Education

Education

Domain 3 in the Framework for teaching has 5 components namely; communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction and demonstrating flexibility and responsiveness. Through the Form I self assessment tool kit in the Handbook for Enhancing Professional Practice, I established that I attained levels of professional practice that ranged between basic and distinguished. My communication with the students was most notable as I attained the highest distinguished level by using appropriate oral and written communication as per my assessment of the students’ cultures and levels of development.
My use of assessment in instruction together with my flexibility and responsiveness capabilities were proficient. Through assessment at regular intervals during learning, both the students and I are able to supervise progress as the students are well aware of the evaluation criteria applied to give them feedback. Based on the feedback, I am able to make speedy adjustments that will ultimately increase the students’ output and performance.
However, my questioning and discussion techniques proved to be basic as did my tactics of engaging students in the learning process. There are certain constrains that hindered my attempts to fully engage the students in the learning process. These resulted in the inadequate intellectual engagement on the part of the students. Also, I failed in maintaining the lesson structure which was to be adhered to in accomplishing the objectives of the course. With regards to the use of questions and discussion techniques, both the approach and questions I asked did not stimulate a majority of the students’ thought processes or their participation in class discussions.
The disparities which were brought to light during this self assessment led me on a reflective path to establish which Professional Growth Strategies I should implement to enhance my teaching.

Communicating with students Using questioning and discussion technique Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness
Multiple intelligence theory(MIT) Temur (2007), Asserts that the multiple inteligence theory in a class room setting enables instructors to meet individual student’s needs by employing a diversity of teaching methods suitable for different students.

The above point reflects the distinguished level of professional performance in the Danielson’s Framework for Teaching MIT suggests that assessment be done not only on tests but but encompass all the other aspects of learning.
Cooperative learning
Constructivist learning This component Danielson’s Framework for Teaching is contrary to the principle of constructivist learning which states that students construct their own knowledge (Bentley et. al, 2006).

Instead, the component suggests that knowledge construction is directed by the teacher.
Differentiated instruction The differentiated principle asserts the consideration of individual differences in terms of age, race, culture, gender e.t.c.

The above considerations should be followed through when developing the content, method of teaching and evaluation (DeMarco, n.d.).
Classroom assessment Classroom assessment affirms performance based assessment.

Assessment in this case involves the student in creating a more acceptable method (Frey & Shmitt, 2007).

References

Bentley, M., Fleury, C. S., & Garrison, J. (2006). Critical Constructivism for Teaching and Learning in a Democratic Society. Retrieved from http://web.utk.edu/~mbentle1/CritConstruct_JOT_07.pdf
DeMarco, M. (n.d.). Journal Reflection – Differentiated Instruction. Retrieved from http://www.mariannedemarco.com/academic/graduate_ms/FoundationsII/DifferentiatedI struction.pdf
Frey, B. B., & Schmitt, L. V. (2007). Coming to Terms With Classroom Assessment. Journal of Advanced Academics 18(3). 402-423.
Temur, D. O. (2007). The Effects of Teaching Activities Prepared According to the Multiple Intelligence Theory on Mathematics Achievements and Permanence of Information Learned by 4th Grade Students. International Journal of Environmental & Science Education 2(4). 86-91.

 

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