Nicole Westermann 5 7 2014 Observation 2

Classroom Instruction Observation Form
Gifted In-Field Endorsement Program

Nicole Westermann
7th grade social studies - Africa's Deforestation
Circle of Knowledge Strategy May 7, 2014

Strand Component of a Standards-Based
Classroom
Observed
(Tally Marks)
Observed Evidence Comments for
Improvement
Instruction Learning goals (e.g., essential question,
what students should know, understand,
and be able to do by the end of the
lesson) are aligned to the GPS/QCC and
TAG Learning Objectives and are
communicated by the teacher.
Yes Big Idea: How have humans
molded Africa?
EQ: How does human interaction
in Africa affect the natural make-
up of the continent?
Agenda: Deforestation clip -
starter
Circle of Knowledge -
environment
Instruction begins with an engaging
hook/activating strategy to strengthen
learning.
Yes "Have you ever done something to
hurt something or someone else?
Did you mean to hurt that person
or item?"

"When would be an appropriate
time to cut down a forest?"

Sparking the Discussion, Phase 1
All essential steps of the selected critical
or creative thinking strategy are
introduced in a predictable and logical
format.
Yes Groups finished Phase 2 at
different times Teacher led groups
independently, when ready, on to
Phase 3 - Kindling the Discussion
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Instruction ends with a summary activity
that extends the learning.
Yes Phase 4: Synthesis Activity /
Creating a Peace Agreement

3-2-1 Ticket out the door - 3 things
you learned today/ 2 - possible
solutions to deforestation / 1 way
we can increase awareness of
deforestation in Africa
Content specific vocabulary is
developed in context.
Yes deforestation
desertification
refugee
Instructors questioning techniques
require students to use higher order
thinking skills and metacognition.
Yes Instead of simply answering
students questions, on appropriate
occasions, the teacher answered
their questions with questions,
requiring them to think it through
and coming up with the answer
themselves. In addition to
encouraging deeper thinking, it
also builds student confident in
their abilities.
Instructional tasks require students to
use higher order thinking skills and
metacognition.
Yes Teacher also had a Challenge of
the Week posted for students
interested.

Students were responsible for
reading a portion of a larger
document and then being
responsible for determining the
most important information to
share with other group members.
Sharing students -
"sages"
Phase 2: Acquiring Content
Needed to Participate in
Discussion
___________ is differentiated to meet
student ___________.
__Content
__Process
x__Product
__Environment
__Readiness
x__Learning
Style(s)
Interests
Enrichment and Modifications are
provided for students who need
them.
Instruction and tasks reinforce students
understanding of the purpose for what
they are learning and its connection to
the world beyond the classroom.
Yes This is real-world. It's happening
right now.
Instructors role predominantly
observed:
x_Facilitator
__Lecturer
Students had obviously worked in
this model previously and were
very comfortable. I'm sure they
appreciated no lecture.
Instructional delivery mode
predominantly observed:
__Whole Group
x__Small Group
_Paired
__Independent
Small amount of independent
learning,but all other activities in
small groups of 5-6
Students were predominantly engaged
in:
__Recall Activities
__Textbook Activities
__Worksheet Activities
x_Higher Order Thinking
x_Performance Tasks
x__Discussions
__Listening
The use of technology is integrated
effectively into instruction.
Yes Teacher shows a short PPT as part
of Phase 2: Acquiring Content
Needed to Participate in
Discussion
Students effectively use technology
during the class period.
No Not used in this lessons, but there
are 3 computers in the room.
Instructional goals, activities,
interactions, and classroom environment
convey high expectations for gifted
students.
Yes Students are responsible for
reading and sharing what is
essential to others. Synthesis
activity required students to create
a peace agreement between the
local citizens in Africa and a
logging company that is looking to
destroy their rainforest.
Assessment Formative assessments are utilized
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Yes Teacher walked around, observing
groups, answering questions,
posing questions, clarifying
vocabulary and keep students on
task.
Planning and
Organization
Classroom management is conducive to
student learning.
Yes
Instruction is provided in a safe and
orderly environment.
Yes

Score: 19/20. Exceeds the Standard. Mastery of Circle of Knowledge Strategy.
The teacher maximizes instructional
time.
Yes Teacher allowed time for the
Ticket out the Door to be
completed, not rushed.
School
Culture
The culture of the classroom reflects a
risk-free learning environment.
Yes There was a student who really
wanted attention. He created a
rap. The teacher allowed him to
share with the class. He loved it
(and so did the class). He
demonstrated his mastery of the
curriculum through his rap.
Overall Assessment Below the Standard Approaching the Standard Meets the Standard Exceeds the Standard
Absence of major components
of a standard-based classroom as
noted above prevented the gifted
learners from meeting the goals
of the lesson.
While students met the learning
goals of the lesson, absence of major
components of a standards-based
classroom as noted above prevented
the gifted learners from being fully
challenged by the lesson to think
critically and/or creatively.
With implementation of 15-20
of the components of a
standards-based classroom,
the students met the learning
goals and demonstrated
critical and/or creative
thinking.
With full implementation of
17-20 of the components of a
standards-based classroom,
the students exceeded the
learning goals and gained
new insights that can be
transferred beyond the
discipline of study.

Nicole Westermann 5 7 2014 Observation 2

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Gifted In-Field Endorsement Program

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