Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Bailey Moran 4/11/2017 - Decision-Making

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
_________________________ strategy
are used in a logical format.
(Tally Marks)
Why do people live where they live
in Southeast Asia and
Decision-Making: Southeast Asian
Geography posted on the board when
students entered
What did you do on your spring
break?
What do you need to do to have a
jam-packed spring break?
How did you decide what to do?
Discussion of criteria (w/o the
mention of the word criteria)
Yes
Great for students to share where they
are going, but it would be nice for the
to also state their criteria that led them
to those five places.
Suggestions for
Improvement
Nice way to address that they
just had spring break as
kids settled in, they entered
their spring break thoughts
on the white board.
Criteria is always the hardest
step - getting specific and
being able to apply it to each
choice - kids get better at this
with experience. If they
create accurate criteria, the
rest of the process is easy !

4. Instruction ends with a summary or Reviewing and answering the

synthesis activity that extends learning. essential questions of why people live
where they live in SE Asia?
5. Instructors questioning techniques Yes - you asked the questions rather
require students to use higher order than just giving them the answers ,
thinking skills and metacognition. prompting them to come up with their
own questions

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
6. Instructional tasks require students to Yes
use higher order thinking skills and
metacognition.
7. Differentiation used is: Check what __Readiness Im assuming that the grouping for
applies: __Learning todays lesson was planned based on
__Content Style(s) one of these readiness?
__Process __Interests
__Product
__Environment
8. Instruction and tasks reinforce Great connections to the Spring Break
students understanding of the purpose criteria and decisions to set up the
for what they are learning and its lesson.
connection to the world beyond the
classroom.
9. Instructors predominant role: _x_Facilitator Its hard to facilitate six
__Lecturer groups of students as they
create criteria - hope you
didnt mind me joining in to
help you
10. Instructional delivery mode _x_Whole Group whole group to introduce the lesson,
predominantly observed: _xSmall Group but after that, small group as you
__Paired rotated among the student groups
__Independent asking questions and assessing
progress
11. Students were predominantly __Recall Activities
engaged in: __Textbook Activities
__Worksheet Activities
_x_Higher Order Thinking
__Performance Tasks
_x_Discussions
__Listening
12. The use of technology is integrated Map with the choices numbered.
effectively into instruction.
13. Students effectively use technology Edmodo - students could access the Since there was only one
during the class period. info and links on their own devices, information sheet, perhaps

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
but many were hesitant to use it have no printed out sheets,
without some proding. but rather have all students
access it on their devices.
Really hard or an entire
group to look at one sheet of
paper.
14. Instructional goals, activities, Yes
interactions, and classroom environment
convey high expectations for gifted
students.
Assessment 15. Formative assessments are utilized Yes Some groups jumped in to
during instruction to provide immediate discussing criteria before
evidence of student learning and to they individually came up
provide specific feedback to students. with their own criteria. You
reminded the of this once,
but they did not heed your
directions. In the group I
was sitting closest to, there
was a boy who could not
generate any criteria on his
own.
Planning and 16. Classroom management is conducive Yes - students are very respective of
Organization to student learning. you and you management the classroo
well
I7. Instruction is provided in a safe and Yes - students clearly know the
orderly environment. expectations and all worked
throughout the lesson
18. The teacher maximizes instructional Yes - and, wow, that was a quick
time. period - you accomplished a great
deal in that limited time
School 19. The culture of the classroom reflects Yes - students felt free to share their
Culture a risk-free learning environment. ideas w/o fear of judgment from you
or their peers

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

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.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
Emerging (12-14 elements) Proficient (14-17 elements) Exemplary (17-19 elements)
While students met the learning With implementation of 14-17 With full implementation of
goals of the lesson, absence of major of the components of a 17-19 of the components of a
components of a standards-based standards-based classroom, standards-based classroom,
classroom as noted above prevented the students met the learning the students exceeded the
the gifted learners from being fully goals and demonstrated learning goals and gained new
challenged by the lesson to think critical and/or creative insights that can be transferred
critically and/or creatively. thinking. beyond the discipline of study.