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Planning and Preparation

Planning and Preparation Domain

Theresa King
October 8, 2014
EDUC 540
Drexel University

Planning and Preparation

The first lesson that I choose to create that was based on the first domain of
Danielsons Framework for Teaching was a review game called Onion Ball. My US
History students had an upcoming department exam based on the content that they were
taught from the first day of class, consisting of two units. I thought that this lesson would
be appropriate because this was the first lesson that I created on my own for this class and
the content of the lesson was extremely important since the lesson is based on what the
students have already learned. All of this coincides with the content of Danielsons first
domain of Planning and Preparation. There are six different components of this domain,
which I can reflect on, all of which will better prepare myself on my upcoming
evaluations.
The first component of Danielsons Planning and preparation domain is
demonstrating knowledge of content and pedagogy. For this component, I would
consider myself proficient. If the student answered the question incorrectly, I was able to
instantly correct them, or allow another student to provide the correct answer. Also, if an
answer was not specific enough, for what I was looking for, I was able to expand on that
answer for the students if needed. Another example of how I feel that I was proficient in
this component was that I was able to clearly define the prerequisite knowledge that the
students must have and I stayed within that knowledge for them to succeed in the game. I
cannot say that I am distinguished in the component because I was not able to anticipate
all of the students questions on how to play the game. I should have visualized more on
how it should be played to establish how to answer the questions.

Planning and Preparation

The second component of Danielsons first domain is demonstrating knowledge

of students. In this component, I feel I was distinguished in. One class has about five
special education students in it, according to their IEPs they are all to have tests and
quizzes read to them out loud. I considered this when I was creating the game and
wanted to make sure that they were able to participate and be engaged in the review
game, by having the questions read aloud by the students. This was accomplished when I
saw the interaction the special education students had with the game and fellow students.
Setting instructional outcomes is the third component from Danielsons
Framework. I set my outcome for the students to answer review questions with an 100%
accuracy. This is to ensure that the students are obtaining the content given to them in
the review game; I wanted to make it so that the students were always correct with their
answers. If one student missed the question, I allowed another student to help them out.
Because of this I would consider myself distinguished in this domain also.
The fourth component in Danielsons Framework under the Planning and
Preparation domain is demonstrating knowledge of resources. The resource I used for the
questions I provided was based off of the department exam that was created by all of the
US History teachers at the school I am completing this course in. I came up with the idea
of Onion Ball from an online search for review games. From this information, I would
determine that I could be considered proficient in this component also. I used a game
that was something outside the normal question and answer conversation or reviewing
note-taking guides. Also, I am not positive on how the questions were created from the
department exam, but I do know that it was created from four different US History

Planning and Preparation

teachers with various degrees of experience and knowledge of the material. I used those
questions and created my own based on the content provided from each question.
Designing coherent instruction is the fifth component in the Planning and
Preparation domain. I would like to think that with this lesson I was distinguished in
accomplishing this domain. I choose to use a game as a review exercise, because I find
that the content is learned and established better when it is made interesting for the
students; by choosing a game as a review, I can accomplish this. I also wanted to choose
a game that was something different than what the students were used to, such as
jeopardy. I also wanted a game that involves movement; this is so that the students can
waken up from their morning or lunchtime fogs. This game of Onion Ball accomplished
all of this.
The last component from the planning and preparation domain is designing
student assessments. Again, I would consider myself distinguished in this component.
This lesson is an assessment-based lesson; but throughout the lesson I was conducting a
formative assessment of the students answers to the questions that I provided. The
reason I would say that I was distinguished in the lesson was because the students were
also conducting formative assessments on themselves. They were listening to what other
students were saying for their answers and providing input where needed to correct or
expand on the answer.
Overall, the lesson went very well. The students remained engaged and the goal
of the review was accomplished along with what information needed to be delved into
more prior to the exam. Also, all six of the components were met with high levels of

Planning and Preparation

proficiency. This reflection also helped prepares me for my upcoming evaluations, in
helping me see and practice what I am being evaluated on.

Danielson, C. (2014). The framework for teaching evaluation instrument (2013 ed.).
Www.danielsongroup.org.