Domain 3

domain 3 overview
Instruction

About the domain

amy fuller teaching reading "Domain 3 is the heart of the framework for teaching; it describes, after all, the critical interactive work that teachers undertake when they bring complex content to life for their students. The heart of Domain 3 is engaging students in learning; all the other aspects of the framework serve the purpose of engagement, because it is engagement that ensures learning." (Danielson, 2007, p. 77).

A synthesis of research conducted by the Institute of Education Sciences research (2013) at the U.S. Department of Education identifies early childhood (i.e., prekindergarten and kindergarten) instructional practices that correlate with academic achievement. “The study found that children in classrooms with high levels of emotional support and instructional support demonstrate greater growth in academic and social development"(MSDE, 2015, p. 153). In other words, high quality instructional practices operate in tandem with a learning environment that fosters the development of social emotional skills that children use throughout their school careers and beyond.

Instructional practices across subject areas include communication, questioning and discussion, engagement, feedback, and differentiation; high quality adult-child relationships and interactions are essential and embedded into these five areas.

indicators for levels of performance

Component 3a: Communicating with Students

Indicators for levels of performance for Component 3a: Communicating with Students

				Unsatisfactory	Basic	Proficient	Distinguished
Possible Examples				The teacher gives unclear and confusing directions. The teacher does not clarify vocabulary and content that is confusing or unclear (e.g., “Get the ball and block”).	The teacher provides directions, verbally introducing materials and activities without demonstration or details. The teacher’s explanation of vocabulary and content is clear but does not invite student participation “Today we will work on three dimensional shapes”).	The teacher’s directions include modeling and detailed explanations for the use of materials. The teacher states clearly what the students will be learning using age appropriate vocabulary (“Today we are going to learn about three dimensional shapes. We will explore spheres and cubes”).	The teacher’s directions include modeling and detailed explanations for the use of materials. Students are invited to explain directions to peers and share different approaches to modeling materials. Picture cues or task completion cards to assist students in independent completion of the task. The teacher states clearly what the students will be learning by making personal connections and using rich language with age appropriate vocabulary (e.g.,“Today we are going to learn about three dimensional shapes. We will explore spheres and cubes. Spheres look like a ball you play with on the playground. I wonder if anyone else can think of something that looks like a sphere”).

Component 3b: Using Questioning and Discussion Techniques

Indicators for levels of performance for Component 3b: Using Questioning and Discussion Techniques

				Unsatisfactory	Basic	Proficient	Distinguished
Possible Examples				The teacher repeatedly calls on the same students and does not encourage others to participate. Students are not given an opportunity to participate in group or class discussion. The teacher doesn't correct or follow up with additional information when a student incorrectly responds to a question. Majority of questions involve one word answers without higher-level thinking (e.g., "what color is Corduroy's overalls?").	The teacher only calls on students who have their hands raised, or repeatedly shout out. Students are given an opportunity to participate in group or class discussions, but demonstrate little to no awareness of established procedures and do not adhere to the prompt. The teacher corrects a student who responds incorrectly to a question, but does not give any follow up information. Questions include a balance of recall and those that invite low level thinking (e.g., "what happened in the story?").	The teacher calls on students regardless of whether hands are raised. The teacher models appropriate participation in group or class discussions, including polite interactions, attending to the speaker, and asking questions. The teacher reframes the question when a student responds incorrectly to a question, and follows up by providing additional information for the student. Questions include a purposeful balance of low level and high level questions (e.g., "why do you think Lisa came back for Corduroy?"). Follow-up includes the opportunity for students to explain their thinking.	The teacher encourages students to ask questions or provide additional ideas, providing prompts as necessary. The teacher reframes the question when a student responds incorrectly to a question, and follows up by providing additional information that is tied to other interests or events in the world or the child's life that make it relevant. In addition to a purposeful balance of low level and high level questions, the teacher provides opportunities for students to agree, disagree, share other ideas, and ask follow up questions to each other. See "Additional Considerations" below.

Component 3c: Engaging Students in Learning

Indicators for levels of performance for Component 3c: Engaging Students in Learning

				Unsatisfactory	Basic	Proficient	Distinguished
Possible Examples				Students do not appear interested/engaged in activities (e.g., students are roaming or sitting throughout centers without a clear purpose). The teacher makes no attempt or is unsuccessful at orienting and guiding students toward learning objectives. The pacing of the lesson is inappropriate; the lesson drags or is rushed, and student behavior indicates a lack of focus (e.g., children are disruptive, rolling on the carpert, need continuous re-direction). Students are given activities and materials without an intentional purpose in order to keep them busy (e.g., manipulatives are put on tables to fill time, technology useage is unrelated to the lesson). None or few of the learning tasks are differentiated, nor are the outcomes.	At times, children are intellectually interested or engaged in activites. Some activities are appropriate and partially achieve the learning objective. The pacing of the lesson is uneven, with limited student engagement in activities. Activities and materials require a mix of rote recall and higher level thinking. Very few or some learning tasks are differentiated for students.	Most students are intellecturally engaged in activites. When appropropriate, use of technology is evident. Lessons are pusposeful and align to learning objectives. The pacing of the lesson is suitable and provides time needed to be intellectually engaged. Materials support learning goals and require intellectual engagement, with multiple correct responses and/or higher-order thinking. Most tasks are differentiated for students	Virtually all students are intellectually engaged in activities and use materials with purpose. Lessons are purposeful and align to the learning objectives, and allow students to initiate connection to their culture, prior knowledge, or life experiences. Students create different uses (e.g., signs, labels, props) for provided materials or ask for additional materials. Learning tasks are differentiated in the whole group, small group, and independent setting. Appropriate scaffolding is provided and choice is evident (e.g., handwriting practice includes modifications to support student need, or students are provided with choices such as paper/pencil, sand, play-doh, paper and markers, water and chalkboards etc.).

Component 3d: Using Assessment in Instruction

Indicators for levels of performance for Component 3d: Using Assessment in Instruction

				Unsatisfactory	Basic	Proficient	Distinguished
Possible Examples				The teacher provides no feedback (e.g., “put it in the basket and read a book”). The teacher’s system for assessing students is limited or absent or based on a single form of data (e.g., benchmarks, graded assignments). The teacher doesn’t or rarely ask questions to check for understanding.	Teacher feedback is not specific or individualized, and does not develop future improvement of student work (e.g., “good job”). The teacher’s assessment system for assessing students includes questions, anecdotal records, observations, photos, and/or work samples, but is sporadic or only conducted when summative reporting is due. The teacher asks perfunctorily asks “does anyone have a question?” before moving on or predominantly low-level questions (i.e., those that a single correct answer).	The teacher engages in feedback with students, and repeats or extends students’ responses. The teacher’s assessment system for assessing students includes questions, anecdotal records, observations, photos, and/or work samples, and is used regularly on all students. To gauge understanding, the teacher offers suggestions to students during centers or small group based on student work, talking with them about their understanding, or seizing on a teachable moment to extend student understanding.	The teacher engages in feedback and supports understanding by giving hints and clues as well as modeling. The teacher collects evidence, work samples, culturally responsive assessments, or anecdotal records for all children and uses the information to intentionally plan for differentiated instruction. The teacher asks intentional questions during centers or small group designed to explore relationships and deepen student understanding of their work. Questioning supports student movement toward self-assessment (e.g., “how do you know you are correct?”).

Component 3e: Demonstrating Flexibility and Responsiveness

Indicators for levels of performance for Component 3e: Demonstrating Flexbility and Responsiveness

				Unsatisfactory	Basic	Proficient	Distinguished
Possible Examples				The teacher is unresponsive to student behavior and keeping students engaged (e.g., student is rolling around the carpet during circle time and the teacher continues writing the morning message). During center time the teacher comments, “it’s November, so no more pumpkins in the art area.” When a student expresses confusion or answers incorrectly, the teacher says, “if you’d pay attention, you would know the answer.” During centers, the students notice a bird’s nest outside the window. In response, the teacher tells the students to move away from the window and return to their centers.	The teacher makes minimal adjustments to plans and sometimes is unaware of students who need extra support, assistance, or attention (e.g., after students have been sitting on the carpet for 20 minutes, rather than moving on, the teacher invites everyone to stand up, shake their legs, and sit back down before resuming the lesson). The teacher attempts to engage students in their interests, but does not deviate from the lesson plan to support student interest or understanding (e.g., when a student suggests placing “The Very Hungry Caterpillar” in the science center, the teacher replies, “maybe we can do that at another time.”). When a student expresses confusion or answers incorrectly, the teacher rephrases the question. During centers, the teacher provides a coloring page with a picture of a bird’s nest, explaining that a nest is a bird’s home and birds find materials to build them. The teacher directs students to draw a bird on the nest.	The teacher allows a student to hold a fidget toy during whole group instruction. The teacher makes adjustments that address student interest (e.g., including blueprints, brought to school by a student, in the block area). When observing students are not engaged or not understanding a concept, the teacher adjusts strategies, scaffolds personal connections, and includes other learning modalities to accommodate all learners. During centers, the teacher takes the children outside to look at nests, exploring how they are the same and different. The teacher leads the class in making a list of materials used in the nests when the return to the classroom.	The teacher acknowledges that a student needs to have their shoe tied, and directs them to check the “Shoe Club” chart and select a friend to help him. The teacher extends student learning into extended lessons, incorporating additional resources from home or the community (e.g., extending a unit on weather by including articles of clothing from various seasons in the exploration center, where students can try on different combinations and write about their use). When observing students are not engaged or not understanding a concept, the teacher stops to evaluate student input and behavior. The teacher responds by re-teaching, revisiting, or replacing the learning objective, using a variety of techniques to illicit student learning and support peer to peer interactions. After comparing nests outside, using the classroom iPad to take pictures, and brainstorming potential materials, the teacher stocks the art center with various materials and pictures of nests. Students are invited to create their own nests during center time and are given time to explain how they made the nest and answer questions during center time closure.

Additional Considerations for Early Childhood Classrooms

Communication

Clear and concise directions and explanations (e.g., "bite sized" amounts of time, chunking, limited adult talk, etc.).
Vary volume of voice to maintain attention.
Have children restate the directions or demonstrate expectations.
UDL Links to an external site. principles and multiple modalities (e.g., provide visual aids such as pictures, role-playing activity expectations).

Questioning and Discussion

Purposeful balance of low level and high level questions
- Low level questions (i.e., recall facts, repeat procedural steps) are used to gain general information about the topic being discussed (e.g., "priming"), assess literal understanding of a concept, or serve as building blocks for developing and deepening understanding.
- High level questions help children develop a deeper understanding of a concept or topic. Examples include asking children to explain, infer, compare, analyze, and evaluate. Open-ended questions, those that may not have a correct answer, are also included.
Visual representations, graphic organizers, charting responses, etc.
Purposeful use of monologic and dialogic interactions, according to student need and the instructional cycle.
- Monologic interactions are those with a preponderance of teacher communication, with children playing a more passive role (e.g., EPR).
- Dialogic interactions are those with more collaborative, mutual conversation where children share major responsibility during discussions (e.g., asking questions, providing reactions to response, etc.).

Engagement

Tasks and activities that require thinking rather than being busy.
Presenting information in multiple ways.
Varied groupings.
Connecting prior knowledge of children with new information.
Hands-on materials, manipulatives, and active construction of understanding.
Secure relationships and trust established to promote engagement.
Choral response, response chaining, Every Pupil Response

Feedback

Praise (e.g., "very good," "nice job"), which plays a role in helping children feel good about themselves, is not the same as feedback, which is specific to the child's performance or understanding.
- Feedback can be linked to praise (e.g., "Great job! You've been working hard on writing 'd' and you used the top and bottom line each time").
Timely, constructive, and specific. Identify corrections specific to the desired outcome, and limit the quantity.
Promote self reflection, which includes setting goals, monitoring progress, and reporting on accomplishments.

Differentation

Opportunities include the curriculum, instruction, assessment and learning environment.
Consider developmental progressions and learning trajectories.

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