Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Ann Alvarez~Heards Ferry ESCubing Strategy 4/17/2017
Strand Component of a Standards-Based Observed Observed Evidence Commendations or
Classroom (Tally Marks) Suggestions for
Improvement
Instruction 1. Teacher communicates the learning Yes Lesson plan.
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 No Didnt observe this,
hook/activating strategy it is written in the
lesson plan.
Students were
already engaged in
the Instructional
Activity.
3. All essential steps of the _Cubing Yes Students in groups will
strategy are used in a logical format. complete all 6 sides of
the cube. (One per
day)then share their
discoveries with other
groups.
4. Instruction ends with a summary or Yes Choice of differentiated
synthesis activity that extends learning. final projects to
extend/summarize
learning.
5. Instructors questioning techniques Yes What problems have we
require students to use higher order had with water? How
thinking skills and metacognition.
does evaporation
happen? How does a
puddle go away from the
rain? How does water
become a vapor? Does
it has to be sunny for it
be a vapor? What are
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
you learning about
water that you didnt
already know? Pollution
and water what impact
does that have on us?
6. Instructional tasks require students to Yes Students had to roll a
use higher order thinking skills and cube to answer the
metacognition.
questions of water using
the following prompts
on the cube: Describe it;
Compare it; Associate it;
Analyze it; Apply it;
Argue For or Against it.
7. Differentiation used is: Check what __Readiness Students have five
applies: __Learning activities to choose from
__Content Style(s)
to demonstrate their
__Process __Interests
__Product understanding of water.
__Environment Students also had the
autonomy to decide
what problem of water
do we have in our lives?
8. Instruction and tasks reinforce YES Students had to identify Mrs. Biggs leak in
students understanding of the purpose a problem we have with her home is a
for what they are learning and its
water and create a plan great real world
connection to the world beyond the
classroom. to solve the water connection to a
problem. One group sink pipe!
decided to create a plan
of litter in the water and
how we can help protect
the animals in their
water habitat.
9. Instructors predominant role: __Facilitator Teacher walked around
__Lecturer the room to answer any

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
questions the students
had with the cube.
10. Instructional delivery mode __Whole Group Students were in groups
predominantly observed: __Small Group working on each portion
__Paired
of the cube.
__Independent
11. Students were predominantly __Recall Activities Rolling the cube to answer
engaged in: __Textbook Activities higher level thinking
__Worksheet Activities questions.
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening
12. The use of technology is integrated Yes Students had iPads.
effectively into instruction.
13. Students effectively use technology Yes Each group had iPads to
during the class period. use QR codes for
resources. Great idea!
14. Instructional goals, activities, Yes Students were
interactions, and classroom environment conducting research on
convey high expectations for gifted
the iPad and allowing
students.
each other to share their
responses of what they
already know and what
they had researched.
Assessment 15. Formative assessments are utilized Yes Teacher continuously
during instruction to provide immediate walked around and asked
evidence of student learning and to questions to ensure
provide specific feedback to students. students were on task
Planning and 16. Classroom management is conducive Yes Your students understood the Great activity to
Organization to student learning. expectations of your stretch their minds
classroom and what is
expected from each student.
on water!
I7. Instruction is provided in a safe and Yes I really liked how
Learning is taking placeit is
orderly environment. evident students loved to
you knew this may
learn about water.
be a challenging
task for your
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

18. The teacher maximizes instructional
time.
School 19. The culture of the classroom reflects
Culture a risk-free learning environment.
Overall Assessment Not Evident (implementation of
less than 12 elements)
Absence of major components
of a standard-based classroom
as noted above prevented the
gifted learners from meeting the
goals of the lesson.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Yes
Yes
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.
NO DOWN TIME.
Great learning environment!!!
Learning is definitely taking
place.
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.
Revised 11/2013
students at first;
but then they
soared with the
task. The problem
that one group
came up with
(litter in water) is
something that we
definitely need to
find solutions for.
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.