Task Rotation Observation-3 24 2016-Rankin

Revised 11/2013
Classroom Instruction Observation Form

Gifted In-Field Endorsement Program
Name: Melissa Rankin
Strand
Component of a Standards-Based
Classroom
Observed
(Tally Marks)
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).
Task Rotation objective was listed on

board and reviewed with students.
2. Instruction begins with an engaging

hook/activating strategy
3. All essential steps of the Task

Rotation 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
use higher order thinking skills and
metacognition.
Warm Up: On the post-it note you

received when you walked into the room.
Write six words describing your thoughts
on the novel Lupita Manana so far. These
thoughts could be about the book.
However, it may relate to you, or any
other thoughts or feeling you have felt
while reading the book. Then, make a
prediction about what you think will
happen in the remaining chapters of the
novel. Be ready to share.
The Task Rotation was projected onto the
board and students read aloud the
different tasks and teacher clarified the
tasks and answered questions about the
tasks.
Students were allowed time at the end of
class to share one of their Task Rotation
products.
HOT questions were asked of students
consistently throughout the lesson.
Observed Evidence
Commendations or
Suggestions for
Improvement
EQ: How do you identify
themes, symbols, character
changes, and the plot structure
of an extended text? This EQ
was listed in lesson plan, but
was different that the one on the
board.
The Task Rotation activities and

questions were well thought out. They
required students to think at a higher level
and allows them to build empathy for
people who are going through similar
Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Revised 11/2013
experiences as the characters in Lupita
Manana.
Environment/Readiness: Students are
heterogeneously grouped based on STAR
data and 5th grade GA Milestone data.
7. Differentiation used is:
Check what
__Readiness
applies:
__Learning
__Content
Style(s)
__Process
__Interests
Process/Product/Learning Styles/Interests:
__Product
Task Rotation activities.
__Environment
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:
__Facilitator
__Lecturer
__Whole Group
__Small Group
__Paired
__Independent
10. Instructional delivery mode

predominantly observed:
11. Students were predominantly

engaged in:
__Recall Activities
__Textbook Activities
__Worksheet Activities
__Higher Order Thinking
__Performance Tasks
__Discussions
__Listening
12. The use of technology is integrated

effectively into instruction.
13. Students effectively use technology

during the class period.
14. Instructional goals, activities,

interactions, and classroom environment
convey high expectations for gifted
students.
The novel that the students are reading is

about siblings who had to leave Mexico
for the U.S. to try and earn money for
their family. Teacher connected the story
in this novel to the story of so many
people living in our country and around
the world.
Facilitator: During Task Rotation activity
I absolutely love that you are

having your students read a
novel that is so relevant to
either their lives or the lives of
many of their peers.
Independent: Warm-Up and Task

Rotation activities.
Whole Group: During instructions and
reviewing/answering questions.
Recall & HOT: Warm-Up
Recall, WS, HOT, Performance Tasks:
Task Rotation activities
Teacher used the projector to display

warm-up, task rotation, and timer for
students to see.
Students were allowed to use their devices
to research information if needed. They
were also able to use the projected
materials such as the task rotation and the
timer.
Academic expectations were high.
Students were asked to think critically
about the novel they are reading. The
activities in the Task Rotation and
questioning encouraged students to think
Revised 11/2013
Assessment
15. Formative assessments are utilized

during instruction to provide immediate
evidence of student learning and to
provide specific feedback to students.
Planning and
Organization
16. Classroom management is conducive

to student learning.
I7. Instruction is provided in a safe and

orderly environment.
18. The teacher maximizes instructional

time.
19. The culture of the classroom reflects

a risk-free learning environment.
School
Culture
Overall Assessment
Not Evident (implementation of
critically and creatively about the content

of the novel.
Student observations as they were
working on their tasks. Students turned in
their completed work on the task rotation
activity. Teacher asked questions of
students throughout the period to gauge
student understanding.
Teacher asked students to set a goal of
how many of the tasks they believe they
can finish in the duration of the class
period. Timer was used to help students
keep track of their progress.
Classroom was safe and orderly at all
times. No classroom disruptions were
observed.
Lesson plans allow for bell to bell
instruction. Instructional sequence was
very organized to allow for minimal loss
of instructional time during transitions.
Students were comfortable asking
questions and participating in class
discussions. Classroom culture is positive
and it is evident that the teacher has
worked to build positive relationships
with students.
Emerging (12-14 elements)
Proficient (14-17 elements)
Exemplary (17-19 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.
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.
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.
less than 12 elements)
19/19
Absence of major components

of a standard-based classroom as
noted above prevented the gifted
learners from meeting the goals
of the lesson.

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Revised 11/2013

Classroom Instruction Observation Form

1. Teacher communicates the learning

Task Rotation objective was listed on

2. Instruction begins with an engaging

3. All essential steps of the Task

4. Instruction ends with a summary or

5. Instructors questioning techniques

Warm Up: On the post-it note you

The Task Rotation activities and

7. Differentiation used is:

8. Instruction and tasks reinforce

9. Instructors predominant role:

10. Instructional delivery mode

11. Students were predominantly

12. The use of technology is integrated

13. Students effectively use technology

14. Instructional goals, activities,

The novel that the students are reading is

I absolutely love that you are

Independent: Warm-Up and Task

Teacher used the projector to display

15. Formative assessments are utilized

16. Classroom management is conducive

I7. Instruction is provided in a safe and

18. The teacher maximizes instructional

19. The culture of the classroom reflects

Not Evident (implementation of

critically and creatively about the content

Emerging (12-14 elements)

Proficient (14-17 elements)

Exemplary (17-19 elements)

While students met the learning

With implementation of 14-17

With full implementation of

less than 12 elements)

Absence of major components

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