. MARLENE GIVENS: Very good. And the other one? Someone I haven't called on. Marquest? MARQUEST: Hikers. MARLENE GIVENS: Hikers, not hikers. Very close. What is hikers? What type of word is that? ARDASIA: Noun. MARLENE GIVENS: A noun. A person, place or thing. Remember those are nouns. We covered that last week. Good try, though. Thank you Marquest for trying. There's one more action word, action verb in that sentence. Janai? JANAI: Pass. MARLENE GIVENS: Pass. Very Good. And the last one. On hot days, take plenty of water and wear a hat. I'm showing some hands but not a lot. This is your think time. Jan and Dean have a response? No. All right. Well, let's take a look at it. On hot days take plenty of water and wear a hat. Remind me, sweetheart, what is an action verb? STUDENT 4: It's a word that takes action. MARLENE GIVENS: That shows action. Good job. You're absolutely right. Now let's take a look at this instance together. On hot days, take plenty of water and wear a hat. You have something underlined there. Absolutely. See. Have confidence. A Classroom Teacher in Action – Part 2 MARLENE GIVENS: Take is one. And there's one more. Miraydi? www.educationalimpact.com 800.859.2793 Creating Online Professional Development for Educators MIRAYDI: Hot days. MARLENE GIVENS: No, not hot days. Thank you for trying. VALEXIA: Wear. MARLENE GIVENS: Wear. Absolutely. So boys and girls, this was just a brief review over action verbs. Make sure your name and today's date is on it. It is May 6th. And pass your papers forward. Good job. I love the way Marquest has done that. He passed his paper forward. Excellent job. Valexia's in her LP position. You need a raffle ticket for that one. Good job, I didn't even have to say that. Good job. This whole table right here looks great. That table looks great. All right. We're moving on into Readers Workshop. Who can make a prediction as to what our reading strategy is going to be about today? Got some good hands. Zion? ZION: Main idea. MARLENE GIVENS: How did you know main idea? ZION: Because [inaudible]. MARLENE GIVENS: You looked at our objective. All right. Excellent. You know we always post our objective, so you know what we're gonna cover today, and we covered it this week, main idea. But I need somebody to help me, remind me what in the world is main idea? My goodness, look at all these hands. All right. Andretabia? ANDRETABIA: The main idea is what something is mainly talking about. MARLENE GIVENS: What something is mainly talking about. She is on point. That is correct. And if you look at our anchor chart that we did earlier in the year, it has it right up there, that main idea is what the writer wants to say about a subject. What is the passage or the text mainly talking about? And so we're gonna work today a little bit more with main idea. And we have some creative things that we're gonna do in group work. I'm so excited. Are you excited? CLASS: Yes. MARLENE GIVENS: All right. Well, the first one, I'm gonna show you a passage. And I'm going to identify the main idea. And there's something else that goes along with main idea. And this something else is really, really important. Because if you don't have these things then you probably don't have the right main idea.
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