EDU204 – Observation and Internship

Fall 2024-2025
 Group members: Rim Hilal, Joanna AK, Malak Shabaan, Marwa Ghraizi

Topic: Unwrapping the Framework of Teaching

Domain Jigsaw
Directions: Read your assigned domain.
Domain 1: Planning and Preparation
The components in Domain 1 describe how a teacher organizes the content that the student are to learn – how
the teacher designs instruction. The domain covers all aspects of instructional planning, beginning with a deep
understanding of content and pedagogy and an understanding and appreciation of the students and what they
bring to the educational encounter. But understanding the content is not sufficient, every adult has
encountered the university professor who, while truly an expert in a subject, was unable to engage students in
learning. The content must be transformed through instructional design into sequences of activities and
exercises that make it accessible to students. All elements of instructional design – learning activities, materials,
and strategies – must be appropriate to both the content and the students, and aligned with larger
instructional goals. In their content and process, assessment techniques must also reflect the instructional
outcomes and should serve to document student progress during and at the end of a teaching episode. In
addition, in designing assessment strategies, teacher must consider their use for formative purposes and how
assessments can provide diagnostic opportunities for students to demonstrate their level of understanding
during the instructional sequence, while there is still time to make adjustments.
It is difficult to overstate the importance of planning. In fact, one could go further and argue that a teacher’s
role ins not so much to teach, as it is to arrange for learning. That is, a teacher’s essential responsibility is to
ensure that students learn, to design (or select or adapt) learning activities such that students learn important
content. Therefore, planning is a matter of design. Teachers who excel in Domain 1 design instruction that
reflects an understanding of the disciplines they teach – the important concepts and principles within that
content, and how the different elements relate to one another and to those in other disciplines. They
understand their students – their backgrounds, interests, and skills. Their design is coherent in its approach to
topics, includes sound assessment methods, and is appropriate to the range of students in the class. Skills in
Domain 1 are demonstrated primarily through the plans that teachers prepare to guide their teaching, by how
they describe the decisions they make, and ultimately through the success of their plans as implemented in the
classroom. But planning is not about design. In other words, the instructional design, as a design, works. For
example, a unit plan is a successful design if it is coherent and concepts are developed through a sequence of
varied learning activities that progress from simple to complex. It’s possible to envision, from reading the plans,
how a teacher intends to engage in the content. Furthermore, a teacher’s intentions for a unit or a lesson are
reflected not only in the written plans but also in the actual activities and assignments the teacher gives to
students for completion either during class or for homework. The level of cognitive challenge of such
assignments is an important indication of the type of intellectual engagement the teacher intends for the
students. The plans and the student assignments may be included in a teacher’s professional portfolio, the
plan’s effects must be observed through action in the classroom.

Domain 2: The Classroom Environment

The aspects of an environment conducive to learning are captured in Domain 2. These aspects are not
associated with the learning of any particular content; instead, they set the stage for all learning. The
components of Domain 2 establish a comfortable and respectful classroom environment that cultivates a
culture for learning and creates a safe place for risk taking. The atmosphere is businesslike, with
noninstructional routines and procedures handled efficiently; student behavior is cooperative and
nondisruptive; and the physical environment is supportive of the stated instructional purposes. When students
remember their teachers years later, it is often for the teacher’s skill in Domain 2. Students recall the warmth
and caring their favorited teachers demonstrated, their high expectations for achievement, and their
commitment to students. Students feel safe with these teachers and know that they can count on the teachers
to be fair and, when necessary, compassionate. Students also notice the subtle messages they receive from
teachers as to their capabilities; they don’t want their teachers to be easy. Instead, they want their teachers to
push them while conveying confidence that they know the students are up to the challenge. Students are also
sensitive to teachers’ own attitudes towards their subjects and their teaching. Teachers who excel in Domain 2
create an atmosphere of excitement about the importance of learning and the significance of the content. They
care deeply about the subject and invite students to share the journey of learning about it. These teachers
consider their students as real people, with interests, concerns, and intellectual potential. In return, the
students regard their teachers as concerned and caring adults and are willing to make a commitment to the
hard work of learning. They take pride in a job well done. Such teachers never forget their proper role as adults,
so they don’t try to be pals. They also know that their natural authority with students is grounded in their
knowledge and expertise rather than in their role alone. These teachers are indisputably in charge, but their
students regard them as a special sort of friend, a protector, a challenger, someone who will permit no harm.
As such, these teachers are remembered for years with appreciation. Skills in Domain 2 are demonstrated
through classroom interaction and captured on paper through interviews with or surveys of students. These
skills are observed in action, either in person or on videotape.

Domain 3: Instruction
Domain 3 contains the components are the essential heart of teaching – the actual engagement of students in
content. It is impossible to overstate the importance of Domain 3, which reflects the primary mission of
schools: to enhance student learning. The components in Domain 3 are unified through the vision of students
developing complex understanding and participating in a community of learners. Domain 3 components
represent distinct aspects of instructional skill. Domain 3 represents the implementation of the plans designed
in Domain 1. As a result of success in executing the components of Domain 1, teachers prepare plans
appropriate to their students, grounded in deep understanding of the content, aligned with state standards,
and designed to engage students in important work. As a result of success in Domain 3, teachers demonstrate,
through their instructional skills, that they can successfully implement those plans. Their students are engaged
in meaningful work, which carries significance beyond the next test and which can provide skills and knowledge
necessary for answering important questions or contributing to important projects. Such teachers don’t have to
motivate their students, because the ways in which teachers organize and present the content, the roles they
encourage students to assume, and the student initiative they expect serve to motivate students to excel. The
work is real and significant, and it is important to students as well as to teachers. Teachers who excel in the
components of Domain 3 have finely honed instructional skills. Their work in the classroom is fluid and flexible;
they can shift easily from one approach to another when the situation demands it. They seamlessly incorporate
ideas and concepts from other parts of the curriculum into their explanations, relating, for example, what the
students have just learned about World War I to patterns about conflicts they have previously learned in their
studies about other wars. Their questions probe student thinking and serve to extend understanding. They are
attentive to different students in the class and the degree to which the students are thoughtfully engaged;
when they observe inattention, they move to correct it. And above all, they carefully monitor student
understanding as they go (through well designed questions or activities) and make minor midcourse corrections
as needed. Skills in Domain 3 are demonstrated through classroom interaction, observed either in person or on
videotape. In addition, samples of student work can reveal the degree of cognitive challenge expected from
students and the extent of their engagement in learning.

Domain 4: Professional Responsibilities

The components of Domain 4 are associated with being a true professional educator; they encompass the roles
assumed outside and in addition to those in the classroom with students. Students rarely observe these
activities; parents and the larger community observe them only intermittently. But the activities are critical to
preserving and enhancing the profession. Educators exercise some of them (such as maintaining records and
communicating with families) immediately upon entering the profession, because they are integral to their
work with students. Others (such as participating in a professional community) they develop primarily after
their first few years of teaching, after they have mastered, to some degree, the details of classroom
management and instruction. One of the contributions of the framework for teaching is its inclusion of the
components of Domain 4; previous enumerations of the work of teaching did not identify this important area.
But the work of professional educators manifestly extends beyond their work in the classroom; in fact, it is
through the skills of Domain 4 that highly professional teachers distinguish themselves from their less
proficient colleagues. And when teachers present evidence of their work in this area – through logs, summaries
of their work on school and district committees, or descriptions of workshops for parents – they are frequently
surprised (and impressed) by the extent of their professional engagement. Domain 4 consists of a wide range of
professional responsibilities, responsibilities, from self-reflection and professional growth, to participation in a
professional community, to contributions made to the profession as a whole. The components also include
interactions with the families of students, contact with the larger community, the maintenance of records and
other paperwork, and advocacy for students. Domain 4 captures the essence of professionalism by teachers;
teachers are, as a result of their skills in Domain 4, full members of the teaching profession and committed to
its enhancement. Teachers who excel in Domain 4 are highly regarded by colleagues and parents. They can be
depended on to serve students’ interests and those of the larger community, and they are active in their
professional organizations, in the school, and in the district. They are known as educators who go beyond the
technical requirements of their jobs and contribute to the general well-being of the institutions of which they
are part. Skills in Domain 4 are demonstrated through teacher interactions with colleagues, families, other
professionals, and the larger community. Some of these interactions may be documented in logs and placed in
a portfolio. It is the interactions themselves, however, that must be observed to indicate a teacher’s skill and
commitment.

Domain Jigsaw
Directions: After reading the description of the Domain, fill in the table by writing down the big idea of each
domain.

Domain 1: Planning and Preparation (Rim) Domain 2: The Classroom

Environment (Malak)

● The way a teacher plans her lessons reflects her beliefs

about education and the content she is delivering. The big idea of domain 2 is that a positive,
The plan is effective if it is successful and delivers the
respectful, and supportive classroom
outcomes needed.
environment lays the foundation for all
● How a teacher organizes the content that the students are t learning. It focuses on creating a culture of
o learn. Content must be transformed through instructional mutual respect, good teacher - student
design into smaller chunks of information and Tiered relationship while engaging deeply in the
activities which make it accessible to all students. (Simple learning process in a positive classroom
to Complex – Concrete to Abstract – Gradual learning) environment. Teachers who excel in this
domain build trust, demonstrate care, and
 ● How the teacher designs instructions (select, adapt, modify inspire students by conveying confidence in
based on needs and learning outcomes) their abilities while maintaining
- Instructional planning professional authority. This combination
- Understanding, pedagogy, and students
fosters a culture for learning where
students feel valued and motivated to work
● All learning activities, pedagogical strategies, materials hard and succeed.
and assessments techniques must reflect the instructional
outcomes
● Instructional Planning includes aspects like:
o Understanding of Content and Pedagogy
o Knowledge of Students
(Needs/Interest/Strength/Weaknesses/Background/
Etc.)
o Designing coherent instruction & Student
assessment that align with instructional outcome

● All elements of instructional design should be compatible

with students’ needs and stages of development
● Formative Assessment serves as an opportunity for
students to demonstrate their understanding and teachers to
adjust their instructional planning and design
● Use of Technology: Teachers may include in their
professional portfolio: instructional plan / design/ students’
assignments

Domain 3: Instruction (Joanna) Domain 4: Professional

Responsibilities (Marwa)

● Improving student’s academic performance ● Reflecting on teaching allows

educators to improve their work and
● Engaging and motivating students in learning become better teachers.
● Include a Reflection in the lesson
● Implementation of the plan designed in domain 1 plan to know what worked and what
didn’t when teaching the lesson
● Engaging students in assessment
● Maintain and keep records so
● Questioning and discussion techniques teachers can look at their students’
progress.
● Monitoring the diverse student’s understanding ● Communicating and connecting
with families is important because
● Demonstrating flexibility parents can feel left out of their
children’s education and
● Providing feedback from the students communicating will create a
relationship with the teacher.
● Teachers need to be involved in the
school community to show students
they care about them as a person and
be a part of the school committees to
work with parents.
● •It is important for educators to
share their experiences with others
so they can grow as well.
● •It is important to meet the needs of
students and follow the policies and
procedures.
Framework for Teaching: Common Themes
Directions: For each of the common themes, determine which of the components (for example, 2a, 3b) it is
related, and how it is manifested.

Theme Components to Nature of the Relationship

Which it is Related

Equity ● 1b ⮚ By knowing students and understanding their readiness

level, a teacher is able to allocate attention and resources appropriately b
ased on this information. By doing so, the teacher can cater to all
students based on their needs, readiness, weaknesses, strengths, learning
● 2a styles, etc. (Differentiation)
⮚ Equity is reflected in respectful interactions between the teacher and
students and among students, regardless of their backgrounds, abilities
or needs.

⮚ Once respect and fairness are ensured in the learning process to address
● 3c, 3d, 3e the diverse learning of all students.

● 4a, 4d, 4e ⮚ Equity in Domain 4 involves fair communication, transparency with

families, representation and support for all students, advocating for their
needs, and ensuring quality education regardless of background.
Cultural ● 1b ⮚ Teachers should have respect to various backgrounds of students,
Sensitivi whether cultural, racial, or religion. For example, teachers should
ty enlighten students about various religious holidays and encourage them
to explore their significance.
● 2a, 2b ⮚ The culture of learning is strengthened when students feel that their
cultural identities are acknowledged and respected. Building respect
which involves acknowledging and valuing students’ diverse cultural
backgrounds.

● All ⮚ Cultural Sensitivity reflects on how the teacher adapts their

components communications, instructions, material, and assessments to meet the
in domain 3 diverse needs of their students to succeed.
are or should
be culturally
 sensitive.

● 4a,4b,4e
⮚ Respecting cultural differences by promoting inclusive communication
and engaging in professional development that enhances cross cultural
understanding.

High ● 2c, 2d ⮚ Focuses on academic achievement, clear behavioral standards, and

Expecta efficient classroom procedures. Teachers convey confidence in their
tions students’ abilities and encourage persistence and effort.

● 3b,3e ⮚ High expectations are maintained when teachers provide appropriate

support and differentiation to ensure that all students meet rigorous
learning goals. This may include adjusting tasks or offering additional
challenges to ensure that students of all abilities are supported to
succeed.
● 4b,4d,4e ⮚ Setting and supporting high standards for all students and colleagues. To
promote a culture of excellence in the school community.

Develop ● 1a, 1e ⮚ It ensures that all components of the instructional process—such as cont
mental ent, activities, assessments, and materials—are aligned and support each
Appropri other. A coherent instructional design allows
learners to build on prior knowledge, engage with the content meaningfu
ateness
lly, and develop a deeper understanding of the subject matter.
The teacher needs to demonstrate knowledge of the content and pedagog
y in order to properly design and plan appropriate lessons.

⮚ The classroom should be aligned with the students’ cognitive, social,

● 2c, 2e
emotional, and physical stages.

⮚ Choosing the instructional outcome and assessment strategies carefully

● 3c, 3b, 3d to suit all the range of students, therefore teachers demonstrate respect in
developing appropriate ways and providing feedback.

● 4a,4c,4d ⮚ Policies that support student growth by communicating progress to

families. And ensuring that the guidelines are consistent with the
student’s developmental stage.

Accomm ● 1b, 1f ⮚ Understanding students’ needs through diagnostic assessment, formative

odating assessment and observation will help teachers decide on
Individu using differentiated instruction, providing scaffolding, leveraging techno
logy, and creating flexible learning options to ensure that all students
al Needs
regardless of their backgrounds or abilities
have the tools and support they need to succeed. This approach not only
 helps students reach their full potential but also fosters a positive, divers
e, and collaborative classroom.
The teacher uses their knowledge of students to adapt assessments based
on student needs and their developmental level, making the classroom a
n accommodating environment for the individual student. (Example:
learning disabilities like dyscalculia and dysgraphia / learning styles/
physical disabilities).
⮚ Emphasizing and creating a positive, respectful atmosphere where all
students feel valued. Teachers who know their students well can respond
● 2a, 2b, 2e
to their unique learning needs, whether those are academic, emotional,
or behavioral, and create a safe space for them to express themselves.
This relationship is manifested when students feel that their individual
needs are acknowledged through respectful communication,
understanding, and differentiated support. Learning is valued, and
students are motivated to engage. In this context, teachers differentiate
instruction based on students’ strengths and challenges, providing
appropriate challenges that align with individual needs. The relationship
manifests in the teacher setting clear expectations while offering
flexibility to meet students' needs, fostering an inclusive learning
environment. it is manifested in thoughtful physical arrangements, such
as alternative seating, access to tools, or designated spaces for specific
students, ensuring every student’s needs are addressed.

⮚ By including all these components, the teacher can ensure that learning
is accessible to all students.
● All
components
in domain 3
should
accommodate
individual
needs. ⮚ Address the needs of diverse students through individualized
communication. professional development and resources for students
● 4a,4b,4e and families.

Appropri ● 1a, 1b, 1d ⮚ When the teacher is well familiar with ICT and interactive technology,
ate Use then they can select the best one which better contributes to the learning
of outcomes and is appropriate to students (accessibility/ readiness/
friendly use/ etc.) The teacher needs to be aware their discipline and the
Technol
related topic to better
ogy use and adapt the different technological recourses to serve the learning
outcomes. The appropriate use of technology in learning can
significantly enhance both the teaching and the learning
experience. The teacher needs to know the level of digital literacy of the
 ir students before using technology in the classroom or assigning work a
t home.
⮚ Technology can streamline classroom procedures, making transitions
● 2c,2e smoother and more efficient. For instance, Online systems can provide
immediate feedback, helping students stay on track and enabling
teachers to focus on teaching rather than logistics. Technology can
support classroom organization in both physical and virtual spaces. It
helps organize student work and facilitate productive interactions,
whether in-person or remote.
⮚ By using educational apps and virtual stimulation technology can help
engage the students. Tools such as computers, calculators, Digital
● 3c, 3e learning objects, and other tools of technology can be used in
classrooms to help enhance student’s learning, record management and
communicating with families.
⮚ Appropriate use of technology involves using tools and resources
effectively. In Domain 4, this is seen in using technology for
● 4c,4d,4e professional communication with families, engaging in online
professional development, and utilizing digital tools to enhance
professional collaboration and contribute to the larger educational
community.