Lesson Plans: From
Proficient to Excellent In the Danielson Framework, self - reflection appears to be the most important skill for
improving teaching instruction.
Ava M. Evbuoma
Lesson Plans: From Proficient to Excellent
Agenda Introduction
Domain 1: The Plan
4a Danielson - Reflecting on Teaching
Reflecting on Teaching: Comments
Lesson Plan Questions
Lesson Plan Exercise
Lesson Plans: Five Days
Lesson Plan: One Day
Reflection Questions: Ask Yourself
Reflection Conversation
Please Share
Introduction: Ava Evbuoma
My Mother
English Teacher
Sub Lesson Plans
Teacher being
evaluated
IEA - NEA
Praxis - Charlotte
Danielson
District Evaluation
Committee
NCATE - CAEP
Domain 1: The Plan
Planning and Preparation
1a Demonstrating
Knowledge of Content and
Pedagogy
1b Demonstrating
Knowledge of Students
1c Setting Instructional
Outcomes
1d Demonstrating
Knowledge of Resources
1e Designing Coherent
Instruction
4a Danielson: Reflecting on Teaching
Proficient The teacher provides an
accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved.
Excellent The teacher’s reflection on
the lesson is thoughtful and
accurate, citing specific
evidence. The teacher
draws on an extensive
repertoire to suggest
alternative strategies and
predicts the likely success
of each.
Reflecting on Teaching: Comments
Reflection is the analysis made in both the planning and
implementation of a lesson.
Thinking reflectively, critically and analytically about instruction
and its effect on student learning takes time.
Reflecting with accuracy and specificity is an acquired skill –
continuous improvement, transformation, evidence and inquiry.
Reflection may occur at any time – during a lesson, several
times a day, after grading or when planning for the next lesson.
The potential of reflection to fully improve teaching comes when
the reflection is used to make adjustments in practice.
As experience and expertise increases, teachers draw on an
expanding range of strategies for informed improvement and
change.
Citation of adjustment to instruction is reflection.
Reflecting on Teaching: Comments Reflecting on teaching embraces the thinking that follows
instruction.
Reflection is the analysis made in both the planning and
implementation of a lesson.
What impact did instruction have on student learning?
Where do I focus in making revisions to the instruction?
Which aspect of the instruction will I continue in the lesson; which will I
remove?
How will I reflect on my practice – collegial conversations, journal writing,
examining student work, conversations with students, thinking about my
teaching?
How do I build accuracy and specificity to use in future instruction?
mentors, coaches, supervisors, supportive and deep questioning
Lesson Plan Questions (Danielson, Understanding by Design, Common Core, Bloom Taxonomy, CAEP and more…)
• What is the name of the Unit and/or Lesson?
• What Learning Objective/Main Idea/Outcome do students
need to know?
• What Common Core skills will be introduced or reinforced?
• What academic and content – specific Vocabulary is
introduced in the lesson?
• What Materials will I present to the students – activity sheet,
map, song?
• Do I have or need a Bell Ringer or Focus Activity to settle the
students and establish a context?
• How will I open the lesson – Hook, Capture Student Interest,
Motivation?
• What additional Individual/Team/Full – Class Activities will I
use to help students discover what they need to learn?
• If these are group activities, how will students be grouped?
Lesson Plan Questions (Danielson, Understanding by Design, Common Core, Bloom Taxonomy, CAEP and more…)
• What Possible Misconceptions may the students have during
the instructions?
• How will I Differentiate Instruction, at Multiple Points, for
diverse learners?
• What Higher Order Thinking (HOT) Questions will I ask to
engage students in analysis and discussion?
• What Technology or other Resources can be used?
• How will I Assess student mastery of the skills, content and
concepts taught in this lesson?
• How will I Close the lesson – Summary Questions, Exit Exam,
Wrap – up Activity?
• How will I Reinforce and Extend Student Learning –
Classroom Application, Follow – Up, Enrichment Activity,
Homework?
• What Topics Come Next – tomorrow, day after…?
• Where is it leading – Fundamental Skill Building, Common
Assessment, CRT?
Lesson Plan Exercise
• To begin, we will look at an example of a five – day
lesson plan.
• Next, we will look at a one – day lesson plan used for
an observation.
• Using the Lesson Plan Questions, we will analyze
how many questions on the list of questions we can
answer from the Lesson Plan.
A special thanks to
Brandy Witherspoon,
from Tinley Park High School,
for agreeing to allow us to use her lesson plans.
Lesson Plan: Five Days
Lesson Plan: Five Days
Lesson Plan: One Day
Reflection Questions (Beyond the Reflection Conference Questionnaire – Teachers: Continuous Reflection
Questions)
4a Excellent: The teacher’s reflection on the lesson is thoughtful and accurate,
citing specific evidence. The teacher draws on an extensive repertoire to
suggest alternative strategies and predicts the likely success of each.
• How do I evaluate this lesson – weaknesses and strengths?
• What specific examples from the lesson do I have to support my judgments?
• Should I spend more time Building – Background, Links to Experience, Links to
Learning, Key Vocabulary?
• Would changing the physical space in the class enhance instruction?
• Should I change Student Activities:
• Scaffolding: Modeling, Guided, Independent
• Grouping: Whole Class, Small Group, Partner, Independent
• Processing; Reading, Writing, Listening, Speaking,
• Strategies: Hands On, Meaningful, Links to Objectives
• What areas do I need to work on?
• What things do I need to change?
• What Modifications and Accommodations for the students do I need to add or
make – Extended Time, Reduced Questions, Peer Assessments, Self -
Assessments?
• What Lesson Adjustments could I have made towards improved instruction –
peer groups, one – on – one instruction, peer - share?
Reflecting on Teaching
Proficient The teacher says, “ The students
still have problems with writing original sentences using the vocabulary words with context clues that clearly defines the word.”
The teacher researches online and makes a list of online dictionary web addresses that students can use, that include examples of sentences.
Excellent The teacher says, “The students had
a pretty good understanding of the
vocabulary words, but when they used
the word in a sentences, the meaning
in the sentence was vague.”
In conversation with colleagues, the
teacher considers strategies for
helping the students write personal
definitions to get a better
understanding of the word and before
writing the sentence. Other strategies
are offered and written in a journal by
the teacher for further consideration.
Please Share…
Something you learned?
Something that changed your thoughts?
Something you still have questions about?
(Also, if you have any questions or would like a
copy of the PowerPoint, please email me at:
Have fun.
17
Ava Evbuoma
Bremen High School