boldma. TOU Aly iaPliH = C : ViS-2. Classroom Instruetion Observation Form ; “Dunw PP «etn Field Endersement Program Strand —] Component ofa Standards-Based Observed T Observed Evidence [Gamat or Giassroom : ly Marks) | \ Improvement instruction sing goals (eg, essential question TAS eS : what students should- know, understand, a | Shan ar bo and be able to do by the end of loec’ in Asso plan + ¢ Q lesson) are aligned to the GPS/QCC and | | : | TAG Learning Objectives and are | communicated by the teacher, \ L instruction begins with an engagin t+ Poubtal Ca — hook/activating strategy to siren teaming. * FR esseri or ereative thinking strategy are introduced in a predictable sind logical that extends the learning apigine eps of the selected critical | Instruction ends with a summary activity [ + /thee vs. 10>) alo + ao ad oa ee - __| Prockt requvestadentsto ue higher on™ sfiinking skills and metacognition fastructional tasks require stadents to use higher order thin omy 3 skills and > 2 Content specifie vocabulary is —y, We! y= “fe YL developed in context =e a {pasttuctor’s questioning fechpia t Ke | earning Lo I. + Pavers (os ys wed ay, ale cornyreb arian . st ae tbe' 3 R gcchie | Pt. of Uieur metacognition. _ _ is differentiated to meet , | _ Conitent /_ Readiness T mene Process f ‘Learning PIE TOE Toe SK Product Style(s) algo — Were, per Tnstruction and tasks @aAforce students” understanding of the purpose for what they are learning and its connection to the world beyond the classroom. [{“ Environment |__ Interests erie ee Instructor's role predominantly S Facilitator observed: Lecturer Instructional delivery mode ‘Whole Group - sco fom ba DOR Gaps ualysis Pay os gastructign Obsgvatjgn Fag and NAGS CEL aches Sypopps for Sithed Baton 2 Of &@ WiBP xJ predominanily observed Small Gout) CRM eta } x Paired Independent | Orga ngee Students were predominantly engaged Recall Activities Textbook Activities Worksheet Activities | KHigher Order Thinking Performance Tasks “Discussions Listening ele "The use of techiiglogy We integrated effectively into instruction ‘Students effectively use technology uring the class period Instructional goals, activities, ~~, interaétions; afd.classroam environment convey high expectations for gifted students, - Pal. Ca. ‘Assessment | Formative.assessments are utilized uring instruetfon to provide immediate * evidence of student learning and to provide speeific-feedback to students. Planning and | Classroom manag Organization | student learis : - Tastrustion fam aoe} orderly environménb yb : ae a The teacher maxitnia® inse¥ctional Aine Hiri} _ time. ee + ed pe School ‘The culture of the classroom reflects a rs OBIZ . Culsire-” | risketre learning environment, Ve + Ba Date | [Overall Assessment _| Beldw thé Standard 2 Approaching the Standard Z. Meets the Standard ‘Absence of major components standard-based classroom as noted above prevented the gifted leamers from meeting the goals of the lesson, Awe Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Téache: While students met the learning goals of the lesson, absence of major components of a standards-based classroom as noted above prevented the gifted leamers from being fully challenged by the lesson to think critically and/or creativel With implementation of 15-2 of the components of a standards-based classroom, the students met the learning goals and demonstrated critical and/or creative thinking With fall implemental 17-20 of the comporient standards-based classr6o1 insights that beyond the discipline of study. | Standards for Gifted Education