Classroom Instruction Observation Form Gifted In-Field Endorsement Program SARA KLEIN May 1,2014 9th Honors classroom

- Half are TAG Decision Making Lesson - Romeo & Juliet - Trial activity Strand Instruction Component of a Standards-Based Classroom Learning goals (e.g., essential question, hat students should know, understand, nd be able to do by the end of the lesson) re aligned to the GPS/QCC and TAG earning Objectives and are communicated by the teacher. Instruction begins with an engaging ook/activating strategy to strengthen learning. 11essential steps of the selected critical 0 reative thinking strategy are introduced in predictable and logical format. Instruction ends with a summary activi extends the learning. ontent specific vocabulary is developed in context. Instructor's questioning techniques require tudents to use higher order thinking skills nd metacognition. Instructional tasks require students to use igher order thinking skills and etacognition.
V

Observed (Tally Marks)

Observed Evidence

Comments for Improvement

t/
Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

Adapted from GA DOE GAPSS Analysis Classroom

Instruction and tasks reinforce students' nderstanding of the purpose for what they are learning and its connection to the world beyond the classroom. Instructor's role predominantly observed: Instructional delivery mode predominantly bserved: Students were predominantly engaged in: he use of technology is integrated ffectively into instruction. Students effectively use technology during he class period. /

ust wondering ... Have you ver let students use their wn device (e.g., cell phone) for assessment or creation urposes?

Instructional goals, activities, interactions, nd classroom environment convey high xpectations for gifted students. ssessment Formative assessments are utilized during instruction to provide immediate evidence f 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. he teacher maximizes instructional time. School Culture he culture of the classroom reflects a risk-free learning environment.

Planning and rganization

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

Overall Assessment

Below the Standard

pproaching the Standard

Meets the Standard With implementation of 15-20 fthe components of a tandards-based classroom, the students met the learning goals nd demonstrated critical and/ reative thinking. ith full implementation of 17of a tandards-based classroom, the tudents exceeded the learning oals and gained new insights hat can be transferred beyo he discipline of study.

bsence of major components of a While students met the learning goals standard-based classroom as noted f the lesson, absence of major bove prevented the gifted learners omponents of a standards-based from meeting the goals of the lassroom as noted above prevented lesson. he gifted learners from being fully hallenged by the lesson to think ritically and/or creatively.

o of the components

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