Guiding Lens Resources

We have collected a set of resources for each of the four Guiding Lenses we have been discussing.
You can follow the links below to view them.

USING QUESTIONS AND QUESTIONING PURPOSEFULLY
There is evidence of exploration of disciplinary content driven by a progression of compelling and meaningful questions, hypotheses, interpretations, and arguments.  This exploration is for the purpose of deepening understanding, fostering thinking, and encouraging curiosity.  Learning requires active intellectual engagement with complex material.    (Danielson 1a, 1b, 1c, 3b, and 3c)


CREATING AUTHENTIC LEARNING
There is evidence of a safe learning community of respect, rapport, and responsiveness which includes risk-taking and collaboration that values and supports a culture of inquiry with diverse groups of students.  Conditions and lesson designs foster ways of working and knowing that mirror what is significant in the different disciplines.  (Danielson 1c and 1e, 2a-2e)


USING EVIDENCE FOR LEARNING
Disciplinary evidence is prioritized, organized, and analyzed to support students’ development of ways of thinking and doing in the content area.  There is evidence that ongoing, meaningful, and multiple forms of assessment are used to reflect on and inform the learning process for students and teachers. (Danielson 1c and 1f, 3c and 3d)


COMMUNICATING UNDERSTANDING
There is evidence of elaborated, extended, and clear communication about content that is organized for real purposes and audiences.  Communications are grounded as a response to disciplinary or real world issues, questions, and concerns.  (Danielson 1c, 1e, and 1f, 3a)

 

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