V- Tankd ey Classroom Instruction Observation Form Gifted In-Field Endorsement Program NOW Antgvican Lecture Lesson) Revised 11/2013 Strand Component of a Standards-Based Observed Observed Evidence ‘Commendations or ‘Classroom (Tally Marks) ear Tnsiruction | T. Teacher communicates the Tearing ¥S, f sated in (eQ-Prsted on hoard sev ae oe c should know, un an Oona {iu naa arma lesion rfrins andl |no Tae standart se, pirh’2) bein wih a enn Yes —{ tak fe ae Kyowlt Wwrdtt al ss of Nes “0 you ink produce) dln? , Cic-) Veo PROF yes Seren. \er How TW queeting | use higher order metacos inking skills and 7. Differentiation used is: Check what Environment leveled PAX articles. fen sion Actuity 8, Instruction and tasks reinforce students? understanding of the purpose for what they are learning and its N Bw connection to the world beyond the ] classroom. 9, Instructor’s predominant role: Facilitator Lecturer —_Whole Group {Small Group Paired Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted EducationRevised 11/2013 Independent TI, Students were predominantly engaged in: Recall Ac Textbook Ai “Worksheet Higher Order Performance Tasks Ziscussions Listening 12, The use of technology is integrated Yes iPad, seesaw applicatia ly use technology during the class period. Yes Srey document ictional goals, activities, and classroom environment students. Walked Artand-the Clasp Nes ageing “Assessment walked avound +e rom Saree resto) Nes askin A provide specific feedback to students. ~[Probtd students for deeper thinking Planning and | 16. Classroom management is conducive = pvKrA 10-9 eh Organization YES - Mea a tase Yes GREAT class management] 18. The teacher maximizes instructional Yer (pis layed mer on ane time, ‘School 19. The culture of the classroom reflects - student were hot aerdaid Culture a risk-free leaming environment. Yes ne Aucstions or - a ea (Oseral Ascossmnant|INot Evident npleneaiston of iasaargleg (214 clara) Proficient (lt-17 cements) | Exemplary (7-19 element) Jess than 12 elements) 7 Absence of major components. While students met the learning With implementation of 14-17 | With full implementation of noted above prevented the gifted learners from meeting the goals of the lesson. goals of the lesson, absence of major | of the components of a components of a standards-based _| standards-based classroom, classroom as noted above prevented | the students met the learning, Is and demonstrated andor creative ‘thinking.