PATHWISE CLASSROOM OBSERVATION SYSTEM by 1Le6cE

VIEWS: 59 PAGES: 12

									PATHWISE CLASSROOM
OBSERVATION SYSTEM


DOMAIN A: ORGANIZING CONTENT
KNOWLEDGE FOR STUDENT LEARNING
                Domain A
 Knowledge of the content to be taught
  underlies all aspects of good instruction.
 Teachers must use their understanding of
  students and subject matter to decide on
  learning goals; to design appropriate
  activities and materials; to sequence
  instruction and design or select evaluative
  strategies.
 Primary Sources of Evidence for
           Domain A
 Class Profile


 Instruction Profile


 Preobservation Interview
         Criteria for Domain A
A1.   Becoming familiar with relevant aspects of
      student’s background knowledge and
      experiences.
A2.   Articulating clear learning goals for the
      lesson that are appropriate to the
      students.
A3.   Demonstrating an understanding of the
      connections between the content learned
      previously, currently, and in the future.
      Criteria for Domain A [cont.]
A4.    Creating or selecting teaching methods,
       learning activities, and instructional
       materials or other resources that are
       appropriate to the students and aligned with
       goals of the lesson.
A5.    Creating or selecting evaluation strategies
       that are appropriate for the students and that
       are aligned with goals of the lesson.
                    Criterion A1
   Prior knowledge of      Pretesting
    subject                 Class Discussion
   Skills                  Observation
   Motivation to learn
                            Home visits
   Developmental level
                            Communicating with
   Cultural Experiences     parents/students
   Diversity
                            Involved with
   Beliefs & Values         students outside of
   Number of Students       cla
               Criterion A2
 Lesson objectives or    Objectives visually
  learning outcomes        displayed
 Distinguish goals       Lesson Plan
  from activities
                          Plan for
 Knowledge, concepts,
  facts, values            individualizing
                           instruction
 Rationale for
  objectives              Articulation of clear

 Modifications            learning outcomes
                 Criterion A3
 Sequence content           Connection of content
  across lesson               to past and future
 Relate to content to        lesson-unit plan.
  past, present, future      Set and Closure of
 Fit current lesson with     lesson plan.
  the broad scope of the     Chart of
  discipline                  skills/concepts
 Prerequisite learning      Curriculum guides
                Criteria A4
 Foster student           Instruction Profile
  involvement              Lesson plan
 Variety of methods       Grouping of Students
 Grouping for             Strategies utilized
  instruction              Connection of goals,
 Materials & resources     methods, activities,
 Appropriate               materials and
 Alignment                 evaluation.
               Criterion A5
 Alignment with          Tests
  objectives              Self evaluation
 Appropriate &           Peer evaluation
  systematic              Anecdotal records
 Variety of
                          Portfolios
  assessments
                          Products
 Provides information
                          Video-audio-taping
  about learning
                          Checklists
             Your Portfolio
 DOCUMENT-Create a system/checklist to
  show you are addressing each criteria in
  the four domains.
 WORK SAMPLES – Include as many
  performance based evidences as possible.
  [I did this, not my teacher.]
 ORGANIZATION – Less is more – Be selective
  in your portfolio work samples.
   Reflections in your Portfolio


A short paragraph to explain “why I
chose this evidence for this criteria”
would be beneficial to include.

								
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