Module One Discussion

There were three key ideas that I took away from the readings this week that allowed me

to better understand how to use the Danielson Framework: Planning and Preparation and

Instruction in the classroom. The first key idea from the readings came from the Gee, 2014

reading, in the first principle of good teaching; which is that educators take an active role in their

teaching and the learning that is taking place with their students. The second key idea from the

readings was from the Dawson, 2010 article in which students that are often seen as lazy may

have deficits in their executive functioning that can cause a student to struggle with staying

organized and completing assigned tasks. The third key idea from the readings was from the

Sacks, 2014 blog, in which it discusses that any student can learn and be successful; if the

appropriate curriculum and instructional methods are in place. While I only mentioned three key

ideas, all three readings provided many great ideas and points that I would like to implement into

the classroom prior to the end of the school year; as I believe these ideas could really benefit my

students.
While there are several connections that I can make from the readings and my personal

experiences in the educational field, two connections stand out the most. The first connection

from the readings that I can make with my own experiences is with the Gee, 2014 reading and

the first principle of good teaching. I am actively involved in learning and improving my

teaching style, to ensure that students are learning and able to apply the skills and concepts being

taught in class. The second connection that I could make with the readings was from the

Dawson, 2010 reading in which students that are often thought of as lazy, might have deficits

in their executive functioning skills. This hit home, as I currently have a student that many of

their teachers describe the student as lazy and unmotivated to work, and this article allowed

me to see that I need to consider executive functioning deficits to see if this helps address the
concerns with the student. The only question that I have is why how can teachers be convinced

that a student that appears to be lazy or unmotivated may have executive functioning

deficits?
References:
Dawson, P. (2010). Lazy or Not? Educational Leadership, 68(2), p. 35-38.
Gee, J.P. (2014). Teaching science. Retrieved

from: http://www.jamespaulgee.com/geeimg/pdfs/A%20Science%20of%20Teaching.pdf
Sacks, L. (2014). Its not enough to talk the talk [Blog]. Retrieved

from: http://blogs.edweek.org/edweek/learning_deeply/2014/06/its_not_enough_to_talk_t

he_talk.html