The i>Clicker


Guest Blogger:   Esteban J. Isaac, Jr.,  Ed.M

A response device with LCD capabilities for self-paced polling and short answers

It is essential for educators to believe that the instructional process being implemented is meeting the expectations of the Common Core Learning Standards (CCLS).  Therefore, to determine whether those expectations are being met, the process is measured using the Danielson’s Framework for Teaching (2011), also known as the “Danielson’s Rubric”.  The question you might ask for the use of technology is “Why do I want to use the i>Clicker” because the i>Clicker can bring about the expectations of the CCLS and deliver the focus of the Danielson’s Rubric?  The i>Clicker meets the lens of Charlotte Danielson’s Framework for Teaching, 2011 Revised Edition, Adopted to reflect New York State’s Levels of Performance in the following areas:

  1. Competency – 1e, Designing Coherent Instruction:  (Highly Effective): Available resources, including technology, resulting in a series of learning activity designed to engage students in high level cognitive activity.  Critical Attribute: Teacher provide a variety of appropriate challenging resources that are differentiated for students in the class.
  2. 2.      Competency 3b – Using Questioning and Discussion Techniques: (Highly Effective): The teacher uses a variety or series of questions or prompt to challenge students cognitively, advance high level thinking and discourse, Promote metacognition.  Critical Attribute: Students invite comments from their classmate during a discussion.
  3. 3.      Competency 3d – Using Assessment in Instruction: (Highly Effective):  Assessment is fully integrated into instruction, through extensive use of formative assessment. Students self-assess and monitor their progress.  A variety of feedback from both teacher and peers is accurate, specific, and advances learning.  Questions, prompt, and assessment are used regularly to diagnose evidence of learning by individual students.  Critical AttributeThe teacher monitoring of students understanding is sophisticated and continuous: the teacher is constantly taking the pulse of the class. Feedback to students is specific and timely, and is provided from many sources including other students.  Students monitor their own understanding, either on their own initiative or as a result of task set by the teacher.  (Charlotte Danielson’s Framework for Teaching, 2011 Revised Edition, Adopted to reflect New York State’s Levels of Performance).


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