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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