What is component 3e? Component 3e refers to a teacher’s skill in making adjustments in a lesson. When a lesson is planned, there could be no need for changes during the course of the lesson. As teachers become more experienced they will be able to predict when a lesson will need some changing. Teachers may find that their lesson is not going as they would like or they might find that another lesson would be better to teach. Either way, they are ready to respond to these situations. Teachers who are committed to the learning of all students will engage students in learning even if they encounter obstacles along the way.
Why is it needed? Teachers need to be flexible with they are instructing their class on a particular lesson. Some students might not get it the first time they are told. These students will be to be taken a count of when creating lesson plans so the teacher knows what to do when they have this problem. Teachers can think of different ways to teach their students and have different examples ready to go to help students get a better understanding of the topic. Using Davis’s Reflecting Teaching Cycle allows teachers to always go back and refine their work after presenting a lesson. Ask questions like, “What could I improve”, “Which parts did students struggle with the most? Can I help solve that problem next time?’.
What are the elements of component 3e? Lesson adjustment. Teachers make both minor and major adjustments to a lesson. These adjustments depend on a teacher’s alternate instructional strategies and his/her confidence in making the shift when needed. Response to students. During the lesson an unexpected event will occur which could be a teachable moment. Teachers need to acquire this skill so they can act when these teachable moment opportunities Persistence. Committed teachers don’t give up easily. Some students may encounter difficulty in learning. The teacher’s alternate approaches to help their students should be successful.
How can it be implemented in the classroom? Teachers incorporate students interests and event into the daily lesson. Teachers can bring in a school sport they are excited about and create math word problems with this in mind. Teachers are “with-it” and know each of their students and what they look like when they are about to give up or fail. Teachers seize on the unplanned teachable moments. Teachers use the Reflecting Teaching Cycle with their lesson plans. Teachers can also reflect back on their own lesson plan and find out what worked and what did not and adjust their plans based on their students. Expect the unexpected like fire drills, death in the family or illness. Use formative assessment to see where students are and what they need to work on.
Sources: The Framework for Teaching Evaluation Instrument. (2017). Static.pdesas.org. Retrieved 16 November 2017, from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf Teaching Cycle. (2017). I.pinimg.com. Retrieved 16 November 2017, from https://i.pinimg.com/originals/e5/15/ed/e515ed76e109b674f5ced785ff624041.gif Image labeled for reuse