Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
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).

Essential Question: How can learning

about Cornell Notes and SQ3R help
organize my thoughts and ideas?

2. Instruction begins with an engaging

hook/activating strategy

3. All essential steps of the

_________________________ 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.

Commendations or
Suggestions for
Improvement
Students answered this
question in Nearpod. Since
they did not already know
about SQ3R, this served as a
pre-assessment. You read
along as they typed and then
shared an exemplar answer.
The activating strategy was
the students attempt at
answering the essential
question using Nearpod.
Now youve got it !
Students take this knowledge
and create an infomercial,
skit, or childrens book
piloting their own form of
note-taking and active
reading based on what they
learned about SQ3R and
based on what they know
about Cornell Notes.
1. How can SQ3R and
Cornell Note taking help me
organize my thoughts and
ideas? 2. How is surveying a
text similar to shopping? 3.
Explain the importance of
active reading. 4. What
advice would you give to the

Revised 11/2013

6. Instructional tasks require students to

use higher order thinking skills and
metacognition.
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:

Y
Check what
applies:
__Content
__Process
__Product
__Environmen
t

__Readines
s
__Learning
Style(s)
__Interests

__Facilitator
__Lecturer
__Whole Group
__Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening

person who took notes on the

previous slide? 5. How are
Cornell notes similar to a
multilayer piece of cake?
Metaphorical Questions
Synthesis Activity
No differentiation observed
in the content, process or
environment
Students were allowed to
choose which synthesis
product they created.
Real world connections to
movies, as well as books.
Showing Cornell Notes
example from Social Studies.

Facilitator
Whole Group

Worksheet Activities (on Surface)

Higher order thinking
Listening

12. The use of technology is integrated

effectively into instruction.

13. Students effectively use technology

during the class period.

Excellent use of Nearpod

(inspires me to use it with
my students.)
Nearpod responses (that you
can see and response to)

Revised 11/2013

Assessment

Planning and
Organization

School
Culture

14. Instructional goals, activities,

interactions, and classroom environment
convey high expectations for gifted
students.
15. Formative assessments are utilized
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.

16. Classroom management is conducive

to student learning.
I7. Instruction is provided in a safe and
orderly environment.
18. The teacher maximizes instructional
time.

Needs improvement

19. The culture of the classroom reflects

a risk-free learning environment.

Overall Assessment

Not Evident (implementation of

But, be careful that you do

not dictate to the what they
should be recording in the
graphic organizer.
Reading what students were
entering on Nearpod was a
good way to formatively
assess.

Y
N

Many Ill waits for

disruptive behavior and
students stopping the flow of
work (heads down, eyes
closed, etc)
Actually, students may be a
little bit too comfortable with
you. Lots of calling out o
sarcastic and what they think
are humorous comments.

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

With implementation of 17 of
the components of a
standards-based classroom,
the students met the learning
goals and demonstrated
critical and/or creative
thinking.

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.

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.

When you are finished, put your heads down (after you hit send). Also putting your hands on your head, putting your hands of your eyes. Think about what else
students couldnt have done during this lull to keep the thinking going.

Revised 11/2013
How could you better handle the talking / off task behavior rather than always saying, Ill wait. As a disruptive student I would think its ok to disrupt because
you will wait until Im done to continue.
Consider a different seating arrangement - there are about three immature boys that could be plopped in with some overachievement, on-task girls.