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Domain 2-Lesson Plan Analysis-1

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5 views

Domain 2-Lesson Plan Analysis-1

Uploaded by

fightingirish1012
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Activity: Lesson Plan Analysis

Directions: Watch the two sample lessons and complete the “Evidence of…” columns below.

Domain 2: The Classroom Environment

Component Indicators Evidence of indicators Areas of Improvement


for High School Writing for High School Math
Lesson video video
2A: Creating an  Respectful talk, active  The teacher models  Instructions
Environment of listening, and turn- respectful interactions such as “sit
Respect and taking. by actively listening to down and be
Rapport  Acknowledgement of student responses. quiet” lack
students’  Discussions include warmth and
backgrounds and acknowledgment of rapport-
lives outside the students’ cultural and building.
classroom. personal experiences,  The teacher
 Body language fostering a sense of misses
indicative of warmth inclusion. opportunities
and caring shown by  Expectations for to interact
teachers and politeness and value- personally with
students. added contributions students to
 Physical proximity. ensure fairness and build
 Politeness and respect in dialogue. connections.
encouragement.
 Fairness.

2B: Establishing a  Belief in the value of  The teacher  The instructions lack
Culture for what is being learned. communicates emphasis on the
Learning  High expectations, the importance importance or value of
supported through of addressing the activity, affecting
both verbal and equity and student motivation.
nonverbal behaviors, education  Expectations for
for both learning and issues, high-quality
participation. engaging participation or effort
 Expectation of high- students in are not evident.
quality work on part critical
of students. thinking.
 Expectation and  High
recognition of effort expectations
and persistence on are set through
the part of students. thought-
 High expectations for provoking
expression and work questions and
products. required
participation.
2C: Managing  Smooth functioning  Routines are  Unclear instructions
Classroom of all routines. clear and lead to confusion and
Procedures  Little or no loss of seamlessly loss of instructional
instructional time. executed, with time.
 Students playing an minimal  Routines should be
important role in disruptions. established to help
carrying out the  Students students transition
routines. actively smoothly to math
 Students knowing participate in center activities.
what to do and transitions and
where to move. maintain focus
throughout.

2D: Managing  Clear standards of  Behavioral  Behavioral


Student Behavior conduct, possibly expectations are set disruptions are
posted, and possibly explicitly, including the not addressed
referred to during a requirement for promptly,
lesson. respectful participation resulting in a
 Teacher awareness of and speaking at least loss of focus.
student conduct. once.  The teacher
 Preventative action  The teacher should
when needed, taken manages disruptions implement
by teacher. effectively, maintaining proactive
 Reinforcement of a focused learning strategies to
positive behavior. environment. reinforce
positive
behavior and
set clear
conduct
standards.

2E: Organizing  Pleasant, inviting The classroom The physical space and
Physical Space atmosphere. arrangement supports arrangement could be
 Safe environment. open, inclusive better utilized to
 Accessibility for all discussions and support engagement
students. encourages student and minimize
 Furniture engagement. distractions.
arrangement suitable
for learning activities.
 Effective use of
physical resources
including technology,
by teachers and
students.

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