Component 3c is about engaging the students in learning since it is intricate for them to involved in the material. The students are active participants in the learning and take ownership of it by developing their own understanding of the material. An important piece of their component is having a lesson with a beginning, middle, end, and scaffolds when needed. This component is important because it is not just having the students be on task with the work, but having them fully grasp it deep into their schema. This way the information sticks instead of going in one ear and out the other.
Activities and assignments are at the center of having students enveloped in the learning. This includes doing activities and assignments that follow the goals of the lesson and promote learning, while involving the students in choice making. Grouping of students is summarized by its name; it is the action of grouping students in such a way that promotes the strengths of all and helps at the weaknesses. Instructional materials and resources deals with a teacher choosing resources wisely as a way that promotes and deepens the learning of the students. Sometimes this may align with the school/district's materials, or picks of their own. Lastly, structure and pacing is about truly keeping the students engaged and not bored to death when it comes to a lesson or task. It is keeping the class period moving along with a structure that allows students to fully grasp the material, reflect, and then find closure through the teacher's actions. I can use this component by first being very intentional with how I set a lesson up to follow the objects but also engage the students. This involves getting my students to think at a high-level and making sure they are with me and not just watching.
Artifacts:
Possible participation points/rubric
Interesting anticipatory sets
Flow diagrams for an engaging discussion
Student reflection/feedback on tests/lessons
Paced lesson plans with time indicators
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf