Scribd
Upload
211 views3 pages

Classroom Obser Va Tion Form: Differentiated Instruction

This document is a classroom observation form used to evaluate differentiated instruction. It contains 8 sections that observers use to rate elements of differentiated instruction on a scale from strong to none. The sections cover context/goal setting, student assessment, attention to individuals, instructional practices, learning environment, curriculum, preparation for learner needs, and evidence of differentiation. Observers also note examples of differentiation and whether the lesson met needs of all achievement levels. The form is used to provide feedback to teachers on implementing differentiated instruction strategies.

Uploaded by

Haziqah Diyana
Copyright
© Attribution Non-Commercial (BY-NC)
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
211 views3 pages

Classroom Obser Va Tion Form: Differentiated Instruction

This document is a classroom observation form used to evaluate differentiated instruction. It contains 8 sections that observers use to rate elements of differentiated instruction on a scale from strong to none. The sections cover context/goal setting, student assessment, attention to individuals, instructional practices, learning environment, curriculum, preparation for learner needs, and evidence of differentiation. Observers also note examples of differentiation and whether the lesson met needs of all achievement levels. The form is used to provide feedback to teachers on implementing differentiated instruction strategies.

Uploaded by

Haziqah Diyana
Copyright
© Attribution Non-Commercial (BY-NC)
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
You are on page 1/ 3

DIFFERENTIATED INSTRUCTION CLASSROOM OBSER VA TION FORM

School : Teacher:

Grade :

Subject :

Period/Time:

Date : Observer:

1. CONTEXT/GOAL SETTING 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:

Strong

Some

None

II. STUDENT ASSESSMENT 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:

Strong

Some

None

III. ATTENTION TO INDIVIDUALS/BUILDING COMMUNITY 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:

Strong

Some

None

trategic A e search

13

Dl Classroom Observation Form

IV. INSTRUCTIONAL PRACTICES AND CLASSROOM ROUTINES 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.

Strong

Some

None

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:

C trategic esearch h

DI Classroom Observation Form

VII. PREPARATION FOR & RESPONSE TO LEARNER NEEDS 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:

Strong

Some

None

VIII. EVIDENCE OF DIFFERENTIATION 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 smallgroup 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.

Strong

Some

None

Comments ( example of differentiation based on readiness , interest, & learning profile):

1 a. Did the lesson meet the needs of learners - at all achievement levels ? (V one only) K (1) Yes K (2) No

1 b. If No, toward what type/ s of student did the lesson seem geared? (  all that apply) K (1) Below basic K (2) Basic K (3) Proficient K (4) Advanced

Examples:
1.15.06/Classroom Observation Form-Dl-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. I&Ce 'se arc ee rch

15

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy