Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.
Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.
Domain 1: Planning and Preparation
1e. Designing Coherent Instruction
Indicators include:
The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.
Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.
Domain 1: Planning and Preparation
1e. Designing Coherent Instruction
The elements of component 1e are:
Learning activities
Instruction is designed to engage students and advance them through the content.
Instructional materials and resources
Aids to instruction are appropriate to the learning needs of the students.
Instructional Groups
Teachers intentionally organize instructional groups to support student learning.
Lesson and Unit structure
Teachers produce clear and sequenced lesson and unit structures to advance student learning.Indicators include:
- Lessons that support instructional outcomes and reflect important concepts
- Instructional maps that indicate relationships to prior learning
- Activities that represent high-level thinking
- Opportunities for student choice
- Use of varied resources
- Thoughtfully planned learning groups
- Structured lesson plans
Excellent Rating:
The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.
Proficient Rating:
Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.
Suggestions for Artifacts:
- Unit Plan
- Activity or assignment
Questions to consider for reflection:
- How will you engage your students in the learning? What will you do? What will the students do?
- Will the students work in large or small groups or individually?
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