Alternate Formats of Brilliant Behaviors Observation Tools
Each version of the Brilliant Behaviors is preceded by a brief description of its purpose, who is to use it and some basic guidelines for its use. Think flexibly and make modifications as needed.
The Tools in this section are multiple formats of the same basic set of behavior characteristics. Asking one or more observers to use the same set of lenses in their observations keeps the focus consistent and promotes clear communication in subsequent conversations about a student.
Reminder: Using one or more forms of the Brilliant Behaviors does not provide sufficient information for identification. It is a valuable component of any identification process and can also provide sufficient information for the procedure for selecting curriculum differentiation strategies as described in Chapters 4 & 5.
|Brilliant Behaviors Checklist For Single Student Observations|
Teachers and parents may use this form when observing one child at a time. It is a good initial screening tool to locate students who are likely to need differentiated learning experiences in their areas of strength… [continue reading]
|Brilliant Behaviors Checklist for Group Observations|
While a group or class is engaged in a thought-provoking learning activity, a teacher can wander among the students using this form on a clipboard to record observations of more than one student… [continue reading]
|Teacher Checklist of Student Behavior|
This version of the Brilliant Behaviors was developed by Judy Rogers through her work with the Tucson School District. It provides observers a scale on which the frequency of each behavior is rated… [continue reading]
|Self-Rating Form of the Brilliant Behaviors|
A student may be asked to complete this form to give him or her a voice in the process of differentiating curriculum. This will not only provide information for the curriculum planning process but may also engage the student in a form of self-analysis…. [continue reading]
|Brilliant Behaviors Referral Form|
This form asks teachers to reflect on her or his class after a series of formal observations or simply after having been their teacher for a minimum of four weeks. Impressions of individuals in the group are based on an accumulation of evidence, rather than observations after a single activity… [continue reading]
|Portfolio Conferencing Checklist|
In this version of the Brilliant Behaviors, the text reflects ways students might demonstrate each behavior in conversations with peers or teachers when discussing the contents of their portfolio… [continue reading]