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Revised 11/2013

Classroom Instruction Observation Form


Gifted In-Field Endorsement Program
Heather Ingram~Riverwood HSGraduated Difficulty 5/18/2017
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 Students had to shout
hook/activating strategy out literacy devices they
had used throughout the
year.
3. All essential steps of the Yes Teacher discussed the
_Graduated Difficulty_ strategy GD strategy, gave four
are used in a logical format. levels of instruction, and
handed out the DECIDE
graphic organizer for
students to complete
and choose the choice
appropriate for
themstudents had four
choices to choose that is
more appropriate for
them.
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 did you arrive at
require students to use higher order your decision? What do
thinking skills and metacognition.
you need to know to
complete each level?

6. Instructional tasks require students to Yes GD lessonallows them


use higher order thinking skills and to make decisions based
metacognition.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
on their comfort and
choice. Teacher went
over the DOK levels to
show that each choice
level is based on DOK.
7. Differentiation used is: Check what __Readiness Student choice after
applies: __Learning completing the DECIDE
__Content Style(s)
graphic organizer.
__Process __Interests
__Product
__Environment
8. Instruction and tasks reinforce Yes Making choices that is
students understanding of the purpose best suited for your
for what they are learning and its
needs; Students stated
connection to the world beyond the
classroom. how the lesson relates
to what they read and
what they hear in real
life. KUDOS!
9. Instructors predominant role: __Facilitator
__Lecturer
10. Instructional delivery mode __Whole Group Students were working
predominantly observed: __Small Group independently to
__Paired
complete the graduated
__Independent
difficulty. Some
students decided to
collaborate with others
11. Students were predominantly __Recall Activities Working on one of the
engaged in: __Textbook Activities levels to begin with.
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening
12. The use of technology is integrated Yes Epson for instructions
effectively into instruction.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
13. Students effectively use technology Yes Microsoft Surfaceall
during the class period. students have one
14. Instructional goals, activities, Yes DECIDE Graphic
interactions, and classroom environment Organizer; students
convey high expectations for gifted
students.
Assessment 15. Formative assessments are utilized Yes Sum It Up!!!
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Planning and 16. Classroom management is conducive Yes Your students understood the
Organization to student learning. expectations of your
classroom and what is
expected from each student!
I like the discussions you and
your students had and the
discussions they had with one
another.
I7. Instruction is provided in a safe and Yes Learning is taking placeit
orderly environment. seems as though students
love you and the students
enjoy being in class with you.
They believe you are
enthusiastic and she is
realeven acts like a mom at
school
18. The teacher maximizes instructional Yes NO DOWN TIME!!! The
time. students like that you dont
just give them busy
workyou give work that
makes them think!
AWESOME!!!
School 19. The culture of the classroom reflects Yes Great learning environment!!!
Culture a risk-free learning environment. Learning is definitely taking
place. The students stated
you allow them to be
personal and that you get it!

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
Overall Assessment Not Evident (implementation of Emerging (12-14 elements) Proficient (14-17 elements) Exemplary (17-19 elements)
less than 12 elements)
Absence of major components While students met the learning With implementation of 14- With full implementation of
of a standard-based classroom goals of the lesson, absence of 17 of the components of a 17-19 of the components of a
as noted above prevented the major components of a standards- standards-based classroom, standards-based classroom,
gifted learners from meeting the based classroom as noted above the students met the learning the students exceeded the
goals of the lesson. 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.

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