Jeffrey Lawhead 8th Grade Social Studies 3/29/18
Classroom Instruction Observation Form
Gifted In-Field Endorsement Program
Strand Component of a Standards-Based
Classroom
Instruction Learning goals (e.g., essential question, what
students should know, understand, and be able
to do by the end of the lesson) are aligned to
the curriculum content standards and TAG
Standards and are communicated by the
teacher.
Instruction begins with an engaging
hook/activating strategy to strengthen learning
and paced accordingly.
All essential steps of the selected strategy are
taught in a predictable and logical format and
are paced appropriately.
Students are engaged as active learners
Instructor’s questioning techniques require
students to use higher order thinking skills
and metacognition, and actively encourages
student questioning.
Instructional tasks require students to use
higher order thinking skills and
metacognition.
___________ is differentiated to meet student
___________.
__Content __ Readiness
__Process __ Learning Styles
__Product __ Interests
__Environment
Instruction and tasks relates to student life
experiences, and integrates resources,
examples and/or case studies from real world
connections.
Revised 9/2017
By: Sherry Wiedman
Observed Evidence Comments
Lesson plan and posted: Great EQ’s! no right or
S8CG2-4 Branches of state govt. wrong and requires some
EQs: thought.
Lesson Plan: TAG: ACS, CT/CPS,
HO/CTS
Bell ringer completed on devices:
Which branch do you feel has most
impact?
6 HATS- all hats used, all students Good idea to use sticky
responded individually and class notes so everyone responds,
discussion of results was and quickly. You were
incorporated as review able to accomplish a lot in
one class period!
All students were actively engaged
and participated in lesson
“Why” Prompts used to have
students evaluate and extend their
thinking
“Why was that the first thing that
came to mind…?” (metacog.)
Evaluation of importance, analysis
of branches, synthesis of learning
Metacognition- 3 things I learned…
Groups by ability and interest. Were the groups
Multiple modalities to demonstrate intentional by ability for
mastery mentioned in plans- choice this activity only? Are they
board for unit flexible, i.e. do they change
frequently??
Bell-ringer allowed for students to
relate one of the three branches to
self and impact on Georgia
 Instructor’s role predominantly observed: Facilitator
_X_Facilitator __ Lecturer
Instructional delivery mode predominantly Small group for 6 Hats
observed: (over) Whole class discussions at end for
__Whole Group __Paired wrapup
_X_Small Group __Independent
Students were predominantly engaged in: White, Yellow and Black- I loved the Green Hat
__ Recall Activities exploration of ideas and previous prompt and enjoyed
__Textbook Activities learning of the content hearing their “invented”
__Worksheet Activities Yellow and Black - evaluation branches.
_X_Higher Order Thinking Green hat- creative thinking
__Performance Tasks Blue hat- real world connections
__Discussions Red- promotes abstract thinking
__Listening
The use of technology is integrated effectively Schoology platform – used for class
into instruction when appropriate Quizlet used at end
Students effectively use technology during the Student devices used to respond to
class period. initial prompt and TOTD on
Schoology and Quizlet
Instructional goals, activities, interactions, and Students asked to extend beyond
classroom environment convey high what their peers contributed,
expectations for all students. Students had to explain their
thinking and/or give examples
Instruction ends with a summary activity that Class discussion to review responses
extends the learning. and probe for understanding
3-2-1 TOTD on Schoology
Assessment Formative assessments are utilized during Circulated amongst groups- gave
instruction to provide immediate evidence of feedback on responses when needed
student learning and to provide specific Informal assessment during whole
feedback to students. Instructor questioning is class discussion
used to monitor student understanding Quizlet
Planning and Classroom management is conducive to Students redirected as needed,
Organization student learning.
Instruction is provided in a safe and orderly Students transitioned well between
environment. the hats, and worked well in groups
The teacher maximizes instructional time. Timed rotations and kept discussion
moving

Revised 9/2017
School The culture of the classroom reflects a risk- Students were eager to volunteer to
Culture free learning environment. answer and most importantly to
share opinions, all answers accepted

Overall Assessment Below the Standard - 1 Approaching the Standard - 2 Meets the Standard - 3 Exceeds the Standard - 4
4/4 Absence of major components Implementation of 14-15 of the With implementation of 16- With full implementation of
You did an excellent of a standard-based classroom as components. While students met the 18 of the components of a 19-20 of the components of a
job of incorporating noted above prevented the learning goals of the lesson, absence standards-based classroom, standards-based classroom,
this strategy in your learners from meeting the goals of major components of a standards- the students met the learning the students exceeded the
content. It was clear of the lesson. based classroom as noted above goals and demonstrated learning goals and gained new
the students were prevented the learners from being critical and/or creative insights that can be transferred
thinking at a higher *Must reschedule another fully challenged by the lesson to thinking. beyond the discipline of study.
level on several of observation think critically and/or creatively.
the prompts.

Revised 9/2017