Differentiated Lesson Observation

Intern Name Lindsey Powell _ Observer Name Ren Hauser

Date of Observation: __ October 12, 2017 Time of Observation _ 1:45 Grade/class: 6_ _Content: _ ELA
Number of Students Identified by Intern as Gifted/Talented: 2_* IMPORTANT: Lesson observed must include students who meet the NAGC definition of
gifted/talented. The National Association for Gifted Children/Council for Exceptional Children (NAGC/CEC) definition of gifted and talented is:
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence
(documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its
own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).Some students may fit the
definition of gifted/talented and be identified by the school district as having a disability.

ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION MISSION STATEMENT

The St. Bonaventure University School of Education prepares highly qualified, effective educators at the graduate and undergraduate levels. The Franciscan commitment to social
justice through respect for diversity and the dignity and worth of the individual provides the foundation for our work with university students and school communities. Our state
and nationally accredited programs integrate theory with practice and meet rigorous academic and professional standards. Our collaborative and highly qualified faculty members
guide candidates on their journey of professional and personal discovery.

Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and pedagogy within
their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate professionalism in interactions,
appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e) demonstrate culturally-responsive practice.

Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best practice; and c) work as
an active part of a learning community.

Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that recognize
commonalities while affirming diversity in all its forms.
Lesson overview: review of prior reading and technology use. Students then worked individually to create a storyboard

Grouping strategy: Large group instruction and individual work

Challenges for gifted learners: integrated creativity and the arts into this ELA lesson

How students were identified as gifted and talented: Interest and performance in the arts

The following scale is used to rank each item:

Target Acceptable Unacceptable

Plans are aligned with appropriate Standards are appropriate for task Standards are appropriate for task Standards or not appropriate for
standards and grade level, lesson objectives and grade level. task and grade level
are directly related to the stated
standards, instructional tasks
support acquisition of the stated
standard

3.4Beginning gifted education professionals
understand that individuals with gifts and
talents demonstrate a wide range of
advanced knowledge and performance
levels and modify the general or specialized
curriculum appropriately.
Lesson includes multiple
opportunities for gifted learners
to a) explore beyond the direct
parameters of direct instruction
through investigation and
research, and b) engage in
creative endeavors through self-
direction and choice.
Lesson includes opportunity for
gifted learners to a) explore
beyond the direct parameters of
direct instruction through
investigation and research, OR b)
engage in creative endeavors
through self-direction and choice.
Lesson may include opportunity
for exploration or creativity, but
these opportunities do not
appropriately challenge or engage
gifted learners or may not allow
for self-direction or choice.
OR

Modification to curriculum not

evident

K1. Candidate uses content knowledge and
strategies for short- and long-term planning
activities appropriate to the professional
discipline.
Plan includes appropriate
teaching strategies for the content
and age of students. Lesson plan
is part of a longer-term plan of
study and includes enduring
Plan includes appropriate
teaching strategies for the content
and age of students (ie. models,
discovery learning, scaffolding,
advanced questioning)
Plan relies on lecture, whole
group questioning, or work that is
not challenging and engaging for
learners.

2.1Beginning gifted education professionals
create safe, inclusive, culturally responsive
learning environments that engage
individuals with gifts and talents in
meaningful and rigorous learning activities
and social interactions.
2.3Beginning gifted education professionals
adjust their communication to an
individuals language proficiency and
cultural and linguistic differences.
Target
questions or overarching themes
of the unit of study.
Learning environment established
is safe and inclusive and
demonstrates a respect for all
variation in learners. The learning
activities are appropriately
challenging and support gifted
learners to learn above level
content coupled with advanced
problem solving, interpersonal
communications or creative
endeavors.
Candidate provides opportunities
for gifted learners to develop
advanced communication skills
(face-to-face, written, artistic, or
technology-based) in first and
second language, if applicable.
AND
Communication skills used by the
candidate model the use of
advanced language and
communication skills through the
use of assistive technologies,
higher order problem solving or
above level concepts and
terminology.
Acceptable
Learning environment established
is safe and inclusive and
demonstrates a respect for all
variation in learners. The learning
activities are appropriately
challenging and support gifted
learners to learn above level
content
Candidate provides opportunities
for gifted learners to develop
advanced communication skills
(face-to-face, written, artistic, or
technology-based) in first and
second language, if applicable.
OR
Communication skills used by the
candidate model the use of
advanced language and
communication skills through the
use of assistive technologies,
higher order problem solving or
above level concepts and
terminology.
Unacceptable
Learning environment may not be
considerate of all variability
present in learners.
Opportunities for gifted learners
to develop communication skills
are present, but not advanced or
there are no opportunities for
gifted learners to develop
communication skills (face-to-
face, written, artistic, or
technology-based).
Communication skills used by the
candidate do not effectively
incorporate assistive
technologies, higher order
problem solving or advanced
concepts and terminology.
 Target Acceptable Unacceptable

5.2Beginning gifted education professionals
apply appropriate technologies to support
instructional assessment, planning, and
delivery for individuals with gifts and
talents.
S2. Candidate uses technology appropriately
and effectively for professional work
(communication, collaboration, and
production).
Candidate uses technologies for
data collection and tracking of
student progress to drive
instruction. Advanced
technologies are integrated into
instruction, such as web 2.0
applications, teacher used
technologies (Smart board,
document camera, projector, etc.)
AND student used technologies
(iPads, tablets, computers,
response systems, cell phones,
etc.)
Candidate uses technologies for
data collection and tracking of
student progress to drive
instruction. Advanced
technologies are used by EITHER
teacher or students during
instructional delivery.
Technology is integrated into the
lesson.
Candidate does not use
technology to monitor student
progress. OR Technology use is
not noted in the lesson. OR
Technology is used but not
integrated into the lesson (i.e.,
students play with iPads when
they are done with their work).

5.4Beginning gifted education professionals
emphasize the development, practice, and
transfer of advanced knowledge and skills
across environments throughout the
lifespan leading to creative, productive
careers in a multicultural society for
individuals with gifts and talents.
Candidate facilitates gifted
learners use of skills across
environments through fostering
creative problem solving, using
real-life problems and
considering issues from a global
perspective.
Candidate includes real life Real life applications are not
applications of concepts in lesson shared OR problem solving does
but those applications are shared not foster creative thinking or
by the teacher and not the advanced use of concepts.
students. Creative problem
solving OR consideration of a
global perspective is included for
gifted learners.

6.3Beginning gifted education professionals
model respect for diversity, understanding
that it is an integral part of societys
institutions and impacts learning of
individuals with gifts and talents in the
delivery of gifted education services.
Candidate treats all learners with
dignity and respect. Class
community is evident in that
student demonstrate respectful
language and behavior toward
each other. Any student displays
of disrespect toward others are
managed with tact and used as
opportunities to teach about
Candidate treats all learners with Candidate displays disrespectful
dignity and respect. Any student language or behavior toward any
displays of disrespect toward student or other adult in the
each other are managed with tact. classroom. OR
The special learning needs of all Student displays of disrespect
students, particularly those with toward others is noticed by the
gifts/talents are addressed within candidate but ignored.
the ongoing flow of the lesson; no
one group of learners or

Collaboration and advocacy completed with input from host teacher.
7.1Beginning gifted education professionals
apply elements of effective collaboration.
7.2Beginning gifted education professionals
serve as a collaborative resource to
colleagues.
Target
differences and acceptance. The
special learning needs of all
students, particularly those with
gifts/talents are addressed within
the ongoing flow of the lesson; no
one group of learners or
individual learner is singled out
in order to meet specific
academic or social learning
needs.
Candidate collaborates with
content are or grade level
teachers and special area
teachers, gifted learners and
community members (parents,
mentors, etc.) to meet the needs
of gifted learners.
Candidate co-teaches with
content area or grade level
teachers or special are teachers
regularly to meet the needs of all
students, particularly those with
gifts/talents. AND Candidate has
collaborated with at least one
teacher or service provider
outside the classroom to help that
service provider better meet the
needs of gifted learners. This
could be formal (professional
Acceptable Unacceptable
individual learner is singled out
in order to meet specific
academic or social learning
needs.
Candidate collaborates with Candidate works in isolation or
content are or grade level collaborates only with other
teachers and gifted learners to content area or grade level
meet the needs of those gifted teachers.
learners. May or may not
collaborate with special area
teachers.
Candidate co-teaches with Co-teaching does not occur OR
content area or grade level occurs but not with a focus on
teachers or special area teachers meeting the needs of
regularly to meet the needs of all gifted/talented learners.
students, particularly those with
gifts/talents.
 Target Acceptable Unacceptable

development) or informal
support.

Comments: Lindsey developed a lesson that met a required ELA component as well as addressed the special needs of artistically talented students.
She skillfully integrated advanced technologies for both instructional delivery (smart board and storyboardthat.com) and for student demonstration of
understanding (graphic organizers, storyboardthat.com). Lindsey demonstrates understanding of ELA pedagogy through her use of questioning and
scaffolding. She integrates specialized pedagogy through her integration of creativity and arts to address NAGC K-12 standards. Lindsey collaborates
on a regular basis in this co-taught classroom.