Raymond L.

Dawson
Classroom Instruction Observation Form
Gifted In-Field Endorsement Program
Strand Component of a Standards-Based Observed Evidence Comments
Classroom
Instruction Learning goals (e.g., essential question, what
students should know, understand, and be able Standards, objectives and essential questions were displayed in the
to do by the end of the lesson) are aligned to classroom and daily agenda.
the curriculum content standards and TAG
Standards and are communicated by the
teacher.
Instruction begins with an engaging Lesson began with Kahoot bell ringer.
hook/activating strategy to strengthen
Students were competitive and having fun.
learning and paced accordingly.
All essential steps of the selected strategy are
Strategy and plan was outlined for students. Posted in the LMS.
taught in a predictable and logical format and
are paced appropriately.
Students are engaged as active learners Students made their choice of assignment and taught themselves.
Instructor’s questioning techniques require
Ms. Robinson asked one student prompting questions to lead them to the correct answer.
students to use higher order thinking skills
and metacognition, and actively encourages She had another student refer to their own notes to complete a late assignment.
student questioning. Others were working independently.
Instructional tasks require students to use
The Gizmos exploration activity and reading for meaning activity required higher order thinking.
higher order thinking skills and
metacognition. Gizmo required more metacognition.
___________ is differentiated to meet student
___________. Stations provided di erentiation to meet the needs of the students
__Content __
X Readiness in this honors class - containing gifted and high-ability students.
__Process __
X Learning Styles
__Product __
X Interests
__Environment
Instruction and tasks relate to student life Students either remediated, accelerated or explored. Good choice
experiences, and integrates resources,
board.
examples and/or case studies from real world
connections.
Instructor’s role predominantly observed:
Facilitator
__Facilitator
X __ Lecturer
Instructional delivery mode predominantly
Paired
observed:
__Whole Group X__Paired Independent

Revised 9/2017
 __Small Group X __Independent
Students were predominantly engaged in:
__ Recall Activities Stations: Great stations for the end
X
__Textbook Activities 1. Geometry Gizmos of the school year. Very
__Worksheet
X Activities 2. Geometry Reading for Meaning e ective.
__Higher Order Thinking
3. Makeups and missing work
__Performance Tasks
X
__Discussions *From instructional framework
__Listening
The use of technology is integrated
2 out of 3 stations used technology tools
effectively into instruction when appropriate
Students effectively use technology during
Students only used their Chromebooks and were not on phones.
the class period.
Instructional goals, activities, interactions,
and classroom environment convey high Class culture of high expectations was evident.
expectations for all students.
Instruction ends with a summary activity that
Did not observe until the end of class, but was in agenda and lesson plan
extends the learning.
Assessment Formative assessments are utilized during
instruction to provide immediate evidence of No assessment conducted during this observation.
student learning and to provide specific
feedback to students. Instructor questioning is
used to monitor student understanding
Planning and Classroom management is conducive to Students were so engaged, classroom management was e ortless
Organization student learning.
Instruction is provided in a safe and orderly
Classroom layout was good. Procedures established.
environment.
The teacher maximizes instructional time. Evident
School The culture of the classroom reflects a Students were comfortable collaborating with each other and asking questions. Good inquiry.
Culture risk-free learning environment.

Overall Assessment Below the Standard - 1
Absence of major components
of a standard-based classroom
as noted above prevented the
learners from meeting the goals
of the lesson.
Approaching the Standard - 2
Implementation of 14-15 of the
components. While students met the
learning goals of the lesson, absence
of major components of a
standards-based classroom as noted
above prevented the learners from
Meets the Standard - 3
With implementation of
16-18 of the components of a
standards-based classroom,
the students met the learning
goals and demonstrated
critical and/or creative
thinking.
Exceeds the Standard - 4
With full implementation of
19-20 of the components of a
standards-based classroom,
the students exceeded the
learning goals and gained new
insights that can be

Revised 9/2017
 *Must reschedule another being fully challenged by the lesson transferred beyond the
observation to think critically and/or creatively. discipline of study.

Revised 9/2017