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This component is the most important out of all the other components. Other components listed in the Danielson Framework are meant to contribute to engaging students in learning. When students are actively engaged in learning, they are developing their knowledge based on what they are working on. They are not just participating, but they are fully engaged in gleaning as much information as possible. Students are participating in discussions and debates and are choosing the topics that they want to learn about. Lessons that revolve around this type of student involvement have a very clear structure: a beginning, middle, and end. Throughout the lesson, the teacher cognitively challenges the students through different activities. It is key that the lesson has some type of closure at the end. Students need to be able to state what they learned in the lesson to add a final emphasis on what was taught.
The elements of component 3c are...
Citations:
(2017). Static.pdesas.org. Retrieved 26 October 2017, from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf
The elements of component 3c are...
- Activities and assignments: These are at the heart of students engagement. Activities should emphasize the objectives of the lesson. Students should also have some choice in determining the activity.
- Grouping of students: Selecting groups is one of the important decisions that teachers make throughout the day. Teachers can create groups where the intellectually advanced are grouped together, or they can spread them out between the groups. Teachers can also have the students work individually, or they can choose their own groups. Different groupings create different attitudes in the classroom.
- Instructional materials and resources: Resources used in the classroom can help to engage the students in deeper learning. It is important, as teachers, to select resources that will allow this to happen.
- Structure and pacing: Students must not be left feeling bored or rushed during the lesson. It is important to discover the learning patterns in your students and how much time they will need for different activities. Also, leave time for reflection of the lesson at the end of the time period.
Citations:
(2017). Static.pdesas.org. Retrieved 26 October 2017, from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf