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Christine sae Hheniod truction Observation Form Endorsement Progeam ‘Oberved Evidence Comments for Re. Honoes La 7B students an es ‘Component of a Standards-Based saa ; a sing a (ep, ena aon, + Detamncente din OF Pop PSS See ie et + Rope ari Ges merencrecc a | S 10 “TAG Learing Objectives rd we verloa lly viviowe FAS, a opal prympr. ee Sho. Ce im —— easy [aor ton! aaa | 9 rcv thinking sate ae ese 5 @® aOR Fe ag, S introduced ina predictable and logical format. Tastretion ends witha summary activi that extends the leasing : F 3 | Content specific vocabulary = P ie TE oy ‘aro querniig magnee es Se = A pop ___ teguresudeas to weig eer 4 ice emi Tnsnconliioreure swine (REALS + NC Toe Tee Gs | se higher rer king sls and egaod UOTS ac __ is differentiated to meet Content % Readiness [TeO.e" = = Kee eats Y 2 Product —_ | Sie) roe ao doce a, BE iF aaa en UE tere TE they are learning and ts connection to 7 World beyond the classroom. Tastrctors role predominantly A Faciiaor + lerate, ce went ae observed: Lecturer fay [instructional delivery mode Whole Group ‘Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education 5redominanly observed imal Group) OECTA Oro EL - Pe al ”y la Orage Independent : Sudens were predominantly engaged | Real Acviies in Textbook Actives Worksheet Asis igs ortertning [Je —Rerormance Tasks | region ara pO Al | Orachi The se of ecology seed Ty Achy Board cffectively into instruction. UT. Di a Sinden efetvely woe tec Feereel during the asspenad. ine) | pee Oey Trsctional goals iio ate ineracton, and classroom environment L = poet ~ r. eS convey high expectation forged “ange acpi: suds enh . 14 One te Toe, ‘ssesent | Pormaive assesment re wiiaed Me Werba = singin rode nei @) | reviews yhele ?) provide spec feedback osu + laredares a. : Planning and | Classroom management is conducive to : ~ ca Orpmtaton sat ana a os ? ¥ v weleng Instruction i proved nase and = mi cooyerronaa ' bf et ‘The teacher maximises insrasTonaT Sea tT ay Ser [Meee raaromntawe 1 Coy “Ft aad volun + Colne __| sie leaming envionment on ‘Overall Assessment | Below the Standard | Approaching the Standard 2 | Meets the Standard 3 ‘Absence of aor components] While dens mat the leeag Wi mplmestaton 0715-20 -Wa fl implemen ok ~ , |ateiandud thet chore aa] gulscbelason erecaf jr | afte cponmts ate | tea cess See el ted above prevented the gifted | components ofa sndards-based | standards-based classroom, (| standards-based classroom\ eames from meeting the goals | classroom as noted above prevented_| the students met the leaning \| the students exceeded the ofthe lesson, ‘the gifted learners from being fully | goals and demonstrated Cod challenged by the lesson to think | critica andor creative ri aman Ate eRe eae eo

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