Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

Strand Component of a Standards-Based
Classroom
Observed
(Tall !ar"s#
Observed Evidence Comments for
Improvement
Instruction Learning goals (e.g., essential question,
what students should know, understand,
and be able to do by the end of the
lesson) are aligned to the GPS/!! and
"#G Learning $b%ecti&es and are
co''unicated by the teacher.
I Standard, essential question, and
learning ob%ecti&es dis(layed with the
docu'ent ca'era and shared with the
students. )*hat are the three ty(es of
'atter+ ,iscuss attributes of solid,
liquid, gas using analogies-
Instruction begins with an engaging
hook/acti&ating strategy to strengthen
learning.
I !arousel .rainstor'ing co'(leted
the (re&ious day. Students were
re'inded of the acti&ity using the
handout that the students used.
#ll essential ste(s of the selected critical
or creati&e thinking strategy are
introduced in a (redictable and logical
for'at.
/eta(horical 01(ression !ontent is acquired through an anchor
te1t (Matter Matters), reading
infor'ational te1t and &iewing a
&ideo on the (ro(erties of 'atter.
Students use a notes organi2er to
record i'(ortant infor'ation.
Students co'(lete a direct analogy by
co'(aring states of 'atter to a can of
soda. $ne grou( of students began
creating a (ersonal analogy with the
states of 'atter.
Instruction ends with a su''ary acti&ity
that e1tends the learning.
I 0nd of lesson not obser&ed but
teacher goes o&er essential question
with the students.
#t the end of the lesson teacher will
use an 01it "icket (su''ary of what
they ha&e learned)
!ontent s(ecific &ocabulary is
de&elo(ed in conte1t.
I /atter, solid, liquid, gas,
condensation, change, (ro(erties,
dissol&ing, 'elting, te'(erature
Instructor3s questioning techniques
require students to use higher order
thinking skills and 'etacognition.
I 4ow is 'atter like a can of soda+
*hat does soda feel like+ *hat
ha((ens after you drink a soda+ 4ow
is our essential question connected to
our discussion about the world around
#da(ted fro' G# ,$0 G#PSS #nalysis !lassroo' Instruction $bser&ation 5or' and 6#G!7!0! "eacher Standards for Gifted 0ducation
you+
Instructional tasks require students to
use higher order thinking skills and
'etacognition.
I ,irect analogy, (ersonal analogy
(choice to write a (aragra(h, (oe', or
song), co'(ressed conflict
88888888888 is differentiated to 'eet
student 88888888888.
88!ontent
89Process
88Product
880n&iron'ent
9 :eadiness
88Learning
Style(s)
88Interests
Pacing 'odified for the grou( that
finished early.
#s you continue the lesson
to'orrow, how will you
address those who had
difficulty today and those
who are ready to 'o&e on+
Instruction and tasks reinforce students3
understanding of the (ur(ose for what
they are learning and its connection to
the world beyond the classroo'.
I ;ideo and readings (anchor te1t7
Matter Matters) (ro&ide 'ulti(le
e1a'(les of ob%ects in the three states
of 'atter.
Instructor3s role (redo'inantly
obser&ed<
895acilitator
88Lecturer
Instructional deli&ery 'ode
(redo'inantly obser&ed<
89*hole Grou(
898S'all Grou(
88Paired
88Inde(endent
*hole grou( and s'all grou(
instruction=grou(ing &aried
throughout the lesson
Students were (redo'inantly engaged
in<
89:ecall #cti&ities
88"e1tbook #cti&ities
88*orksheet #cti&ities
894igher $rder "hinking
88Perfor'ance "asks
9 ,iscussions
88Listening
"he use of technology is integrated
effecti&ely into instruction.
I Internet &ideo (study>a's, brain(o(
%r.)
Students effecti&ely use technology
during the class (eriod.
6/#
Instructional goals, acti&ities,
interactions, and classroo' en&iron'ent
con&ey high e1(ectations for gifted
students.
I "he o((ortunity to analy2e and create
'eta(hors/analogies is an a((ro(riate
strategy to stretch gifted learners
during content acquisition.
#ssess'ent 5or'ati&e assess'ents are utili2ed
during instruction to (ro&ide i''ediate
e&idence of student learning and to
(ro&ide s(ecific feedback to students.
I Students are 'onitored during
inde(endent and s'all grou( work
and (ro&ided assistance as needed.
Planning and !lassroo' 'anage'ent is conduci&e to I !lear routines and (rocedures are in
#da(ted fro' G# ,$0 G#PSS #nalysis !lassroo' Instruction $bser&ation 5or' and 6#G!7!0! "eacher Standards for Gifted 0ducation
$rgani2ation student learning. (lace to transition between acti&ities
and refocus students who are off task.
Instruction is (ro&ided in a safe and
orderly en&iron'ent.
I Students were well beha&ed and on
task/engaged. "hey were grou(ed in
(ods of ?7@ students to acco''odate
for 0LL students.
"he teacher 'a1i'i2es instructional
ti'e.
I "i'er is used to kee( students
acti&ely working on the task.
School
!ulture
"he culture of the classroo' reflects a
risk7free learning en&iron'ent.
I Students were co'fortable taking
risks and co'ing to the teacher=they
were able to share their ideas.
Overall $ssessment Belo% t&e Standard $pproac&ing t&e Standard !eets t&e Standard E'ceeds t&e Standard
#bsence of 'a%or co'(onents
of a standard7based classroo' as
noted abo&e (re&ented the gifted
learners fro' 'eeting the goals
of the lesson.
*hile students 'et the learning
goals of the lesson, absence of 'a%or
co'(onents of a standards7based
classroo' as noted abo&e (re&ented
the gifted learners fro' being fully
challenged by the lesson to think
critically and/or creati&ely.
*ith i'(le'entation of A?7BC
of the co'(onents of a
standards7based classroo',
the students 'et the learning
goals and de'onstrated
critical and/or creati&e
thinking.
*ith full i'(le'entation of
AD7BC of the co'(onents of a
standards7based classroo',
the students e1ceeded the
learning goals and gained new
insights that can be transferred
beyond the disci(line of study.
#da(ted fro' G# ,$0 G#PSS #nalysis !lassroo' Instruction $bser&ation 5or' and 6#G!7!0! "eacher Standards for Gifted 0ducation