Teaching as Organization

Knowledge of Content and Pedagogy

KNowledge of Content and Pedagogy

• Content: the factual information: concepts, principles, relationships, methods of inquiry, and outstanding issues (Danielson, 2007, p. 44)

KNowledge of Content and Pedagogy

• Pedagogy: the approaches to instruction

KNowledge of Content and Pedagogy

• Knowledge of content and the structure of the discipline
• Knowledge of prerequisite relationships
• Knowledge of content-related pedagogy

Knowledge of Students

KNowledge of Students

• Knowledge of child and adolescent development
• Knowledge of the learning process
• Knowledge of students' skill, knowledge and language proficiency

KNowledge of Students

• Knowledge of students' interests and cultural hertiage
• Knowledge of students' special needs

Setting Instructional Outcomes

Setting instructional Outcomes

• "Instructional outcomes must be worthwhile and represent learning central to a discipline as well as high-level learning for the students." (Danielson, 2007, p. 51)

Setting instructional Outcomes

• Outcomes must have value, sequence and alignment
• Outcomes must be clear
• Outcomes must have balance
• Outcomes must be suitable for diverse learners

Knowledge of Resources

Knowledge of resources

• Teachers must be aware of the resources available for classroom use
• Teachers must know the resources to extend content knowledge and pedagogy
• Teachers must know resources that are available for student use.

Designing Coherent Instruction

Designing Coherent Instruction

• Learning activities are suitable to diverse learners
• Instructional materials and resources are suitable for students and support the instructional outcomes.

Designing Coherent Instruction

• Instructional groups are varied as appropriate for the student outcomes.
• Lesson and/ or unit structure is clear and allows for different pathways

Designing Student Assessments

Designing student assessments

• Assessments must be aligned with instructional outcomes
• Assessment criteria and standards must be clear
• Formative Assessment is well designed
• Use assessment results to plan future instruction