= Observetion: Ms. fek-tes by Adem Then — Ctasen uration Orton Form Sain arose Per ‘Strand e ~~ Observed Evidence ~ Comments for _—_|_improve - “inaubasctinmnkass | Yas Peeataeecoaral l and be able todo by the end of the lesson) ar aligned tothe GPSIQCC and ‘TAG Learming Objectives and are ‘communicated by the teacher. San eee ecient well = ee bead San heSi te Fon vabing Sores” fe ined to Instruction begins with an engaging hooksetvating strategy to strengthen learning cheats ensivers allowed at eae Arty a wiles obs. ‘All essnial sep ofthe selected creal ‘or creative thinking strategy are cube peur Orie require students to use higher order thinking skills and metacogntion. fou ge then | an St Ph ed inmoduced in reel and lope fons Scerver 2 Tastrction ends wih a summary acivity mE Cant bf Wri Ratha pope that extends th lami f ey to tts pet bare Content specific voeabulaty i= Tyagi write developed in context, Md Sean ferme | Instructor's questioning echniques Tstretional tusks require students TO ‘use higher order thinking skill and metacogntion, the world beyond the classroom, a ted seein a mee Resins A rare hT ode : ba et Lot | Spe [Pomme gseewnr Emitonnent [aes | GewrRisS mol od preset = Clowning te emostorsba | Enter discipline, Cr theyre earning and connection o es leaping consatiy bn (aoe) | Tnstructor's role pminantly iitator Tech Ry aed $C Cre mo acre, a Stier nt IS iny SET | [iinet deve mode Aiole Gop went i Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Educationsort ahah Hy pedo deere Gea Fara, Pp aaa tasmebin. Det trray mop ‘Students ware predominanlly engaged | ARGS Tae ep in: Textbook Activities = Moke, Sheets for Mkts Anis ee | ortornance Tasks + eels he cussions rete fetter, ee ag ee ei 1¢ use of technology is integrat ps cfcctively ime instation, Mes WC of Smut _phoves Sens eestvely oe echolbey 5 suing pa a aston pas actives, Seal Imerston an cason environment | pas thee hes ‘xpesations or gies «ine Tesesmeat | Formative ween ae wa = eee ther 4 por ‘Stgicminpnicmmeine | Ya Seay ger Virsyea tsidence of student earning end to Scie prove specif eda o stadents mWworl tesetle previeks barb sts Planning and | Classroom management is conducive to Organization | student earn Yes Moved from Jrosp bl seme Inston is povided naa and bE gsetary aeRO crintyenizamnet ‘Ww Resist ine/ ae The teacher mize stu A aos ser femme fes__} Wisk tare a 3 car fe cssoom eleva Esai Gate | ui e leanig enone es peearatee? ‘Overall Assessment _| Below the Standard - 1 “Approaching the Standard -2 | Meets the Standard - 3 ‘Exceeds the Standard - 4 ARSoE at sar sraponenis] Wine sas tthe cana] With implementation of 520 | With fl implerentation of GPastandan-bscdcasroom es | gus fhe leon, absene of major | ofthe components ofa | 1720 ofthe components o & 14 suied above prevented ineeied | components of standardbsed, | stndarstasedcasroom, | sandardbsedcssoom, ititcer fon mening the gal clastom as noted dove prvened_ | the sent he ering | the stants exceded the ofthe lesson theif ares fom beng fly | goals and demnstated | learing gol and gained new i: challenged by the lesson to think Critical and/or creative ‘insights that can be transferred y sttiellyandorsreively. | inking yond the diiptine of ‘Adapied from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education