Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Tracy Williams~Riverwood HSGraduated Difficulty 4/28/2017
Strand Component of a Standards-Based Observed Observed Evidence Commendations or
Classroom (Tally Marks) Suggestions for
Improvement
Instruction 1. Teacher communicates the learning Yes Lesson plan and on the
goals (e.g., essential question, what board.
students should know, understand, and
be able to do by the end of the lesson).
2. Instruction begins with an engaging Yes Students recorded
hook/activating strategy discussion on the novel,
Candide and then
shared connection to the
modern society in small
groups
3. All essential steps of the Yes Teacher discussed the
_Graduated Difficulty_ strategy GD strategy and handed
are used in a logical format. out the DECIDE graphic
organizer for students to
complete and choose the
choice appropriate for
themstudents had four
choices to choose that is
more appropriate for
them.
4. Instruction ends with a summary or Yes Sum It UPTicket Out
synthesis activity that extends learning. the Door.
5. Instructors questioning techniques Yes Do you want to make
require students to use higher order connections? Not
thinking skills and metacognition.
necessarily what you
like?
Why is it better to do
Choice 4 than Choice 3
How did you know this

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
was a satirical novel?

6. Instructional tasks require students to Yes GD lessonallows them

use higher order thinking skills and to make decisions based
metacognition.
on their comfort and
choice.
7. Differentiation used is: Check what __Readines Student choice after
applies: s completing the DECIDE
__Content __Learning
graphic organizer.
__Process Style(s)
__Product __Interests
__Environmen
t
8. Instruction and tasks reinforce Yes Making choices that is
students understanding of the purpose best suited for your
for what they are learning and its
needs; How the story
connection to the world beyond the
classroom. discusses evil in a world
created by a benevolent
Godhow is this shown
in our world today?
9. Instructors predominant role: __Facilitator
__Lecturer
10. Instructional delivery mode __Whole Group Students were working
predominantly observed: __Small Group in a small group for
__Paired
discussions.
__Independent
Independent during the
actual GD lesson.
11. Students were predominantly __Recall Activities Choice Board
engaged in: __Textbook Activities
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening
12. The use of technology is integrated Yes Epson for instructions and
effectively into instruction. timer

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
13. Students effectively use technology Yes Microsoft Surfaceall
during the class period. students have oneused
online classroom for all
worksheets and
directions.
(www.schoology.com)
14. Instructional goals, activities, Yes DECIDE Graphic
interactions, and classroom environment Organizer; The use of
convey high expectations for gifted
Rhetorical Precis;
students.
Satirical Style; Creating
a satirical short story or
poem to criticize any
issue
Assessment 15. Formative assessments are utilized Yes Sum It Up!!!
during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Planning and 16. Classroom management is conducive Yes Your students understood the
Organization to student learning. expectations of your
classroom and what is
expected from each student!
I like the discussions you and
your students had.
I7. Instruction is provided in a safe and Yes Learning is taking placeit
orderly environment. seems as though students
loved to choose with Choice
is more appropriate to them.
18. The teacher maximizes instructional Yes NO DOWN TIME!!!
time.
School 19. The culture of the classroom reflects Yes Great learning environment!!!
Culture a risk-free learning environment. Learning is definitely taking
place.

Overall Assessment Not Evident (implementation of Emerging (12-14 elements) Proficient (14-17 elements) Exemplary (17-19 elements)
less than 12 elements)
Absence of major components While students met the learning With implementation of 14- With full implementation of
of a standard-based classroom goals of the lesson, absence of 17 of the components of a 17-19 of the components of a
as noted above prevented the major components of a standards- standards-based classroom, standards-based classroom,
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education

gifted learners from meeting the
goals of the lesson.
based classroom as noted above
prevented the gifted learners from
being fully challenged by the lesson
to think critically and/or creatively.
the students met the learning
goals and demonstrated
critical and/or creative
thinking.
Revised 11/2013
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