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3. All essential steps of the Six thinking x Students completed and took
Hats Strategy are used in a logical part in the:
format. The incredible Journey
Activity.
Students became water
molecules moving through the
water cycle.
*With a roll of a cube, students
simulated the movement of water
within the water cycle.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
6. Instructional tasks require students to x Students was encouraged to reflect
use higher order thinking skills and on their learning and understanding
metacognition. of content at the stations and the six
thinking hats activity.
7. Differentiation used is: Check what _x_Readiness Teacher used various levels of
applies: _x_Learning questions at various stations
_x_Content Style(s) throughout the six thinking hat
_x_Process _x_Interests strategy. Questions were varied and
_x_Product all levels of Blooms was reflected in
__Environment the question choices.
8. Instruction and tasks reinforce x The questions encouraged the
students understanding of the purpose students to be very reflective for
for what they are learning and its example one question asked-
connection to the world beyond the
classroom. Will I make a difference in my
home, my school, my community
and/or the global water cause?
9. Instructors predominant role: _x_Facilitator Inquiry lesson
__Lecturer
10. Instructional delivery mode _xWhole Group Students utilized all methods
predominantly observed: _x_Small Group throughout the inquiry lessons at
_x_Paired various stations and required
_x_Independent activities
11. Students were predominantly __Recall Activities Inquiry learning activities. Lots of
engaged in: __Textbook Activities higher order thinking.
__Worksheet Activities
_x_Higher Order Thinking
_x_Performance Tasks
__Discussions
__Listening
12. The use of technology is integrated X Videos, power points and individual
effectively into instruction. research were used.
13. Students effectively use technology X Videos were used to review content
during the class period.
14. Instructional goals, activities, X Students were challenged
interactions, and classroom environment throughout the lesson as they
convey high expectations for gifted moved to higher level questions and
students. stations throughout the inquiry
activity.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
Assessment 15. Formative assessments are utilized X Students were asked to:
during instruction to provide immediate
evidence of student learning and to 1. Identify the states water is
provide specific feedback to students. in while moving through
the water cycle.
2. Write a story describing the
movement of water.
Overall Assessment Not Evident (implementation of Emerging (12-14 elements) Proficient (14-17 elements) Exemplary (17-19 elements)
less than 12 elements)
Exemplary Absence of major components While students met the learning With implementation of 14- With full implementation of
of a standard-based classroom goals of the lesson, absence of 17 of the components of a 17-19 of the components of a
as noted above prevented the major components of a standards- standards-based classroom, standards-based classroom,
gifted learners from meeting the based classroom as noted above the students met the learning the students exceeded the
goals of the lesson. prevented the gifted learners from goals and demonstrated learning goals and gained
being fully challenged by the lesson critical and/or creative new insights that can be
to think critically and/or creatively. thinking. transferred beyond the
discipline of study.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education