Differentiated Lesson Observation

Intern Name

Amy Zimmermann

Date of Observation: _10/17/15_Time of Observation _2:30 Grade/class:

Observer Name R. Hauser

_Kindergarten enrichment_Content: _ ELA/SS

Number of Students Identified by Intern as Gifted/Talented: 1_* IMPORTANT: Lesson observed must include students who meet the NAGC definition of
gifted/talented. The National Association for Gifted Children/Council for Exceptional Children (NAGC/CEC) definition of gifted and talented is:

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence
(documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its
own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).Some students may fit the
definition of gifted/talented and be identified by the school district as having a disability.

ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION MISSION STATEMENT

The St. Bonaventure University School of Education prepares highly qualified, effective educators at the graduate and undergraduate levels. The Franciscan commitment to social
justice through respect for diversity and the dignity and worth of the individual provides the foundation for our work with university students and school communities. Our state
and nationally accredited programs integrate theory with practice and meet rigorous academic and professional standards. Our collaborative and highly qualified faculty members
guide candidates on their journey of professional and personal discovery.

Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and pedagogy within
their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate professionalism in interactions,
appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e) demonstrate culturally-responsive practice.

Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best practice; and c) work as
an active part of a learning community.

Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that recognize
commonalities while affirming diversity in all its forms.

Lesson overview: Introduction to unit on Seven Natural Wonders

Grouping strategy: Individual
Challenges for gifted learners: Enriched content based on student interest inventory
How students were identified as gifted and talented: Family recommendation supported by students advanced achievement
The following scale is used to rank each item:
Target: Evidence of cognizant planning for and flexible
implementation of the behavior. Clarity in instruction and
elicitation of many and varied student responses. Clear,
sustained focus on learning outcomes from both the
teacher and the learners.

Acceptable: Planning evident, some

flexibility noted in implementation, eliciting
some appropriate student responses. Teacher
clear and focused on the purpose of lesson.

Unacceptable: Little to no evidence of

planning for behavior. Responses
limited and without variation. Unclear,
unfocused delivery of instructional
element.

Planning
Target
Plans are aligned with appropriate standards
High, flexible expectations set for student performance
3.1Beginning gifted education professionals understand the role
of central concepts, structures of the discipline, and tools of
inquiry of the content areas they teach, and use their
understanding to organize knowledge, integrate cross-disciplinary
skills, and develop meaningful learning progressions within and
across grade levels.
3.2Beginning gifted education professionals design appropriate
learning and performance modifications for individuals with gifts
and talents that enhance creativity, acceleration, depth and
complexity in academic subject matter and specialized domains.
3.4Beginning gifted education professionals understand that
individuals with gifts and talents demonstrate a wide range of
advanced knowledge and performance levels and modify the
general or specialized curriculum appropriately.
K1. Candidate uses content knowledge and strategies for shortand long-term planning activities appropriate to the professional
discipline.
K2. Candidate considers learner or client and environmental
characteristics when planning activities.

X
X
X

Acceptable

Unacceptable

Comments
Planning is aligned with appropriate
content standards and designed around the
specific strengths and interest of the
student.
Choice of materials allows for

opportunities for this learner to master

new content through different modalities.

Obvious tailoring to the students needs is

incorporated through design of content
delivery and choice of materials.

X
X

K3. Candidate uses research and evaluation findings to guide

critical thinking when working with learners and clients.

Assessment
Target
3.3Beginning gifted education professionals use assessments to
select, adapt, and create materials to differentiate instructional
strategies and general and specialized curricula to challenge
individuals with gifts and talents.
4.2Beginning gifted education professionals use knowledge of
measurement principles and practices to differentiate
assessments and interpret results to guide educational decisions
for individuals with gifts and talents.
Assessment directly related to objective and yields data to
guide future instruction.
S3. Candidate uses appropriate assessment tools and
techniques to inform practice.

Acceptable

Unacceptable

Comments
Assessment was ongoing during the lesson
and will give appropriate information to
guide future instruction

X
X

Instructional delivery
1.2Beginning gifted education professionals use understanding of
development and individual differences to respond to the needs
of individuals with gifts and talents.
2.1Beginning gifted education professionals create safe, inclusive,
culturally responsive learning environments that engage
individuals with gifts and talents in meaningful and rigorous
learning activities and social interactions.
2.2Beginning gifted education professionals use communication
and motivational and instructional strategies to facilitate
understanding of subject matter and to teach individuals with
gifts and talents how to adapt to different environments and
develop ethical leadership skills.
2.3Beginning gifted education professionals adjust their
communication to an individuals language proficiency and
cultural and linguistic differences.

5.1Beginning gifted education professionals know principles of

evidence-based, differentiated, and accelerated practices and
possess a repertoire of instructional strategies to enhance the
critical and creative thinking, problem-solving, and performance
skills of individuals with gifts and talents.

This lesson was very well delivered. Amy

demonstrates strong pedagogical content

knowledge through her use of mediated

scaffolding and high level language

models. This enrichment lesson was

appropriately challenging and included
advanced vocabulary and challenging

content as well as higher order thinking

skills. Appropriate scaffolds and supports
were also provided to address the special
developmental needs of this young
learner.

5.2Beginning gifted education professionals apply appropriate

technologies to support instructional assessment, planning, and
delivery for individuals with gifts and talents.
5.4Beginning gifted education professionals emphasize the
development, practice, and transfer of advanced knowledge and
skills across environments throughout the lifespan leading to
creative, productive careers in a multicultural society for
individuals with gifts and talents.
6.1Beginning gifted education professionals use professional
ethical principles and specialized program standards to guide
their practice.
6.3Beginning gifted education professionals model respect for
diversity, understanding that it is an integral part of societys
institutions and impacts learning of individuals with gifts and
talents in the delivery of gifted education services.
D5. Candidate demonstrates respect for the dignity and worth of
individuals.
D6. Candidate creates effective learning environments that
recognize commonalities while affirming diversity in all its forms.

X
X

X
X

X
X

Collaboration and advocacy completed with input from host teacher/supervisor

7.1Beginning gifted education professionals apply elements of
X
effective collaboration.
7.2Beginning gifted education professionals serve as a
collaborative resource to colleagues.
7.3Beginning gifted education professionals use collaboration to
promote the well-being of individuals with gifts and talents across
a wide range of settings, experiences, and collaborators.
S1. Candidate communicates effectively in speech and writing
with students or clients, administrators, parents, and other
stakeholders in the educational process.
S2. Candidate uses technology appropriately and effectively for
professional work (communication, collaboration, and
production).
D2. Candidate demonstrates professionalism in interactions,
appearance, and behaviors.
D3. Candidate is receptive to feedback.
D4. Candidate works as an active part of a learning community.

X
X

This lesson was delivered in an individual

enrichment tutoring session. Amy
collaborates with the students family to
ensure that this learner is provided with

appropriately challenging content that

meets his special learning needs.

X
X

X
X
Comments: This lesson was well designed and very well delivered. Scaffolds were provided to support language needs and facilitate advance
problem solving skills,