Revised 11/2013
Classroom Instruction Observation Form
Six Thinking Hats Strategy- Water Resources and Pollution
Strand Component of a Standards-Based
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 Six thinking
Hats 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.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Gifted In-Field Endorsement Program
Ms. Ruth Pierre- Science
Observed by Kimberly Johny
Observed Observed Evidence Commendations or
(Tally Marks) Suggestions for
Improvement
x Students reviewed the essential
questions prior to the start of the
lesson for the day.
x Students identified the different
places water can go as it moves
through and around Earth.
Students used their phones to
answer the question on a poll
site.
x Students completed and took
part in the:
The incredible Journey
Activity.
Students became water
molecules moving through the
water cycle.
*With a roll of a cube, students
simulated the movement of water
within the water cycle.
x Students were instructed to write a
story describing the movement
of water as their summary.
x Students completed various
problems at various levels of
difficulty.

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.
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
x Students was encouraged to reflect
on their learning and understanding
of content at the stations and the six
thinking hats activity.
Check what _x_Readiness Teacher used various levels of
applies: _x_Learning questions at various stations
_x_Content Style(s) throughout the six thinking hat
_x_Process _x_Interests strategy. Questions were varied and
_x_Product all levels of Blooms was reflected in
__Environment the question choices.
x The questions encouraged the
students to be very reflective for
example one question asked-
Will I make a difference in my
home, my school, my community
and/or the global water cause?
_x_Facilitator Inquiry lesson
__Lecturer
_xWhole Group Students utilized all methods
_x_Small Group throughout the inquiry lessons at
_x_Paired various stations and required
_x_Independent activities
__Recall Activities Inquiry learning activities. Lots of
__Textbook Activities higher order thinking.
__Worksheet Activities
_x_Higher Order Thinking
_x_Performance Tasks
__Discussions
__Listening
X Videos, power points and individual
research were used.
X Videos were used to review content
X Students were challenged
throughout the lesson as they
moved to higher level questions and
stations throughout the inquiry
activity.

Assessment 15. Formative assessments are utilized
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Revised 11/2013
X Students were asked to:
1. Identify the states water is
in while moving through
the water cycle.
2. Write a story describing the
movement of water.

Planning and 16. Classroom management is conducive X Students respected themselves,

Organization to student learning. teacher and other students.
I7. Instruction is provided in a safe and X Classroom was safe, orderly and in
orderly environment. groups.
18. The teacher maximizes instructional X The lesson was very structured and
time. organized.
School 19. The culture of the classroom reflects X Students communicated excellently
Culture a risk-free learning environment. with teacher and other classmates

Overall Assessment Not Evident (implementation of
less than 12 elements)
Exemplary 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