Best Practice In Teaching And Learning

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Since St. Mary’s doesn’t use the Framework for Teaching (FfT) as their teacher

evaluation tool, it was a challenge to complete this process. My struggles came with

having a teacher who wasn’t aware of the expectations or requirements that is assumed

in this model. It was evident that proper professional development is needed for

teachers to understand the FfT process and understand what effective teaching looks

like and what is expected during the FfT process (Danielson, 2008). However, we

worked collaboratively and found the FfT to be powerful and helpful for improving

teaching and learning in the classroom.

The lesson observed used a few strategies of best practices learned throughout

this course. However, the use of more …show more content…
Teacher A’s use of explaining why the students’ situation was an example of

elapsed time is a best practice. This best practice involves higher level thinking and

being able to build connections with elapsed time to their real lives. This type of best

practices helps students make sense of the mathematical concept to make it useful and

more understandable to them (Zemelman, Daniels, & Hyde, 2012). Teacher A also

acknowledged during her post-observation conference, that she wants to redesign her

lesson to include opportunities for her students to engage in elapsed time with a real-life

situation. Teacher A realized that her struggling students needed a more hands-on

approach and not a worksheet to help engage their learning. Engaged learning builds

students’ knowledge and love for learning which keeps them wanting and asking for

more. The hands-on real life situations helps students make connections that transfer

into lifelong learners (Blankstein, …show more content…
Teacher A uses this documented list to

modify teaching and learning activities to improve student learning (Blankstein, 2013).

The documentation system is used during the creation of her differentiated exit slips and

TEACHER EVALUATION PROJECT 6

communicate who needs conferencing during independent work time. The creation of

the exit slip uses the data collected to determine what problems to create, what levels to

create the problems at, and who will receive which problems. The use of the

differentiated exit slips communicates to the teacher what and how much each student

is learning throughout the lesson (Zemelman, Daniels, & Hyde, 2012).

The pre and post conferences that were held with Teacher A were insightful and

informative. I would have missed crucial information on the knowledge Teacher A has of

her students, her planning abilities for day to day lessons, as well as, her holistic view of

the mathematics curriculum (Danielson, 2008). Plus, the conversations began to

become professional and build relational trust and Teacher A’s pedagogy. Teaching is
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