Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Ruth Pierre~Westlake HSNAL 4/28/2017
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 and on the
goals (e.g., essential question, what board.
students should know, understand, and
be able to do by the end of the lesson).
2. Instruction begins with an engaging Yes Pre Assessment of cell
hook/activating strategy organelles
3. All essential steps of the _New Yes All steps were in a
American Lecture_ strategy are logical format beginning
used in a logical format. with setting the stage;
students took notes;
asking critical questions;
used a mini quiz
students had to show
responses on a dry erase
board and hold up
responses; had a mini
project to complete on a
cell analogy.
4. Instruction ends with a summary or Yes Sum It UPTicket Out
synthesis activity that extends learning. the Door.
5. Instructors questioning techniques Yes How do we know
require students to use higher order something is alive?
thinking skills and metacognition.
6. Instructional tasks require students to Yes Using a cell analogy to
use higher order thinking skills and think outside the
metacognition.
boxlike creating a cell
analogy of a school; car;
the state of Georgia.

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: Check what __Readiness Creating their own
applies: __Learning cell analogy using the
__Content Style(s)
terms.
__Process __Interests
__Product
__Environment
8. Instruction and tasks reinforce Yes Pro has no
students understanding of the purpose nucleusquick trick to
for what they are learning and its
rememberProkaryotes
connection to the world beyond the
classroom.
Eu means True
Nucleusquick trick to
rememberEukaryotes
9. Instructors predominant role: __Facilitator In the beginning the
__Lecturer teacher lectured while
the students used a
graphic organizer to
take notes.
For the mini cell
analogy, she walked
around to answer
questions and ensure
the students were on
task.
10. Instructional delivery mode __Whole Group NAL mostly entails
predominantly observed: __Small Group whole group. Students
__Paired
were engaged in the
__Independent
lecture.
11. Students were predominantly __Recall Activities Graphic Organizer
engaged in: __Textbook Activities Cell analogy
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

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
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.
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
Revised 11/2013
Yes Epson projector for the
Cell PPT
No How could you have
incorporated the use
of technology?
Yes Creating their own cell
analogy. One group did
a cell analogy on a
school...
Yes Clicker Questions to
ensure immediate
evidence of student
learning.
Yes Your students understood the
expectations of your
classroom and what is
expected from each student!
I like the discussions you and
your students had about
cells.
Yes Learning is taking placeit
seems as though students
enjoyed the NAL strategy.
Yes NO DOWN TIME!!!
Yes 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 With implementation of 14- With full implementation of
goals of the lesson, absence of 17 of the components of a 17-19 of the components of a
major components of a standards- standards-based classroom, standards-based classroom,
based classroom as noted above the students met the learning the students exceeded the
prevented the gifted learners from goals and demonstrated learning goals and gained
being fully challenged by the lesson critical and/or creative new insights that can be
to think critically and/or creatively. thinking. transferred beyond the
discipline of study.
 Revised 11/2013

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