Revised 11/2013
Classroom Instruction Observation Form
Gifted In-Field Endorsement Program
Cameron Calland Jones - Six Hats Thinking Lesson 1/2017
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
_________________________ 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.
6. Instructional tasks require students to
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Observed Observed Evidence Commendations or
(Tally Marks) Suggestions for
Improvement
How does segregation and integration You may have stated the EQ
affect people? At the end of the to the students on the prior
lesson students chatted with their day when you did the hook.
elbow partner to answer the EQ. I did not see it posted
They then discussed as a group. This anywhere for students to see
question was actually implied in the
black hat question. :-)
Norman Rockwell painting, The
Problem We All Live With - Ruby
Bridges / and The Story of Ruby
Bridges by Robert Coles
Yes LOVED the hat idea. Im
going to share with others.
Kids making themselves
gives them an opportunity to
think of what each represents
as they cut them out. Very
clever. A lot of preparation
went into the lesson other
than creating the lesson plan.
This made the lesson flow
very smoothly.
Yes - students recorded a reflection on
the activity using the Seesaw app of
the iPads
What were two positive outcomes of
Rubys attending the F.School? What
are bad things about segregation?
What are your feelings about the life
of RB as a 1st grader? If Ruby had
not gone to the F. School, in what
other ways might segregation have
ended?
Yes. Students rotated through centers

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.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
for each of the six hats.
Check what __Readines No differentiation observed, but I
applies: s suspect that the groupings of the
__Content __Learning students was strategic.
__Process Style(s)
__Product __Interests
__Environmen
t
Yes. Students, especially at the black
table, were talking about the friends
they wouldnt be able to hand out
with if segregation was going on at
CWES.
_x_Facilitator
__Lecturer
_x Whole Group
__Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
_x_Higher Order Thinking
__Performance Tasks
__Discussions
__Listening
Projected the Norman Rockwell Rather than showing the
painting painting as part of your
lesson plan sheet, perhaps
your could put it on a PPT
slide. Then when you show
the slide in view mode, the
picture of the painting will
take the entire screen and
allow for students to see ore
details.
document learning through Love the independent use of
photo with recorded comment the SeeSaw app - prompts
video of yourself reading me to use it with my students
 Revised 11/2013
using iPads/SeeSaw app in our next unit.
14. Instructional goals, activities, yes All students were working
interactions, and classroom environment on higher level thinking
convey high expectations for gifted skills.
students.
Assessment 15. Formative assessments are utilized yes - you rotated around the room,
during instruction to provide immediate answering questions, encouraging
evidence of student learning and to them to read the questions first and
provide specific feedback to students. not the answers already there.
Planning and 16. Classroom management is conducive Excellent classroom management.
Organization to student learning. The students clearly understood your
expectations.
I7. Instruction is provided in a safe and Yes. Guided students gently who
orderly environment. needed help at the various stations.
18. The teacher maximizes instructional Yes. The bell was a great warning
time. for students to know that they would
be rotating soon to the next station.
School 19. The culture of the classroom reflects Absolutely.
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