Component 3a has a main focus of communication. The dialogue to be formed in centered in teachers conveying the importance of both teaching and learning in the classroom. It is also giving instructions that are clear so students understand what is to be expected. When teachers provide information they should do it in an interesting way that links to student interests, but also encourage students to think on their own. This component is important because communication is key in any situation. Without properly communication, nothing can function correctly.
Expectations for learning deals with communicating student goals clearly before, during, or after a lesson. Directions and procedures centers on students know what is expected is complete it without direct supervision. These directions are provided orally, written, or a combination. Explanations of content has teachers explaining concepts or information to students in a way that gives vivid pictures and is full of references to the lives of the students or their interests. Explanations are clear with scaffolds when needed, and are prepared for misconceptions. Use of oral and written language is being a model of language for students to later reflect and improve their own. I can implement these component by having work-time expectations visible in the classroom but also making an effort to layout information in the most understandable way for my students.
Artifacts:
Student Goal logs
Student lesson/learning reflection forms
Work-time expectation posters in room
Example of graded papers that show typical feedback to students
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf