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Reflections on Domain 3: Instruction

Richelle E. Colucci-Nunn
Drexel University

Running head: REFLECTIONS ON DOMAIN 3

Reflections on Domain 3: Instruction

As I have become more familiar with the components of Danielsons (2014) Framework for
Teaching, I can more clearly see how each of the domains fit together to provide teachers with a
road map to success. Instruction, of course, is where the rubber meets the road. I am therefore
pleased to find that if I keep the indicators for each component of Domain 3 in mind as I plan my
lessons, it makes the actual instructional delivery fall into place.
To meet the requirements of component 3a (communicating with students), I first shared the
lessons instructional objectives with students, which provided them with a purpose for learning.
I anticipated a possible misunderstanding about sliding and rolling; asking a student to explain
the difference provided students the opportunity to understand the nuances from another
perspective. Because I believe in the power of a rich vocabulary, I also enjoy inserting
minilessons on vocabulary and grammar whenever possible; in this lesson, I pointed out that
rectangular is the adjective form of rectangle. Finally, while it is not written in the lesson plan,
after the instructions for each activity were given, I asked various students to explain each step to
ensure understanding. I have found this this step is crucial when students will be working
collaboratively.
My questioning and discussion techniques (component 3b) have been improving. While I
have been using Pair-Share and Think-Pair-Share since my first pre-student teaching experience,
I have added to my discussion repertoire. For example, I included activities that required
students to discuss and agree on an outcome throughout this lesson. I was excited to hear
students challenge each others thinking as they worked collaboratively; even before then, one
student stood firm in the face of challenges from most of the other children; he was adamant that

Running head: REFLECTIONS ON DOMAIN 3

he saw a rectangle when he looked at a roll of paper towels, when most other students jumped
right to the term (cylinder) that they learned in kindergarten! I also have established expectations
to ensure that all students engage in the discussion (both speaking and listening); students know
that I will call on a few of them to tell the class what their partner shared or what they shared. I
am also getting better at asking higher order questions that require the students to understand the
reason behind certain outcomes, rather than simply explaining the reason why myself.
In this lesson, I employed several different approaches to engage students in learning
(component 3c). First, I provided scaffolding through modeling. This step was critical because
this lesson provided many hands-on opportunities for students to explore the different aspects of
solid shapes, which in and of itself intellectually engaged students in the learning. I also engaged
students in higher level thinking and learning when I asked them to make and confirm
predictions and explain their thinking to their partner if they did not agree on an outcome.
Think-Pair-Shares at the end of each days activities allowed students to reflect on that days
learning, while journal entries provided an opportunity for reflection on the entire lesson.
Finally, I engaged students in effectively using materials when I directed them to borrow shapes
from another desk group since we did not have enough shapes for every pair to stack 3 shapes.
This strategy demonstrated my high expectations of students while providing them with built-in
movement breaks!
I used both formal and informal assessment in instruction (component 3d). There was
informal assessment occurring throughout this lesson, primarily through observation of student
responses and partner/group work, but also using other techniques such as shape hold-ups and
worksheets. One of the reasons this lesson took longer than planned was that I stopped several
times to address misunderstanding that I discovered through such observation! As a final

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formative assessment, I will have students assess their understanding themselves using a rubric
before they take the lesson assessment.
I demonstrated flexibility and responsiveness (component 3e) when I incorporated multiple
instructional strategies (visual, auditory, kinesthetic) into this lesson so that students would have
a deep understanding of solid shapes. I planned for differentiation and follow-up for students
who were still struggling after the lesson. I also routinely provide students the opportunity to
correct mistakes on their worksheets; they know they can ask for guidance if they need it, but
that either way, I expect them to understand why they got a question wrong and how to correct it.
While I believe that I designed and delivered a robust and engaging lesson that met all of the
requirements of Domain 3, I know that I still have work to do in this domain. Because I take the
time to ensure student understanding, seize teachable moments, and provide time for reflection to
synthesize learning, my lessons usually take longer than planned. I would also like to
incorporate more student self-assessment for progress, especially on lessons (such as this) which
span several days. I believe that adding this step will help me continue to grow in an area noted
on my mid-term evaluation: implementing accommodations.
When designing a lesson that requires higher order thinking, I do partner students
heterogeneously, but I have found that such student mentoring is not always sufficient. Although
I plan to provide one-on-one support in those cases, it has been difficult to find the time to fit it
into the day. My cooperating teacher and I have agreed to use our Imagination, Creation, and
Exploration (ICE) room time to provide small group and one-on-one time for students.
Essentially, I have been hosting a center; I call students over to work with me on math concepts
based on the informal assessments I have done.

Running head: REFLECTIONS ON DOMAIN 3

Reflecting on instruction using Danielsons (2014) framework has been a valuable

experience. I found that the process of reviewing my lesson plan against Domain 3 and
highlighting the evidence of each component in my lesson plan helped me reach a deeper
understanding of the indicators for each component. I am confident that my performance in this
domain will continue to improve as a result!

Running head: REFLECTIONS ON DOMAIN 3

References
Danielson, C. (2014). The framework for teaching evaluation instrument [PDF document].
Retrieved from http://danielsongroup.org/framework/