Differentiated Lesson Observation

Intern Name Kathleen Callahan

_
Observer Name R. Hauser
Date of Observation: 10/16/14__Time of Observation 10:30_Grade/class: _Pre-K (2-3)_Content: _Language/Science
Number of Students Identified by Intern as Gifted/Talented: 2_* 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.

Other Exceptionalities presented: Speech/Languagae

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: Circle time lesson about pumpkins with break-out groups as a follow-up
Grouping strategy: small group
Challenges for gifted learners: Increased challenge trough use of differentiated resources.
How students were identified as gifted and talented:
The following scale is used to rank each item:
Target: Evidence of cognizant planning for and flexible
Acceptable: Planning evident, some
implementation of the behavior. Clarity in instruction and flexibility noted in implementation, eliciting
elicitation of many and varied student responses. Clear,
some appropriate student responses. Teacher
sustained focus on learning outcomes from both the
clear and focused on the purpose of lesson.
teacher and the learners.

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.
K3. Candidate uses research and evaluation findings to guide
critical thinking when working with learners and clients.

Acceptable

X
X
X

Unacceptable

Comments
Plan is complete and includes
developmentally appropriate practice and
cooperative learning groups. Appropriate
pedagogical content knowledge is noted as
indicated by supports and scaffolds

provided for language acquisition and

variety of activities.

X
X
X

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
X

Unacceptable

Comments
Assessment is evident in planning could
more clearly define how data are to be

collected to monitor each students

progression toward mastery of stated
objectives.

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.
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

Appropriate developmental practice noted

throughout the lesson. Students are held to

high academic, social and behavioral

standards and provided with appropriate
X

scaffolds to reach high expectations.

Lesson is differentiated through provision
of different resources for gifted learners.

Would also encourage further

differentiation through the introduction of
advanced vocabulary or generalization of

life cycle knowledge.

This classroom environment is very

X
X

supportive of all student needs. The

students are very diverse in their academic
and social needs and the classroom
activities are designed to be sensitive to all

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.

childrens needs.
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.

Miss Callahan works very well with the

paraprofessionals and volunteer in her

classroom. Everyone is well prepared for

the group activity and their role within the

activity because of Miss Callahans clear

communication skills.
X
X
X
X

Comments: This was a well-developed, well-delivered lesson. All adults in the classroom were utilized effectively and all children were engaged,
challenged and supported. Suggestions include clarification of data collection to ensure documentation of each childs progress toward mastery and
targeted language development for gifted learners.