Domain 3: Instruction

3a. Communicating with Students

The students have been learning about how to sort patterns by shapes, colors, and sizes, at the

beginning of the year. This domain helps me understand how importance it is for students to

learn how to recognize, extend, create, and use mathematical patterns in kindergarten. Learning

about patterns in the early years is an essential building block in their understanding that patterns

is not just creating beautiful designs using attribute blocks, counters, and other math tools. They

need to also understand that learning about patterns will help to skip counting, repeated addition,

and beyond. It is important to provide this foundation early because patterns allow students to

make predictions, and explain their reasoning when solving routine and non-routine problems.

One of my goals this quarter was to “clearly communicate” (Daniel, 2014) the lesson objective to

the students. I related lesson to students’ prior knowledge, communicated the lesson topic to the

students, and explained what the student was going to learn. I used visually to communicate

topic to students. For example: I wrote the title (Shape Patterns) on the white board for students

to see. I gave clear directions about what they will be doing at their tables. I also set the

expectations for students to use the vocabulary “shape patterns” when they are reading to each

other and saying it out loud. This helped me set the “expectations for learning outcomes and

assessment,” (Danielson, 2014). Furthermore, I believe that I have explained the group activity

to students and I wrote what I wanted them to do on the board as well. Students worked with

their math groups by participating in two different activities that went with the lesson. This

lesson was a student-centered and it involved all students. Students’ engagement was a very

important aspect of the lesson. I modeled creating a shape pattern on the white board for students
to see and identified the shape pattern. I then called on a student to come to the board and create

a new shape pattern.

3b. Using Questioning and Discussion Techniques

Using questioning to acquire information from students or spark students interest is an important

part of the lesson. I have learned to initiate students’ learning by asking them questions that are

appropriate for their grade level and to help them recall information. During the shape patterns

lesson, I asked students questions such as, “What is a pattern? What do you think we are going to

learn today? What is this shape pattern? (Students, “square, triangle, circle), and what shape

patterns does it make? (Students, “ABC”). Asking students to participate in learning during

instruction is important because it helps students understand how patterns work. When I teach, I

always ask student volunteers to come to the board and make a shape pattern. I also ask the

student to show it to the entire class. It gives them ownership to their work. In addition, I

involved the whole class to participate, and engaged them in the learning process, and discussed

what they are learning together. Before I send them to their math groups, I checked for

understanding by asking: “what pattern are we going to learn today?” “Who can tell me?” “What

are you going to use when you are reading your patterns?” Students turns and talked to a partner

and shared their thinking. Students used the vocabulary in their discussion. This helps me

understand that they understood me and the lesson. Students explore creating shape patterns with

attribute blocks and other math manipulative. Students completed a worksheet for assessment.

For ELL and special needs students, an ELL teacher worked with them one-on-one. When I

circled to their tables, I asked one of the students to tell me what his or her shape pattern was.

“Promoting active discussion” (Danielson, 2014) between students is very important and it helps

ELL and special needs children participate in learning with the whole class. It also “promotes
students to develop a higher-level thinking,” as well as “discussing and explaining their

thinking,” (Danielson, 2014). Students completed assignment and shared their experiences at the

end of the lesson.

3c. Engaging Students in Learning

I believed that the lesson engaged all students in the classroom. I invited students to the carpet

and explained what they were going to learn. I modeled for them what I was going to teach. I

asked for students’ participation by calling three volunteers to come to the board and show the

class how to create a two or a three – element shape patterns, using the manipulative that I used

to create my pattern. The students shared the patterns they created and explained to the other

student their reasoning and thinking process. All students were involved in a higher thinking

level. I asked students “what comes next?” by looking at the pattern. They all “worked together

and involved each other in discussions about what they think will come next during Think, Pair,

Share. At their tables, I asked students to share what their patterns were and explained how they

created it to me or to each other. When working in groups, they worked effectively using the

materials provided and used vocabulary. I assigned students to change places when transitioning

to the next station. At the end of the lesson, students had the opportunity to reflect on what they

have learned.

3d. Using Assessment in Instruction

The Danielson Framework explained that assessments are used throughout the year and that it is

an “ongoing experience; both informal and formal,” (Danielson, 2014). I believed that I have

used both formal and informal assessment at the beginning of the lesson when I asked students

what we have been learning? Students completed an assignment to show me that they understand

the lessons. I asked students to tell me what they think they are going to learn next? Asking
these questions helps students to recall information and established prior knowledge. These

questions help me assess what students already know and prepare them to think about what they

are going to learn next. It also helps strengthen their critical thinking; it showed me what they

can do, and how they are using their thinking process to solve problems. Furthermore, the

assessments measured and met all students needs. Students shared their experience at the end of

the lesson and well.

3e. Demonstrating Flexibility and Responsiveness

In this section, I adjusted the lesson to meet all students’ needs. I modified the lesson to

accommodate my special needs and ELL students as well. I had to be “flexible and responsive”

(Danielson, 20014) to students’ abilities. I always take the opportunity to learn and grow. I

worked hard to build on and enhance students’ learning. I also used a strategic goal to stimulate

the students’ learning process. My goal is to help improve students learning and spark their

curiosity. That is why I checked for understanding before, during, and after the lessons. In this

lesson, I modeled and had students copy and then practice it on the board and on the carpet. They

turned and talked to their partner and shared their thinking. Knowing that students might need

more practice using the manipulative to show their thinking, I encouraged them to think big and

continue trying. I even modeled again at their tables to see if they understood the lesson.

Overall reflection

Overall, my goal is to learn how to effectively plan a lesson that is a student centered. It is

important that the lessons are consistent and follow a sequence. However, I wished I created

more “opportunity” (Danielson, 2014) for students to work in groups on the carpet and engage in

discussions about the topic. Making sure the lesson’s content is identified at the beginning of the

lesson is very important because that is the skill set I wanted my students to learn. Students
practice the skill set together, discussed it with a partner, and worked in groups to increase their

knowledge. I also asked students to use the vocabulary when discussing their thinking, and

reading their patterns. I modeled for students and called on a student to model for everyone. I

asked students questions that stimulate their interest and encourage them to engage in the lesson.

I have set a goal for myself to incorporate more student-centered activities, instructional

delivery, and asked questions that enhance their thinking. I helped students build their skills by

asking them to participate in the exercise and use the materials provided. My guidance enforced

learning and helps students visualize it. Planning a lesson that has a clear goal and objectives

helps me visualize what I want my students to learn, and how I will teach them the skill set. I

believe that I did well in this domain and reflected on what I will do next to strengthen it.

References:

Danielson C. (2014). The Framework for Teaching Evaluation

Instrument. Princeton, NJ: The Danielson Group.