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. Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education 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 Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education 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 Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
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. Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education