Classroom Observation Form

Mathematics Professional Development Impact Study

Classroom Observation Form

Draft 04 06 07

I. Explanation/Instruction

Check if activity is observed at any time during each five minute interval.

	Int 1	Int 2	Int 3	Int 4	Int 5	Int 6	Int 7	Int 8	Int 9	Int 10
Previews a problem
Introduces and/or reviews the definition of a concept
Provides an explanation for a solution or step in problem
Makes connections among math concepts and procedures
Labels math strategy, problem or concept
Incorporates estimation, benchmarks, number sense
Incorporates representations
Requests/requires students to present their work to the class

II. Questioning/Feedback

Check if activity is observed at any time during each five minute interval.

	Int 1	Int 2	Int 3	Int 4	Int 5	Int 6	Int 7	Int 8	Int 9	Int 10
Asks close-ended questions (teacher accepts only one answer)
Poses open-ended questions (teacher accepts multiple answers or solutions)
States if student answer is correct or not without elaborating or repeats what child said with indication of right or wrong
Provides correct answer right away (no probing for thinking or hinting)
Probes for reasoning or justification of solution
Asks for multiple strategies/solutions for a problem

Notes:

III. Lesson Structure

Mark yes or no to the statements below.

	Yes	No
States mathematical objective of the lesson (at the beginning of class or lesson segment)
Connects lesson to prior knowledge/instruction (at any time during class)
Leads summary of what was learned or asks students to lead/share summary (at end of class or lesson segment)

IV. Representations

Mark yes or no to the statements below.

Teacher uses or directs students to use the following representations: (at any time during class)	Yes	No
Picture to illustrate a word problem
Cartesian coordinate graph with line y=kx
Area model (circle or pie graph)
Other graph (e.g. scatter plot, bar graph)
Table (T Table, Ratio Table)
Number Line
Rectangular Area Model
Rectangular Array
Set Models
Fraction Strips (Tiles)
Strip Diagram
Decimal Squares (Base 10 Blocks)

Notes:

V. Delivery

Rate how characteristic the statement is of the class that you observed (check one box for each statement).

Not at all (never or almost never evident)

Minimally characteristic (sometimes evident)

Strongly characteristic (frequently evident)

Extremely characteristic (almost always evident)

	1 Not at all	2 Minimal	3 Strong	4 Extreme
Teacher is fluid in her presentation of the lesson.
Teacher has materials prepared and ready for students
Students spend little time waiting or transitioning between topics
Teacher spends a lot of time giving directions
Class time is spent on understanding or practicing math
Teacher stays on focus
Teacher monitors student work and follows through to ensure understanding

Notes:

V. Student Engagement

Rate how characteristic the statement is of the class that you observed (check one box for each statement).

Not at all (never or almost never evident)

Minimally characteristic (sometimes evident)

Strongly characteristic (frequently evident)

Extremely characteristic (almost always evident)

	1 Not at all	2 Minimal	3 Strong	4 Extreme
Students appear excited by the lesson (smiling, leaning forward, waving hands, starting easily and quickly on activity).
Students are actively engaged (asking questions, responding, working with materials, writing)
Students attended to the lesson in a passive way (looking at the speaking, sitting up but with limited opportunity to talk, write, or manipulate materials).
Students are off-task.
Student behavior disrupts the classroom

Notes:

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