Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
May 3, 2017
Sophie Lee
Decision-Making Lesson
Strand Component of a Standards-Based Observed Observed Evidence Commendations or
Classroom (Tally Marks) Suggestions for
Improvement
Instruction 1. Teacher communicates the learning What criteria should be considered Perhaps change the what
goals (e.g., essential question, what when making decisions? - Posted on question to a how or
students should know, understand, and the board. why question. How to we
be able to do by the end of the lesson). determine criteria for making
decisions? Why do we need
to create criteria to make
effective decisions?
2. Instruction begins with an engaging Every 3rd grader loves a birthday Great example - all of the
hook/activating strategy party. They were engaged kids would LOVE to come to
immediately in determining the a teachers birthday party.
relationships of the photos. How
would Ms. Lee decide where her I like the fact that after the
birthday party will be - how will she first brainstormed criteria,
choose. Great real life decision you ask them about that
example. specific criteria for several of
the various locations.
Helped them as they
suggested additional criteria.

Watch out - they are going to

expect you to invite them to
your birthday party - ha ha.
3. All essential steps of the Yes The difficult thing is that
_________________________ strategy students jump to the decision
are used in a logical format. immediately. Perhaps for
this activity students could
create criteria for an

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

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:
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
excellent principal before
they read about the heroes.
They will then start to look
for those criteria for the
heroes you gave them and
any they may wish to add.
Ranking 1-5 on decision
making is difficult because
each group will differ on the
definition of numbers 1, 2, 3,
4, 5. A simple yes or no
would work for this
particular decision-making
lesson.
Ticket out the Door
Yes, particularly during the activating
strategy. Also, as you walked to the
individual groups as they were
creating criteria.
The fact that not all of the American
heroes that you studied this year were
on the graphic organizer allowed
students to make decisions if they
wanted to add others they have
learned about (and consider why).
Check what _x_Readine If students wanted to choose someone
applies: ss else from the original list that was a
__Content __Learning great American hero that might make
__Process Style(s) a good principal, they were allowed to
__Product __Interests do that.
__Environment
Students were purposefully grouped
for the activity.

8. Instruction and tasks reinforce
students understanding of the purpose
for what they are learning and its
connection to the world beyond the
classroom.
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.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
Worked with groups that needed help
to create criteria.
Nice real-world connection between
American Heroes of the past and
principal at their own school.
_x_Facilitator
__Lecturer
__Whole Group
_x_Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
_x_Higher Order Thinking
__Performance Tasks
_x_Discussions
__Listening
Visual support of oral directions.
Colorful photos to support discussion.
Not observed (or needed) with this
lesson.
I am concerned that the
second teacher in the class
did not completely
understand the strategy. In
the group that I was closely
observing, she stepped in and
led the group down a
different path that wasnt
really aligned with the
strategy. If you have time,
its good for the co-teacher to
 Revised 11/2013
understand your expectations
prior to the students working.
The whole pro/con
discussion she led was
unnecessary and not aligned
with the strategy.
Assessment 15. Formative assessments are utilized Walking around, listening, asking
during instruction to provide immediate questions, giving feedback
evidence of student learning and to
provide specific feedback to students.
Planning and 16. Classroom management is conducive I can see that this group is quite the
Organization to student learning. challenge as there are quite a variety
of personality and ability types. You
stopped and required them to listen to
you.
I7. Instruction is provided in a safe and Yes
orderly environment.
18. The teacher maximizes instructional Yes
time.
School 19. The culture of the classroom reflects Yes
Culture a risk-free learning environment.

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