Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

Whitney Wilson~McNair MSDecision Making 9/30/2016

Strand

Component of a Standards-Based
Classroom

Observed
(Tally Marks)

Observed Evidence

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

Yes

In the beginning of class

and on the lesson plan.

Yes

3. All essential steps of the _Decision

Making Lesson_ strategy are used
in a logical format.

Yes

4. Instruction ends with a summary or

synthesis activity that extends learning.

Yes

5. Instructors questioning techniques

require students to use higher order
thinking skills and metacognition.

Yes

6. Instructional tasks require students to

use higher order thinking skills and
metacognition.

Yes

Creating a poster on
different 3-D objects to
present to of class.
Read the different cases
Graphic Organizer
Criteria Scale
Presentation of the
beset strategy to solve
the case
Presentations of their
findings of the case
Where would you find 3D objects in the real
world?
How do you use certain
3-D objects?
How can you apply the
formulas for finding the
volume of a 3-D figure
to your case?
Deciding what is the
best strategy to use for
case study; students
wanted to ensure their
answers were correct by

Commendations or
Suggestions for
Improvement

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

Revised 11/2013
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.

Check what
applies:
__Content
__Process
__Product
__Environmen
t

__Readines
s
__Learning
Style(s)
__Interests

asking how questions.

Students chose the case
study of their interest.

Students discussed real

life 3-D situations based
on the case study of
their choice to solve.
__Facilitator
__Lecturer
__Whole Group
__Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening

Yes

Students worked on their

presentation of their
findings based on the
decision making matrix.

SWAYcreated from office

365basically an
interactive web-based
poster

They used the iPads for

the SWAY; calculations;
and access to resources
14. Instructional goals, activities,
Yes
Students were engaged
interactions, and classroom environment
with the case studies
convey high expectations for gifted
and working on their
students.
decision-making choice
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
13. Students effectively use technology
during the class period.

No

Teacher walked around

and answered any
ambiguous questions.
Students were paired to
work on their case
study.

Revised 11/2013

Assessment

15. Formative assessments are utilized

during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.

Yes

Planning and
Organization

16. Classroom management is conducive

to student learning.

Yes

I7. Instruction is provided in a safe and

orderly environment.

Yes

18. The teacher maximizes instructional

time.

Yes

19. The culture of the classroom reflects

a risk-free learning environment.

Yes

School
Culture

Overall Assessment

Not Evident (implementation of

using the rubric.

Students had to
introduce the lesson to
Gen Ed as well.
Ms. Wilson gave
immediate feedback and
asked questions to
ensure they were
understanding the case
study. She also asked
about 3-D figures
Your students understood the
expectations of your
classroom and what is
expected from each student!

Learning is taking placeit

seems as though students
loved to learn about plate
tectonics
NO DOWN TIME!!!

This was a
wonderful Decision
Making Lesson;
students were
actively engaged
with the Decision
Making Process!

Great learning environment!!!

Learning is definitely taking
place.

Emerging (12-14 elements)

Proficient (14-17 elements)

Exemplary (17-19 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

With implementation of 14-17

of the components of a
standards-based classroom,
the students met the learning
goals and demonstrated

With full implementation of

17-19 of the components of a
standards-based classroom,
the students exceeded the
learning goals and gained new

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

Revised 11/2013
challenged by the lesson to think
critically and/or creatively.

critical and/or creative

thinking.

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