Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

Shalisa Gee~McNair MS 5/20/15

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.

Observed
(Tally Marks)

Observed Evidence

Yes

Standards, EQs, Prior

Knowledge, and Skills in
lesson plan and is posted on
the board.

Yes

ME: Carousel Brainstorming

of three analogies!!! The
students really enjoyed this
Metaphorical Expression
explained the three types

Yes

Yes

Content specific vocabulary is

developed in context.

Yes

Instructors questioning techniques

require students to use higher order
thinking skills and metacognition.

Yes

Instructional tasks require students to

use higher order thinking skills and
metacognition.

Yes

Comments for
Improvement

Exit Ticket How does

desertification, water issues
impact environment
students wrote a fortune
cookie fortune for Africa
regarding environmental
concerns.
Pollution
Scarcity
Deforestation
Desertification
Irrigation
Direct Analogy questions
Personal Analogy questions
Compressed Conflict to
describe desertification
using the story of Halloween
and relating to the EQ.
Students did three activities
for the direct, personal, and
compressed conflict.

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

Compressed conflict
synonyms and antonyms

___________ 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:
Students were predominantly engaged
in:

The use of technology is integrated

effectively into instruction.
Students effectively use technology
during the class period.

__Content
__Process
__Product
__Environm
ent

__Readin
ess
__Learni
ng
Style(s)
__Intere
sts

Yes

__Facilitator
__Lecturer
__Whole Group
__Small Group
__Paired
__Independent
__Recall Activities
__Textbook Activities
__Worksheet Activities
__Higher Order
Thinking
__Performance Tasks
__Discussions
__Listening
Yes
NO

Students were engaged in

creating a personal analogy
based on comparing
themselves to a
desertification.
Students used desertification,
water issues, or deforestation
to compare themselves to
Africas Environmental
Problems
Cause and Effect Graphic
Organizer
Walked around and answered
any ambiguities
Completed the personal
analogy independently
Worked in groups for direct
and compressed conflict
Presented Personal Analogies
and shared paragraph, poem,
or song about their life as
fertile land and being next to
desert.

Used timer for timekeeping

How could you have
incorporated
technology for
students with this
Metaphorical
Expression lesson???

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

Maybe you could have

had them use
technology for
antonyms of words.
Researching more
about desertification
with the graphic
organizer

Assessment

Planning and
Organization

School
Culture

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

Critical Thinking Skills

Higher Order Thinking Skills
Metacognition

Yes

Ms. Gee gave immediate

feedback as she walked
around the classroom to

Classroom management is conducive to

student learning.

Yes

Instruction is provided in a safe and

orderly environment.
The teacher maximizes instructional
time.

Yes
Yes

Your students understood the

expectations of your
classroom and what is
expected from them
students were very engaged
in the Metaphorical
Expression Lessonsmile
Learning is taking place
students love to learn
NO DOWN TIME!!!

The culture of the classroom reflects a

risk-free learning environment.

Yes

Great learning environment!!!

Overall Assessment

Below the Standard

Absence of major components
of a standard-based classroom
as noted above prevented the

Approaching the Standard

While students met the learning
goals of the lesson, absence of major
components of a standards-based

Meets the Standard

With implementation of 15-20
of the components of a
standards-based classroom,

You are on your way

to being TAG
Endorsed!!! I know
you will do great
things with the TAG
Dept. here at McNair!!!
I will assist however
you need me to!!!

Exceeds the Standard

With full implementation of
17-20 of the components of a
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.

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.

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