Teaching my five senses Review the specific elements of the Danielson Framework

Teaching my five senses
Review the specific elements of the Danielson Framework and the HLPs listed below.
Danielson Domain 3 component D: Using Assessment in Instruction
HLP 19: Use assistive and instructional technologies.
HLP 21: Teach students to maintain and generalize new learning across time and settings.
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior.
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior
Observe your mentor teacher teaching a comprehension strategies using mentor text or math lesson that is building conceptual understanding in math and videotape this lesson
Take low-inference notes on the teacher’s lesson.
Timestamp and cite from the lesson to support your evidence utilizing low inference notes (see the directions and transcriipt template attached below).
This is an example of low inference notes:Sample of low inference notes.JPG
Complete In-Class Lesson Analysis Template
In your analysis, identify and describe key elements of the observed lesson and analyze the instructional and assessment strategies that are used to engage the learner – focusing on the identified Danielson 3D and HLP 19, 21, 22, 5, 8 elements. Furthermore, each Domain 3 D component is composed of several smaller elements, which serve to further define the component. Make sure you address them in your analysis. Teacher Observation Critical Analysis.pdf
Support your findings with at least 2 comments on what went well in the lesson ( “glow”) and 2 suggestions for improvement ( “grow”), supporting your statements with references to the suggested strategies from the HLP descriiption from the (If the suggested in the module HLP is not applicable to the context of your teaching, you may choose another HLP and cite the source).
Make recommendations to improve lesson delivery making specific reference to the evidence from the low-inference transcriipt about the interactions between the teacher(s)/adults, children/children and children and the use of instructional materials/environment.
Submit your completed low inference notes and in-class lesson analysis via this Canvas assignment. Your submission will be graded with the below rubric.
If you need additional resources or would like citation materials, visit this page: Citations and Resources
Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., & Rodgers, W. J. (2018). High-leverage practices #8 & #22: Provide positive and constructive feedback to guide students’ learning and behavior. Retrieved from https://highleveragepractices.org/hlps-8-and-22-provide-positive-and-constructive-feedback-guide-students-learning-and-behavior 
2. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #13: Systematically designed instruction towards learning goals. Retrieved from https://highleveragepractices.org/hlp-13-make-adaptations 
3. Kennedy, M. J., Cook, L., & Morano, S. (2020). HLP 14: Use Cognitive and Metacognitive Strategies. Retrieved from https://highleveragepractices.org/hlp-14-use-cognitive-and-metacognitive-strategies 
4. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #16: Use explicit instruction. Retrieved from https://highleveragepractices.org/hlp-16-use-explicit-instruction 
5. Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #17: Use Flexible Grouping. Retrieved from https://highleveragepractices.org/hlp-17-use-flexible-grouping 
6. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #18: Use strategies to promote active student engagement. Retrieved from https://highleveragepractices.org/hlp-18-use-strategies-promote-active-student-engagement 
7. Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #20: Provide intensive instruction. Retrieved from https://highleveragepractices.org/hlp-20-provide-intensive-instruction 
8. CAST (2018, January 16). Universal Design for Learning Guidelines version 2.2. Provide options for Self Regulation. Retrieved from https://udlguidelines.cast.org/engagement/self-regulation 
9. CAST (2018, January 16). Universal Design for Learning Guidelines version 2.2. Provide options for Recruiting Interest. Retrieved from https://udlguidelines.cast.org/engagement/recruiting-interest 
10. Diversity Toolkit: Cultural Competence for Educators. (n.d.). Retrieved May 27, 2020, from https://www.nea.org/81/professional-learning 
11. The IRIS Center. (2012). Classroom diversity: An introduction to student differences. Retrieved from https://iris.peabody.vanderbilt.edu/module/div/ 
12. National Research Council. 1997. Science Teaching Reconsidered: A Handbook. Washington, DC: The National Academies Press. https://doi.org/10.17226/5287 
Chapter 4_ Misconceptions as Barriers to Understanding Science _ Science Teaching Reconsidered_ A Handbook _ The National Academies Press.pdf
General Resources:
1. Achievethecore.org. (n.d.). The Observation and Feedback Cycle: Best Practices for Low Inference Notes. Retrieved from https://achievethecore.org/content/upload/Observation%20and%20Feedback%20Cycle.pdf 
2. CEEDAR Center and the Council for Exceptional Children. (n.d.). Retrieved from https://ceedar.education.ufl.edu/high-leverage-practices/ 
3. 2013 Framework for Teaching Evaluation Instrument: The Danielson Group. (2014). Retrieved September 17, 2020, from https://danielsongroup.org/resources/ 
4. IRIS Center. (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/ 
5. Leverage Practices in Special Education. (n.d.). Retrieved from https://highleveragepractices.org/ 
6. McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf 
7. Welch, L. (2017, Aug. 23). Observation and Inferences.[Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=pkB38ez4DPM 
8. Cambridge University Press ELT. (2018, Aug 27). Teacher Observation Video .[Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=DTq5YUewYfc 
Module Attachments:
Danielson Framework
Low Inference Transcriipt
In-Class Lesson Analysis Template

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