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Classroom Observation Form

This document is a classroom observation form for evaluating differentiated instruction. It contains sections that rate instruction in areas such as goal setting, student assessment, individual attention, instructional practices, learning environment, curriculum, preparation for student needs, and evidence of differentiation. The observer uses the form to rate elements of the lesson in each area as strong, some, or none and provide comments on strengths and opportunities for growth. The form also asks if the lesson met the needs of all achievement levels and, if not, what types of students it seemed most geared toward.

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FedericoAlvarezRoldán
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1K views3 pages

Classroom Observation Form

This document is a classroom observation form for evaluating differentiated instruction. It contains sections that rate instruction in areas such as goal setting, student assessment, individual attention, instructional practices, learning environment, curriculum, preparation for student needs, and evidence of differentiation. The observer uses the form to rate elements of the lesson in each area as strong, some, or none and provide comments on strengths and opportunities for growth. The form also asks if the lesson met the needs of all achievement levels and, if not, what types of students it seemed most geared toward.

Uploaded by

FedericoAlvarezRoldán
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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DIFFERENTIATED INSTRUCTION

CLASSROOM OBSERVATION FORM

School: ____________________ Grade: _____ Subject: __________ Period/Time: _____

Teacher: ____________________ Date: _____/_____/_____ Observer: _________________

I. CONTEXT/GOAL SETTING Strong Some None


1) Established clear learning goals (knowledge, understanding, skills).
2) Linked new subject matter to prior learning and/or experience.
3) Most students appear aware of and understand the learning goals.
4) Provided rubrics or other guides to focus students on goals.
5) Closed the class with a focus on goals/meaning of lesson.
Comments:

II. STUDENT ASSESSMENT Strong Some None


1) Implemented & used results of pre-assessment to adjust the lesson.
2) Implemented assessment during lesson to gauge understanding.
3) Attended to student questions/comments during lesson.
4) Implemented assessment at end of lesson to gauge student learning.
Comments:

III. ATTENTION TO INDIVIDUALS/BUILDING COMMUNITY Strong Some None


1) Talked with students as they entered/exited class.
2) Connected with individual students during class.
3) Helped develop awareness of one another’s strengths/contributions.
4) Involved whole class in sharing/planning/evaluating.
Comments:
DI Classroom Observation Form 2

IV. INSTRUCTIONAL PRACTICES AND CLASSROOM ROUTINES Strong Some None


1) Varied student groupings: individual; pairs; small groups.
2) Used multiple modes of instruction, with emphasis on active learning.
3) Made flexible use of classroom space, time, materials.
4) Communicated clear directions for multiple tasks.
5) Provided effective rules/routines that supported individual needs.
6) Displayed effective classroom leadership/management.
Comments:

V. POSITIVE, SUPPORTIVE LEARNING ENVIRONMENT Strong Some None


1) Demonstrated respectful behavior toward students.
2) Demonstrated sensitivity to different cultures/ethnicities.
3) Acknowledged/celebrated student strengths/successes.
4) Active participation by a broad range of students.
5) Students comfortable asking questions/requesting assistance.
6) Emphasis on competition against self, not other students.
Comments:

VI. QUALITY CURRICULUM Strong Some None


1) Lesson targeted one or more State learning standards.
2) Lesson focused on important ideas, issues, or problems.
3) Tasks emphasized thought/meaning vs. drill & practice.
Comments:
DI Classroom Observation Form 3

VII. PREPARATION FOR & RESPONSE TO LEARNER NEEDS Strong Some None

1) Showed proactive preparation for a variety of student needs.


2) Attended appropriately to students who struggle with learning (LD; ELL;
reading; etc.).
3) Attended appropriately to students with physical/behavioral challenges.
4) Attended appropriately to advanced students.
Comments:

VIII. EVIDENCE OF DIFFERENTIATION Strong Some None


1) Content: e.g. materials of varied readability and/or interest; multiple
ways to access ideas/information; etc.
2) Process: e.g., tiering; contracts; compacting; readiness-based small-
group instruction; different homework; choices about how to work (alone,
pair, small group); tasks in multiple modes; variety of scaffolding; etc..
3) Products: e.g., product assignments with multiple modes of expression;
with choices about how to work (alone, pairs, small group); opportunity
to connect learning with individual interests; variety of assessment tasks;
variety of scaffolding; etc.
Comments (example of differentiation based on readiness, interest, & learning profile):

1a. Did the lesson meet the needs of learners at all achievement levels? ( one only)

 (1) Yes  (2) No

1b. If No, toward what type/s of student did the lesson seem geared? ( all that apply)

 (1) Below basic  (2) Basic  (3) Proficient  (4) Advanced

Examples:

1.15.06/Classroom Observation Form-DI—Used with permission


Acknowledgements: This instrument was created with Carol Tomlinson by Strategic Research, LLC as part of a program
evaluation contracted by the Richland 2 School District in Columbia, South Carolina. Inquiries should be addressed to
StrategicRsrch@aol.com.

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