Discussion Strategies

After our professional development day last month, I received wonderful feedback about the use of the pinwheel discussion that was modeled.  Teachers from all departments remarked on how they could adapt the process to fit their curriculum, their students, and their needs.

It seems that we are all looking for ways to get students more actively involved in the learning process.  Among other skills, classroom discussions ask students to articulate their understanding, to consider perspectives that may differ from their own, and to support their claims with evidence.  But it can be difficult to find ways to get ALL students involved, especially those who who lack confidence or who may not have enough background information to fully participate (for example, due to recent or extended absences).

The following blog post includes 15 formats for structuring class discussions.  they are divided into three categories:

• Higher-prep Discussion Strategies
• Lower-prep Discussion Strategies
• Ongoing Discussion Strategies

Many of you already use these strategies, but perhaps you could pick up another one or two to add to your toolbox.  As always, if you would like assistance introducing or implementing these or any strategy into your classroom, give me a call.  I would be happy to help.

Link to The Big List of Classroom Discussion Strategies

Uncovering Artifacts: FAQs

You have written your SLO and PPG, you have had your goal setting conference, and now you are waiting to schedule your formal observation (summary year) or not (supporting year).  What else needs to be done to keep up with Educator Effectiveness?  

Collect artifacts.  

The following post contains answers to some of the most commonly asked questions regarding artifacts in the EE system.

What is an artifact?

An artifact is something that you have created to enhance your instruction or improve student achievement.  It might be a lesson, a survey, a PowerPoint, a rubric, a parent communication, a reflection, or a picture or video of a classroom activity.

What is the difference between an artifact and evidence?

This question is so common that it gets its own post titled Artifacts vs. Evidence.  See the extended answer by scrolling down to the next (previous) post.  The short answer is that the artifact is something that you have created and the evidence is which of the Danielson domains that artifact demonstrates.

Where do I find artifacts?

Since artifacts are something that you create, look in your H: drive, your Google Docs, or your filing cabinet.  Common assessments, committee work, or emails can also provide evidence of professionalism, record-keeping, communication, and collaboration, so consider those sources as well.  Not sure what types of artifacts to use?  Check out this resource which lists possible artifacts for domains one and four of the Danielson model.

Possible Artifacts

How many artifacts do I need?

By the end of your evaluation cycle (your summary year), you are responsible for providing evidence for all the components of domains one (a-f) and four (a-f).  That does not mean, however, that you need 12 separate artifacts.  It is entirely possible, in fact it is preferable, to submit a limited number of artifacts (3-5) which can be used as evidence for multiple components.  For an example of how a lesson plan could serve as evidence of 7 different components, check out the Artifacts vs. Evidence post.

You do not need to provide artifacts for domains two and three.  Administrators will collect evidence for domains two and three during their classroom observations.  

How should I organize my artifacts?

Since we are recommending that you do not use Teachscape this year, you will not need to upload your artifacts.  You should, however, decide upon an organizational structure for your documents.  You can keep paper copies or electronic copies in a folder, but make sure that you have a designated place to keep your EE documents.  If keeping paper copies, consider making two; you will need to share these artifacts with your administrator towards the end of your evaluation cycle, and it is always a good idea to save a copy for yourself.

How do I tag artifacts?

Teachscape provided a way for us to tag artifacts with the components that they represented, but it was not a user-friendly process.  The benefit was that it provided a list of components from which to chose.  If you are working outside of Teachscape this year (and we recommend that you do), you will need to tag the evidence yourself.  A quick internet search for Danielson's domains will bring up a list of the components, and from there you can write the appropriate one(s) on your artifact.  

Can I reuse artifacts?

Maybe.  In the year following a summary year, you will need to start the artifact collection process over again for your next three-year cycle.  You should not simply repost or reprint the same artifacts that you used in your last evaluation cycle, although there might be some carry-over.  For example, you might use the same assessment you used last year as an artifact, but the student scores and your corresponding reflection would be different because you are using it with a different student group.  

Do I have to worry about confidentiality when using student information?

Probably not.  Since these documents are shared only with administrators (who have access to student files anyway), you should be safe when submitting samples of student work, scores, and communication.  As a precaution you could cover or delete student names before submitting information.

Do administrators really look at my artifacts?

YES!  At the end of the evaluation cycle, administrators need to verify artifacts and evidence for all of Danielson's domains.  Reviewing your artifacts is one of the ways they can see the wonderful things you know and do.

Artifacts vs. Evidence

One of the questions I frequently get asked is, "What is the difference between an artifact and evidence?"  I have to admit, it took me a while to nail this one down, and there are very few resources explaining how each is used in the Educator Effectiveness process.  What I should have done is to start with my prior knowledge.

In the social sciences, an artifact is a piece of history.  Merriam-Webster defines artifact as, "something created by humans usually for a practical purpose; especially :  an object remaining from a particular period."  In comparison, evidence is, "an outward sign, or something that furnishes proof."

Applying that knowledge to the Educator Effectiveness process, an artifact is something that you have created (for the practical purpose of enhancing instruction and improving student success).  Examples of artifacts include a lesson plan, notes about individual student abilities and special needs, or a rubric for an assignment with a spreadsheet of student scores.  All of these are items that you create and can attach to your SLO or PPG.  
Evidence, on the other hand, is what that artifact demonstrates.  Your artifacts provide evidence of certain domains in the Danielson framework.  When reviewing your SLO and PPG, administrators will look at your artifacts seeking evidence of your proficiency in domains 1 and 4.  It is their hope that you use a few artifacts that provide evidence for several domains. 

For example, that lesson plan mentioned above may contain evidence of the following domains: 

Component of Lesson Plan	Evidence for Domain
Learning target	1c: Setting Instructional Outcomes
Explanation of how this lesson fits into larger unit or connects to standards	1e. Designing Coherent Instruction
Questions for higher-level thinking	1a: Demonstrating Knowledge of Content and Pedagogy
Options for differentiation	1b: Demonstrating Knowledge of Students
Use of technology, community resources, varied text levels, etc.	1d: Demonstrating Knowledge of Resources
Sample formative assessment used during the lesson with a reflection on how the feedback was used to inform instruction.	1f: Designing Student Assessments 4a: Reflecting on Teaching

That pretty much covers domain 1, with only one artifact!  Teachscape gave us the option to "tag" artifacts so that they were labeled with the appropriate domain.  If you are working outside of Teachscape this year (which we recommend), you will need to do the tagging yourself.  As you collect artifacts, simply label them with the domain(s) that they represent.  Remember that you only need to provide evidence of domains 1 and 4.  

Instructional Coaching Services

What services does an Instructional Coach provide?

Interested in discussing any of the above services or a need that you don’t see listed?

Contact Barbara Goings at x16387

Room 2102B (above door 4)

Additional resources are available in the G: drive 

in the Educator Effectiveness and Professional Development folders