Domain 1: Plan and Prep
The first domain in Danielson's Framework is planning and preparation which makes sense since this is the first step to teaching. This domain is about what teachers must focus on before teaching. They must be thoroughly prepared and have everything planned out to ensure a smooth and efficient teaching. Of course, teachers must demonstrate a solid understanding of their content and discipline. In addition, teachers must be aware of their students in order to best help them learn. Another important aspect of the planning and preparation domain is how to use resources. Teachers should know about useful resources and how to implement them into their lessons.
As a teacher I could demonstrate this domain in multiple ways. First, I could look for online resources like visual animations to use for teaching about states of matter. Also, I must be aware of how much my students know before I start teaching to avoid letting false assumptions hinder my students learning. Another way I could demonstrate this domain is by listing my learning objectives and instructional outcomes before I start to design my lessons. When designing my lessons, I could set time limits for a section so that my teaching is organized and sequenced and therefore coherent.
The subdomains of planning and preparation are:
As a teacher I could demonstrate this domain in multiple ways. First, I could look for online resources like visual animations to use for teaching about states of matter. Also, I must be aware of how much my students know before I start teaching to avoid letting false assumptions hinder my students learning. Another way I could demonstrate this domain is by listing my learning objectives and instructional outcomes before I start to design my lessons. When designing my lessons, I could set time limits for a section so that my teaching is organized and sequenced and therefore coherent.
The subdomains of planning and preparation are:
- demonstrating knowledge of content and pedagogy
- demonstrating knowledge of students
- setting instructional outcomes
- demonstrating knowledge of resources
- designing coherent instruction
- designing student assessments