Group items tagged

This rubric (2011) lists each of the domains (1-4) and sub domains (a-f) for each. It also gives Critical Attributes of each one and of Possible examples of distinguished models of implementation. This does not give each individual row of the rubric, but it is a good start.

A google doc with examples of Technology Related Competencies in each domain.

LEARNING-FOCUSED provides schools and districts with the best solutions for consistently and pervasively implementing every domain and element of the Danielson evaluation.  

Not sure where to put this. Perhaps 1 B knowledge of student interests. Even if I can't fit it into the rubric. It has made a huge impact on classroom success and the enjoyment my students have. 

Found this idea online, have students use http://rubistar.4teachers.org/ and make their own group participation rubric and grade each other. Seems to meet: "There is evidence that students contributed to the development of the criteria and standards." It will be a great way to get them to think about their responsibilities when working in a group.

Contrast the way the same skill might be presented in two different disciplines, carefully considering how the learning is scaffolded to cognitively engage students. Grade-level or interdisciplinary teams may find it helpful to complete this tool together.

"Why Formative Assessments Matter FEBRUARY 15, 2011 Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction. They are used during instruction rather than at the end of a unit or course of study. And if we use them correctly, and often, yes, there is a chance instruction will slow when we discover we need to re-teach or review material the students wholly "did not get" -- and that's okay. Because sometimes we have to slow down in order to go quickly."