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AVID Content Classroom Observation Form

Note: This form may be used in its entirety for a comprehensive classroom observation or for a shorter Focused Observation using only those areas of
the form which apply.

Teacher _______________________________________________________ Subject ______________________________________________

Period ____________

Number of students ____________


Learning Environment
College Readiness Environment
Guiding Question:
To what extent do you see
symbolic reinforcements of a
college-readiness environment?
Physical Evidence of AVID


Guiding Question:
How do the classroom
arrangement and visual materials
maximize the use of AVID
learning strategies?

Grade level ____________

Look Fors:
_____college banners/pennants/posters
_____graduation requirements, testing notices
_____college entrance requirements
_____student samples of rigorous coursework
_____evidence of teachers college experience
_____opportunities for collaborative grouping
_____students seated at tables (diads, triads)
_____student-centered seating arrangement
_____purposeful integration of technology
(whiteboards, document cams, smart boards, etc.)
_____ evidence of behavioral norms
_____ print-rich environment (exemplars, strategic
word walls, learning activity guidelines, WICOR
posters, etc.)
_____student binders to organize student work

Observation Notes

Seventh grade is particularly important to students wishing

to attend Roosevelt. Could information about the
requirements be posted in the classroom?

Students are clearly accustomed to discussing their thoughts

and ideas with one another and are not distracted by other


on LearningisEnvironment:
The learning
both welcoming

and learner centered. Technology is used to support whole group learning.

Background music during independent work adds to the focus and positive work environment.

Overall Recommendations on Learning Environment:

College posters or pennants could be displayed, particularly of the teacher's alma mater.

AVID Essentials

Guiding Questions:
1. In your observation of
Writing to Learn strategies,
how do they develop
students critical thinking
skills and enhance their

2. What evidence have you

observed that students are

able to differentiate and

produce both summaries and


3. What evidence do you have

that students can use the steps

of the writing process to

develop a polished piece of

writing? Do the students

demonstrate the steps in the

writing process?

AVID Essentials


Guiding Questions:
1. What evidence do you see
that students understand and
apply the critical thinking

2. How do students demonstrate

their questioning skills?

Instructional Techniques and Learning Strategies

Writing to Learn and Writing Process
Look Fors:
Students utilize:
_____ a variety of writing types
_____Cornell notes with questions in the left margin
and summaries
_____pre-writing activities, quickwrites to develop
_____graphic organizers
_____timed or on demand writing
_____summaries and reflections
_____the writing process
_____the AVID writing curriculum
_____AVID Weekly to stimulate writing

Observation Notes

Although the focus of this class was not as much on writing,

student journals show evidence of a variety of writings on
dierent levels and for dierent purposes.

Look Fors:
Observation Notes
Teachers ask questions so students:
Higher level questioning and responses
______analyze an academic task and articulate the
of the class.

_____ process information and make connections
_____ synthesize information into new
_____evaluate information/hypothesize
_____extend/apply learning
Students ask questions to:
_____seek clarification
_____probe for additional information
_____problem solve
_____self regulate* and self advocate

are evident in all aspects

Inquiry, cont.

3. How do students challenge

themselves, their classmates

and their teachers to think


AVID Essentials


Guiding Questions:
1. What activities or structures
are evident that demonstrate
student collaborative
interaction versus student

2. What evidence do you see of

students working
collaboratively as active and

engaged learners?

Student demonstrate ownership by:

_____reflecting and acting upon essential questions,
concepts, academic tasks
_____defending point of view/decision
_____articulating multiple perspectives
_____extending/applying learning
*Self-Regulate: The ability to self-assess ones
thinking process to determine strengths, areas of
need, and gaps of learning.
Look Fors:
For collaborative interaction in classroom,
_____demonstrate strong sense of mutual respect
and support
_____develop products/solve problems together
_____engage in rigorous, academic discourse
_____challenge one another to think deeply about
the task at hand
_____ focus on the content and build on each others
Collaborative learning activities include:
_____Socratic questioning/seminar
_____Philosophical Chairs
_____jigsaw activities
_____collaborative research projects
_____collaborative processing and checks for
Collaborative structures include:
_____numbered heads together
_____inside/outside circles

Observation Notes

Students appear to take each opportunity to learn from one


AVID Essentials


Guiding Questions:

1. What evidence is available

that suggests students use

skills to

manage their academic lives?


What evidence do you

observe that suggests there

are classroom procedures that

promote organization in the


AVID Essentials


Guiding Questions:

3. What evidence exists that

students comprehend and

think critically about a variety

of types of reading?


What evidence do you see

that students can explain their
strategies to read effectively?

Look Fors:

Observation Notes

_____maintain organized, up to date binders/
organizational tools
_____keep calendars, planners and/or agendas up to
_____use a Focused Note-taking system
_____plan short-term and long-term projects
_____use SMART goals to achieve personal and
academic goals
_____use Writing to learn strategies to organize their

The teacher conferences with students to be sure they are

aware of grades and what needs to be taken care of.

_____evaluate binders/organizational tools
_____assist students in using time management
_____evaluate and maintain high expectations for
student note-taking
_____develop procedures for classroom activities, such
as tutorial/study groups
_____assist students in planning for projects
Look Fors:
_____read expository and persuasive texts
_____mark the text: number, circle, underline, chart,
etc. (Interact with the Text)
_____use Cornell notes/SQ5R (Interact with the Text)
_____understand and use reciprocal teaching (Interact
with the Text)
_____engage in metacognitive discussion (Extend
Beyond the Text)
_____summarize and reflect (Extend Beyond the Text)
_____ set reading purpose and task/prompt (Plan for
_____determine pre-reading activities that build or tap
into prior knowledge and engage and motivate (e.g.,
_____utilize concept mapping (Build Vocabulary)
_____use AVID Weekly

Observation Notes

This type of reading and discussion would lend itself

particularly well to a Socratic Seminar, particularly with

information text.

Overall Commendations from Content Classroom Observation:

Students are pushed to a deeper level of inquiry, to interact and make connections to the text.

Overall Recommendations from Content Classroom Observation:

How could Cornell notes or Learning Logs be incorporated as part of this lesson?