taldver ia A \ Classroom Instruction Observation Form Gifted In-Field Endorsement Program Strand] Component of a Standards-Based | Observed Observed Evidence ‘Comments for Classroom (Cally Marks) Improvement [Tasiruction | Teaming goals (e., essential question, |] Laie J fi Bie | what students should know, understand, sudied, ft and be able to do by the end of the ty lesson) are aligned to the GPS/QCC and | Lined ene prev ‘TAG Leaming Objectives and are communicated by the teacher. . Instruction begins with an engaging I Ved Ha use & ley poriets b hook/activating strategy to strengthen wi Meh does learning. “All essential steps of the selected critical cleat case Valiny He or creative thinking strategy are | _ ed, la Says introduced in a predictable and logical Zoybal to suleee- | b format. Instruction ends with a summary activity Yes wn prised OK ‘that extends the leaning. | rae é Content specific vocabulary is ame \ (Teds hs use veel Instructor's questioning techniques 1 require students to use order thinking skills and me ognition. Instructional tasks require students 4 ae (CAC wer? use higher order thinking skills and a is differentiated to meet content Readiness ee estteut student . acess Teaming saa tT “Product —_ | Siyte(s) — Environment | _Interests fis le “Bl Instruction and tasks reinforce students” | | Bs da oe ca understanding of the purpose for what a ad tt ‘they are learning and its connection to Yuse va es the world beyond the classroom. d Ges maa Instructor's role predominantly Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education observed: Instructional delivery mode jole Group.predominantly observed: Small Group ‘Students were predominantly engaged Instructional goals, activities, ] interactions, and classroom environment. convey high expectations for gifted students. ‘Assessment | Formative assessments are utilized T uring instruction to provide immediate evidence of student learning and to provide specific feedback to students. in: ‘Worksheet Activities “Jigher Order Thinking Performance Tasks Discussions | V Listening — | The use of technology is integrated 1 Foaalaen Wm Wis Usea Hig the) effectively into instruction. : ; ‘Students effectively use technology Tiga: FF during the class period. _ i yen i dp te Planning and | Classroom management is conducive to [jj Organization | student leaning. Instruction is provided in a safe and 1 orderly environment. The teacher maximizes mstruetional | time. School The culture of the classroom reflects a | [[ Culture risk-free learning environment. Overall Assessment _| Below the Standard - 1 Approaching the Standard - 2 Meets the Standard -3 Exceeds the Sander ‘Absence of major components | While students met the leaming | With implementation of 15-20 | Wis ull implementation ofa standard-based classroom as | goals of the lesson, absence of major | of the components of a 20 of the components of a noted above prevented the gifted | components ofa standards-based | standards-based classroom, —_/standards-based classroom, learners from meeting the goals | classroom as noted above prevented | the students met the learning /| the students exceeded the of the lesson. the gifted learners from being fully | goals and demonstrated earning goals and gained ns challenged by the lesson to think | critical and/or creative insights that can be tr d critically and/or creative thinkin; mnd the discipline6f stud Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education Ayoak lean! sy mony chadeges used +> mabe tr eaten our ping fe MEI