Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

Strand Component of a Standards-Based Observed Observed Evidence Commendations or

Classroom
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
3. All essential steps of the New
American Lecture 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.
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.
(Tally Marks) Suggestions for
Improvement
X Very thoughtful essential
questions. They are engaging
and provoked a lot of good
discourse.
X Image study and students responded
with the first words that came to
mind.
X Yes (check lesson plan).
X Completed a graphic organizer that I like that students could
outlined the claim and reasons for critically assess their
Japanese internment. personal understandings of
Japanese internment.
X The entire lesson was a push
in critical thinking skills
because of the different
examples used.
X Students interpreted the denotative
and connotative meanings of
historical documents related to
Japanese internment.
Check what __Readiness Conversations were differentiated
applies: __Learning based on groups chosen.
__Content Style(s)
X Process __Interests
__Product
__Environment
X All historical experiences were real
life and factually based.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

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.
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.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
X Facilitator The New American Lectures strategy
X Lecturer requires that the teacher act as both
facilitator and lecturer.
X Whole Group
__Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
X Higher Order Thinking
__Performance Tasks
X Discussions
X Listening
X Laptop used for the image study.
Not observed Students could have created
a Shadow Puppet or Sway
for the information they got
from the graphic organizer.
X It was evident that you set high
expectations for your students and
critical thinking skills are used daily
through the discourse I witnessed.
X Graphic organizer completed as
formative assessment
X All students were highly engaged and
conversations were managed well.
X Students could clearly
X While you did an excellent
job of utilizing the whole
period, I am wondering if
this lesson could have been
extended to create a more
thorough understanding of
the task at hand.
 Revised 11/2013
School 19. The culture of the classroom reflects X The students juxtaposed Japanese
Culture a risk-free learning environment. internment with Trumps immigration
ban. There were representatives for
both sides in the classroom.

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.
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.
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.
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.

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