Revised 11/2013

Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Ruth Pierre~Westlake HSNAL 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 Pre Assessment of cell
hook/activating strategy organelles
3. All essential steps of the _New Yes All steps were in a
American Lecture_ strategy are logical format beginning
used in a logical format. with setting the stage;
students took notes;
asking critical questions;
used a mini quiz
students had to show
responses on a dry erase
board and hold up
responses; had a mini
project to complete on a
cell analogy.
4. Instruction ends with a summary or Yes Sum It UPTicket Out
synthesis activity that extends learning. the Door.
5. Instructors questioning techniques Yes How do we know
require students to use higher order something is alive?
thinking skills and metacognition.
6. Instructional tasks require students to Yes Using a cell analogy to
use higher order thinking skills and think outside the
metacognition.
boxlike creating a cell
analogy of a school; car;
the state of Georgia.

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
7. Differentiation used is: Check what __Readiness Creating their own
applies: __Learning cell analogy using the
__Content Style(s)
terms.
__Process __Interests
__Product
__Environment
8. Instruction and tasks reinforce Yes Pro has no
students understanding of the purpose nucleusquick trick to
for what they are learning and its
rememberProkaryotes
connection to the world beyond the
classroom.
Eu means True
Nucleusquick trick to
rememberEukaryotes
9. Instructors predominant role: __Facilitator In the beginning the
__Lecturer teacher lectured while
the students used a
graphic organizer to
take notes.
For the mini cell
analogy, she walked
around to answer
questions and ensure
the students were on
task.
10. Instructional delivery mode __Whole Group NAL mostly entails
predominantly observed: __Small Group whole group. Students
__Paired
were engaged in the
__Independent
lecture.
11. Students were predominantly __Recall Activities Graphic Organizer
engaged in: __Textbook Activities Cell analogy
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening

Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013
12. The use of technology is integrated Yes Epson projector for the
effectively into instruction. Cell PPT
13. Students effectively use technology No How could you have
during the class period. incorporated the use
of technology?
14. Instructional goals, activities, Yes Creating their own cell
interactions, and classroom environment analogy. One group did
convey high expectations for gifted
a cell analogy on a
students.
school...
Assessment 15. Formative assessments are utilized Yes Clicker Questions to
during instruction to provide immediate ensure immediate
evidence of student learning and to
evidence of student
provide specific feedback to students.
learning.
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 about
cells.
I7. Instruction is provided in a safe and Yes Learning is taking placeit
orderly environment. seems as though students
enjoyed the NAL strategy.
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,
gifted learners from meeting the based classroom as noted above the students met the learning the students exceeded the
goals of the lesson. prevented the gifted learners from goals and demonstrated learning goals and gained
being fully challenged by the lesson critical and/or creative new insights that can be
to think critically and/or creatively. thinking. transferred beyond the
discipline of study.
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
 Revised 11/2013

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