Revised 11/2013
Classroom Instruction Observation Form
Strand Component of a Standards-Based
Classroom
Instruction 1. Teacher communicates the learning
goals (e.g., essential question, what
students should know, understand, and
be able to do by the end of the lesson).
2. Instruction begins with an engaging
hook/activating strategy
3. All essential steps of the Metaphorical
Expression strategy are used in a logical
format.
4. Instruction ends with a summary or
synthesis activity that extends learning.
5. Instructors questioning techniques
require students to use higher order
thinking skills and metacognition.
6. Instructional tasks require students to
use higher order thinking skills and
metacognition.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Gifted In-Field Endorsement Program
Name: Whitney Strickland
Observed Observed Evidence Commendations or
(Tally Marks) Suggestions for
Improvement
1 EQ: How do the types of waves compare
to tangible objects? Objective was
reviewed at the beginning of class.
1 WU: If an atom were a house, what piece
of furniture or appliance would the
subatomic particles be? Students took 5
minutes to write an analogy and then
shared those with the class.
1 Students were given a handout to
guide them through the steps of the
ME lesson.
1 Students shared their personal analogies
within their groups and some shared
aloud.
1 Students were asked a series of HOT
questions throughout the lesson and in
their handouts. Students were asked to
compare waves to several different things.
They were also asked to connect
personally to a wave by describing their
life as a wave.
1 Students were asked to pretend they are a
transverse and longitudinal wave and
answer questions from the perspective of
the wave. Students created personal
analogies and shared their analogies with
their groups. Students were also asked to
choose a wave and create 3 compressed
conflict analogies for their wave.

7. Differentiation used is:
8. Instruction and tasks reinforce
students understanding of the purpose
for what they are learning and its
connection to the world beyond the
classroom.
9. Instructors predominant role:
10. Instructional delivery mode
predominantly observed:
11. Students were predominantly
engaged in:
12. The use of technology is integrated
effectively into instruction.
13. Students effectively use technology
during the class period.
14. Instructional goals, activities,
interactions, and classroom environment
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
Check what __Readiness Process, Product, & Interests: Direct and
applies: __Learning Personal Analogy organizer. Students
__Content Style(s) were allowed to choose if they would
__Process __Interests rather write or create a song or poem.
__Product
Environment/Readiness: LL students
__Environment were allowed to draw instead of write
their analogies. Students were placed in
heterogeneous groups to help students
create the graphic organizer at the
beginning of the lesson.
1 Students were asked to compare a wave to
a ride at Six Flags, and inch worm, and
write about their lives as a transverse and
longitudinal wave.
__Facilitator Facilitator: While students worked on
__Lecturer their analogies, you walked around and
asked them questions and helped them if
they were struggling.
Lecturer: Only during introduction and
directions.
__Whole Group Whole Group: During instructions.
__Small Group Small Group: During work on direct and
__Paired personal analogies and compressed
__Independent conflict analogy follow up activity.
Independent: During warm-up and work
on graphic organizer.
__Recall Activities Recall, WS, & Textbook: Graphic
__Textbook Activities organizers and textbook reading.
__Worksheet Activities
__Higher Order Thinking WS, HOT & Discussions: Direct,
personal, and compressed conflict
__Performance Tasks
analogy activities.
__Discussions
__Listening
1 Teacher used Epson projector to display
warm-up and notes.
1 Students were able to access handouts on
teacher website.
1 Academic expectations were very clear.
Students knew exactly what was expected

convey high expectations for gifted
students.
Assessment 15. Formative assessments are utilized
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Planning and 16. Classroom management is conducive
Organization to student learning.
I7. Instruction is provided in a safe and
orderly environment.
18. The teacher maximizes instructional
time.
School 19. The culture of the classroom reflects
Culture a risk-free learning environment.
Revised 11/2013
of them. Each of the tasks students were
asked to complete were rigorous and
appropriate for the level of the students.
1 As you walked around your classroom,
you were able to engage your students
and assess their progress. You were also
able to gage their responses to the direct
analogies.
1 Academic and behavioral expectations are
clear. It is clear that teacher has worked
to establish positive relationships with
students.
1 Classroom instruction is provided in a
safe and orderly environment.
Expectations were established and
students seemed to respect one another as
well as you.
1 Lesson plans and organization allowed for
bell to bell instruction and very little
down time.
1 Students seemed comfortable asking
questions and taking risks. This is
reflective of the positive relationships you
have established in your classroom.

Overall Assessment Not Evident (implementation of
less than 12 elements)
Absence of major components
of a standard-based classroom as
19/19 noted above prevented the gifted
learners from meeting the goals
of the lesson.
Emerging (12-14 elements)
While students met the learning
goals of the lesson, absence of major
components of a standards-based
classroom as noted above prevented
the gifted learners from being fully
challenged by the lesson to think
critically and/or creatively.
Proficient (14-17 elements)
With implementation of 14-17
of the components of a
standards-based classroom,
the students met the learning
goals and demonstrated
critical and/or creative
thinking.
Exemplary (17-19 elements)
With full implementation of
17-19 of the components of a
standards-based classroom,
the students exceeded the
learning goals and gained new
insights that can be transferred
beyond the discipline of study.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education