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Educator effectiveness initiatives often use descriptions of effective teaching practices, such as Charlotte Danielson's "Framework for Teaching", to organize teaching separate domains for assessment. Danielson's domains include: Planning and Preparation, Classroom Environment, Professional Responsibilities, and Instruction.
Many schools use Danielson's framework for teaching to assess teachers. The CLASS approach, by Robert Pianta, evaluates teachers based on their interaction with students. To do this, the CLASS model evaluates teachers' interactions using three domains: emotional support, classroom organization, and instructional support. [20]
Homework can be a meaningful part of the independent phase of learning when administered thoughtfully based on the observations made during the independent phase of the gradual release of responsibility framework. Giving homework early in the morning can often distract students during lessons later in the day.
Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation. Teachers who engage in leadership roles are generally experienced and respected in their field which can both empower them and increase collaboration among peers.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
The International Society for Exploring Teaching and Learning (ISETL) has as its purpose "to encourage the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning; promote the application, development, and evaluation of such methods; and foster the scholarship of teaching and ...
UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) [ 2 ] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development . [ 3 ]
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.