Classroom Instruction Observation Form Mentor: Kristen Adams, MBES Gifted In-Field Endorsement Program Strand Instruction Component

t of a Standards-Based Classroom Learning goals (e.g., essential question, what students should know, understand, and be able to do by the end of the lesson) are aligned to the GPS/QCC and TAG Learning Objectives and are communicated by the teacher. Instruction begins with an engaging hook/activating strategy to strengthen learning. All essential steps of the selected critical or creative thinking strategy are introduced in a predictable and logical format. Observed (Tally Marks) I Observed Evidence -Essential questions are posted on the board -Essential questions are reviewed with students -Analogies used to compare detective to a doctor or lawyer -Brainstorming all that is already known about Paul Revere -Review of background knowledge -Examine the Content -Form Hypotheses -Present Clues (pictures, primary sources, facts) -Review clues -Categorize clues -Hypotheses (justified) -Class discussion with critical thinking -Justified hypothesis Are you confident in that. -Solution discussion -Self-reflection Relevant, irrelevant, primary sources, factual, historical information, Asks higher order questions for critical thinking and self -reflection Form hypothesis Justify hypothesis
_X_Readiness __Learning Style(s)

Comments for Improvement

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Instruction ends with a summary activity that extends the learning.

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Content specific vocabulary is developed in context. Instructors questioning techniques require students to use higher order thinking skills and metacognition. Instructional tasks require students to use higher order thinking skills and metacognition. ___________ is differentiated to meet student ___________.

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__Process __Product

Students are grouped based on strengths

Try different differentiated strategies

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

_X_Environment

_Interests

Instruction and tasks reinforce students understanding of the purpose for what they are learning and its connection to the world beyond the classroom. Instructors role predominantly observed: Instructional delivery mode predominantly observed:

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-Problem solving skills -Analyzing -Using evidence to justify Students worked in small groups with guided support and instruction/ Whole group was used to engage students and provide background information. Students worked in small groups to analyze the mystery and form hypothesis. -Brainstorming -analyzing -justifying -small group discussions -listening to group members and background information -Projects artifacts -Narrated YouTube Poem -Students use computer to research more about the mystery Teacher circulates to ask higher order thinking questions to convey high expectations Asking questions Redirect Students Reminding students of Mystery Solving Must Haves Expectations are posted Reminders of cooperation Students take risks Students feel encouraged Students are asking questions and seeking information Have students do more self reflecting.

X__Facilitator __Lecturer X__Whole Group X__Small Group __Paired __Independent X__Recall Activities __Textbook Activities __Worksheet Activities X__Higher Order Thinking __Performance Tasks X__Discussions _X_Listening II I IIII

Students were predominantly engaged in:

Assessment

The use of technology is integrated effectively into instruction. Students effectively use technology during the class period. Instructional goals, activities, interactions, and classroom environment convey high expectations for gifted students. Formative assessments are utilized during instruction to provide immediate evidence of student learning and to provide specific feedback to students. Classroom management is conducive to student learning. Instruction is provided in a safe and orderly environment.

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Planning and Organization

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Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

The teacher maximizes instructional time. School Culture The culture of the classroom reflects a risk-free learning environment.

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Students are given time limits Students are monitored to remain on task and working Students take risks Students feel encouraged Students are asking questions and seeking information Meets the Standard With implementation of 15-20 of the components of a standards-based classroom, the students met the learning goals and demonstrated critical and/or creative thinking. Exceeds the Standard With full implementation of 17-20 of the components of a standards-based classroom, the students exceeded the learning goals and gained new insights that can be transferred beyond the discipline of study.

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Overall Assessment

Below the Standard Absence of major components of a standard-based classroom as noted above prevented the gifted learners from meeting the goals of the lesson.

Approaching the Standard While students met the learning goals of the lesson, absence of major components of a standards-based classroom as noted above prevented the gifted learners from being fully challenged by the lesson to think critically and/or creatively.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education