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  • Mentor Observation Form

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    mentor observation form

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    26 visualizações2 páginas

    Mentor Observation Form

    Enviado por

    api-256995276

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 2
    Classroom Instruction Observation Form Gitted In-Field Endorsement Program foelpok ‘Strand | Componeat ofa Standards-Based Classroom ‘Observed (Tatty Marks) ‘Observed Evidence ‘Comments Tor Improvement Tain | Ussing goals ea exe aan ‘what siden should know, understand, | and be able to do by the end ofthe lesson ae aligned to the GPSIQCC and TAG Learning Objectives and are | communicated by the teacher yes Zt was present mm Whe Rance fd Instruction begins with an engaging hooklactvating strategy to strengthen yes “All essential steps of the selected eritical ‘or cteative thinking strategy are ‘introduced ina predictable an logical format. yes struction ends wiih a summary vi) at extends the learning. ges Bellechoa puuotron | F Content specifi vocabulary is developed in context. Yes Instructor's questioning teclgues require students to use higher onder king skills and metacognition, bes sractional tasks require students use higher order thinking skills and metacognition, ues "world beyond the classroom. cara} Sea Ra = oom Sree Instruction and tasks reinforce students” Seer conan | Yes Instructors role predominantly observed ‘Whole Group Tnsructional delivery mods ‘Adapted from G/A DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education —~T predominantly observe Small Group T | T Paired eS i Independent = | Stodens were predominanty engaged | —Recall Activities Jin Textbook Activities | Worksheet Activites | Higher Order Thinking Prerformance Tasks Discussions Listening [The use of technology is inegrated "YES sian necian sete cee re fetal gos tN | | Seton tc cvmet come hgh epectons ied aes Yes at Fomatce sae a TAT uring instruction 1 provide immediate evidence of student leaing and to provide specific feedback to students. Ye: erm Cone eee coin Oneaniation | sndene tarsi Ue. ee ade aan orderly environment. Yes eee y time. Yes aot — herreraccemcartinae aD aoa ee oes Ye: Muat Mariing trviromait f i sadard-1 | Approaching the Standard? | Meets the Standar=3 | Baceeds the Standard“ /Riccea ap Capea] testes nae] Wak Mpa aT Se ee erases | eer toa | aera Te | | noted above prevented he pied | components ofastandortased | standards-based classoom, | standarde‘based cassroom, learners fom meting the gals | classroom ss noted above prevented the students met the earning | the stents exceded the ofthe lesson the gifted eamers from being fully | goals and demonstrated fearing goals and gained new challenged by the lesson to think critical and/or creative insights that can be transferred

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