57 16 DOMAIN 3: Instruction COMPONENT 3A: Communicating with Students The student teacher sets clear expectations and utilizes a variety of instructional techniques and ongoing assessment to adapt to all PK-12 students’ knowledge and needs. Exemplary • The student teacher clearly sets expectations, communicates content, and imaginatively uses analogies, modeling, and real-world examples to demonstrate authentic learning. • The student teacher anticipates misunderstanding and invites PK-12 students to share or contribute to content explanation. • The student teacher uses rich language, offering brief vocabulary lessons where appropriate, as well as applications to real-world scenarios. • The student teacher personalizes content and language for PK-12 students, where appropriate. Expected • The student teacher clearly states the learning objectives, employing sound instructional strategies. • The student teacher clearly explains content, answers questions, and offers vocabulary and skill supplements to help with student understanding. • The student teacher’s vocabulary and usage are appropriate and well suited to the lesson, with differentiation for student groups and some connection for authentic learning. Emergent • The student teacher refers to the learning objectives minimally, with little or no explanation. • The student teacher makes no serious content errors but does not communicate the content clearly; the teacher must clarify learning tasks repeatedly for PK-12 students. • The student teacher does not differentiate instruction; there are limited opportunities for student participation and minimal connections to authentic learning. • Vocabulary and usage are correct but do not engage or address all student groups. Unsatisfactory • The student teacher does not convey learning objectives to PK-12 students. • The student teacher makes serious content errors that will affect PK-12 students’ understanding of the lesson. • PK-12 students’ body language or questions show they don’t understand the content. • The teacher does not respond to questions when PK-12 students are confused about the learning task. • The student teacher communicates poorly and ineffectively. Not Observed Discussion Prompts: • How do you communicate learning objectives to PK-12 students? • In assigning a task to PK-12 students, what approach do you typically provide (e.g., teacher modeling) to ensure the assignment is clear? • How do you measure student understanding and engagement in a learning task? • Describe your strengths and challenges in terms of your content knowledge and your ability to communicate content and invite student participation. • How do you ensure your vocabulary is suited to the lesson? • How do you ensure your vocabulary is appropriate to PK-12 students’ ages and levels of development? Evidence of Practice: • Relation of lesson content to authentic learning (real world) • Directions and procedures for lesson • Use of language • Availability to PK-12 students 16
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