Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

Stephanie Beckles 3rd grade

Strand
Instruction

Component of a Standards-Based
Classroom
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 GPS/QCC and
TAG Learning Objectives and are
communicated by the teacher.
Instruction begins with an engaging
hook/activating strategy to strengthen
learning.
All essential steps of the selected critical
or creative thinking strategy are
introduced in a predictable and logical
format.
Instruction ends with a summary activity
that extends the learning.
Content specific vocabulary is
developed in context.
Instructors questioning techniques
require students to use higher order
thinking skills and metacognition.
Instructional tasks require students to
use higher order thinking skills and
metacognition.
___________ is differentiated to meet
student ___________.

Instruction and tasks reinforce students

understanding of the purpose for what
they are learning and its connection to
the world beyond the classroom.
Instructors role predominantly
observed:
Instructional delivery mode
predominantly observed:

Observed
(Tally Marks)

Observed Evidence

Comments for
Improvement

Essential question, what a student

should know, understand and be
able to do. Teacher discussed what a
hypothesis is and how to develop
one.
An informational passage was read
to hook students who actively
discussed with a partner why frogs
are becoming extinct.
Background knowledge and clues
were provided for students to solve
the mystery.

__ Content
X Readiness
_X_Process X Learning
_X_Product Style(s)
__Environm _X Interests
ent

Extension activities were included in

the lesson plans.
Specific vocabulary relating to the
lesson was included.
Open ended questions were asked
that necessitated students to use
metacognition to solve the mystery.
Students were challenged to use
higher order thinking skills to
complete lesson.
Students were able to work at their
own pace and produce the product
at their own level.

Students read an article to find

evidence to support their hypothesis.

_X_Facilitator
__Lecturer
X_Whole Group
__Small Group

After the hook, the teacher

circulated monitoring student work.
Whole group instructions, followed
by pairs or groups of three working

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

Students were predominantly engaged

in:

Assessment

Planning and
Organization

School
Culture

X_Paired
__Independent
X_Recall Activities
__Textbook Activities
__Worksheet Activities
X_Higher Order Thinking
X_Performance Tasks
X_Discussions
X_Listening

together to sort and group clues.

Students used various ways to
demonstrate their knowledge using
the steps of the Mystery strategy.

The use of technology is integrated

effectively into instruction.
Students effectively use technology
during the class period.
Instructional goals, activities,
interactions, and classroom environment
convey high expectations for gifted
students.
Formative assessments are utilized
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.

Yes

Classroom management is conducive to

student learning.
Instruction is provided in a safe and
orderly environment.
The teacher maximizes instructional
time.
The culture of the classroom reflects a
risk-free learning environment.

Yes

Overall Assessment

Below the Standard - 1

Absence of major components
of a standard-based classroom as
noted above prevented the gifted
learners from meeting the goals
of the lesson.

No
The mystery lesson requires higher
level thinking, and it is a beneficial
lesson for gifted learners and nongifted learners
Teacher constantly circulated and
monitored student progress.

Yes
Yes
Students were comfortable sharing
in the classroom.
Approaching the Standard - 2
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.

Meets the Standard - 3

With implementation of 15-20
of the components of a
standards-based classroom,
the students met the learning
goals and demonstrated
critical and/or creative
thinking.

Exceeds the Standard - 4

With full implementation of
17-20 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