Classroom Instruction Observation Form

Gifted In-Field Endorsement Program

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.

Observed
(Tally Marks)

Observed Evidence

III

Teacher had essential question

posted; teacher had ELA
standards for the day posted;
teacher discussed essential
question at beginning of class
with students

II

After discussing essential

question, students worked in
groups to discuss key terms for
poetry unit to prepare for days
activity
1. Teacher began with
having students discuss
key terms in groups, 2.
then branched out to
discussing link between
terms and previous
poems studied, 3. then
gave class several
examples of various
poetic devices and had
groups identify and
discuss which devices
applied to which
examples, and 4. finally
had groups create own
examples that contained
various poetic devices
Lesson ended with 1. groups
creating and sharing own
examples that contained
various poetic devices: other
groups had to figure out which
poetic devices each example

All essential steps of the selected

critical or creative thinking
strategy are introduced in a
predictable and logical format.

III

Instruction ends with a summary

activity that extends the learning.

II

Comments for
Improvement
Teacher may also
consider discussing
ELA standards with
students in addition to
essential question
Teacher may consider
giving each group 2-3
terms to present on
instead of having all
groups discuss all terms
This order of activities
was flawless; each
activity build upon the
previous one

Love the end-of-class

trivia gamestudents
were engaged while
having lesson content
summarized

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

Content specific vocabulary is

developed in context.

Instructors questioning
techniques require students to
use higher order thinking skills
and metacognition.

II

Instructional tasks require

students to use higher order
thinking skills and metacognition.

II

___________ is differentiated to
meet student ___________.

I Content
I Process
__Product
__Environm
ent

Instruction and tasks reinforce

students understanding of the
purpose for what they are learning
and its connection to the world
beyond the classroom.

II

Instructors role predominantly

observed:

_1_Facilitator
__Lecturer

contained and 2. Class playing

online trivia game
Students identified and applied
various poetic devices to poems
they have read in and outside of
class; teacher also related these
key poetic device terms to
popular movies (terms:
alliteration, hyperbole, imagery,
metaphor, onomatopoeia,
oxymoron, personification,
rhyme, rhythm, simile, stanza)
Teacher referred to a study
plan students were on to
analyze their own study habits;
constantly asks students to
relate content to prior
knowledge and everyday life
Students are required to
respond to open-ended
questions and support
assertions with evidence
__Readine Teacher had groups come up
ss
with own examples of various
I_Learning poetic devices; groups seemed
Style(s)
to come up with examples that
_I_Interest aligned with interests and
s
senses of humor
Students connected key
vocabulary/poetic devices to
prior knowledge and everyday
circumstances, and students
created own examples of writing
that contained these devices
that appealed to interests
outside of classroom
Teacher facilitated several
group and whole class

Age-appropriate
vocabulary; teacher may
consider having
students brainstorm
other types of poetic
devices not currently
being studied in class

Teacher may consider

having groups assess
each others examples
on paper so that they
could give this
evaluation to groups to
keep and refer to later
I loved that Werner
constantly had students
defend any point with
evidence!
Teacher may consider
having different groups
for each activity

Teacher may consider

having students write
what they learned and
why they think it is
important to know
learned information for
homework; students
could discuss following
day
Teacher did a fantastic
job letting students lead

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

discussions, but students did

most of the work and talking
Instructional delivery mode
predominantly observed:

__Whole Group
_1_Small Group
__Paired
__Independent

Students primarily worked at

tables with 3-4 group mates

Students were predominantly

engaged in:

__Recall Activities
__Textbook Activities
__Worksheet Activities
_1_Higher Order
Thinking
__Performance Tasks
_1_Discussions
__Listening
II

Students predominately worked

to create own poems and pieces
of writing and analyze the
writings of others; students also
discussed tasks within groups
and then as a class after
activities were complete

Students were very excited and

engaged during end-of-class
online trivia game
Teacher summarized objectives
for students at beginning of
class and made expectations
clear before and during each
activity; teacher used positive
reinforcement and asked
students to support assertions
with evidence during
discussions

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.

III

Original examples were on

Promethean board; class ended
with online trivia game to
summarize learning in which
students keyed in responses
using devices

discussions and acting

as a facilitator rather
than a lecturer
Teacher may consider
having students change
groups for each activity
so that different
perspectives are
introduced each activity
I liked how students not
only identified devices
in others works, but
also in classmates
works

Teacher may consider

giving examples through
online account to have
students access
information on own
devices rather than
Promethean board
Nice use of technology
to summarize lesson
AND collect data
Teacher may consider
having students set
expectations for each
other in addition to
teacher expectations
before each activity

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

Assessme
nt

Formative assessments are

utilized during instruction to
provide immediate evidence of
student learning and to provide
specific feedback to students.

II

Planning
Classroom management is
and
conducive to student learning.
Organizatio
n
Instruction is provided in a safe
and orderly environment.

School
Culture

Overall
Assessment

The teacher maximizes

instructional time.

The culture of the classroom

reflects a risk-free learning
environment.

Teacher assessed students on

ability to create and analyze
student examples of poetic
devices; teacher also collected
data through end-of-class
online trivia game (game
automatically collects data and
sends to teacher in
spreadsheet)
Teacher constantly made
expectations clear to students
and used positive reinforcement
to drive positive behavior
Teacher maintained positive
learning environment
throughout lesson
Teacher began lesson as soon
as bell rang and was able to
wrap up and summarize lesson
by the second bell
Students were comfortable
sharing ideas and speaking with
each other and teacher; a few
students make jokes in an
appropriate, non-distracting
manner

Teacher may consider

sharing data from
formatives with students
at end of class or
beginning of class the
next day

Fantastic job setting and

maintaining clear
classroom expectations
Teacher did a great job
positively responding to
student needs
Teacher used classroom
time efficiently
students were
constantly working on
something until class
ended!
Teacher has created a
wonderful, safe
environment for
students and their
learning

Below the Standard - 1

Approaching the Standard - 2

Meets the Standard - 3

Exceeds the Standard - 4

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

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.

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.

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

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

discipline of study.

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