Classroom Observation Protocol (general)

APPENDIX D
Classroom Observation Protocol (General)

Reliability Observation:

Teacher Barcode Label

Yes

No

Observer Barcode Label

Evaluation of Mathematics Curricula

OBSERVATION OF MATH INSTRUCTION
Lesson Form

IMPORTANT NOTE
Please use a BLACK pen. Blue or red pens and pencil cannot be read by our scanners.
When asked to mark boxes, make an "X" through the box.
Sample:

Right

Wrong

If you wish to change a response, please mark the correct response and CIRCLE it.
Use block printing as shown below when you complete any numeric or text responses.

0123456789
Teacher Name - First

Last

Site Visitor Name - First

Last

SAMPLE TEXT

School Name

District Name

Date of Observation
/
mo

/
day

year
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LESSON - specify number or name:
Time: Begin

:

AM
PM

End

:

AM
PM

A. Teacher Initiated Instructional Behaviors
Frequency of Instructional Behaviors (tally frequency for instructional behaviors, not directions or class management)
(enter total of "21" for 21 or more tallies)
Total
Tally

1

Asks close-ended questions (teacher accepts only one answer)

2

Poses open-ended questions (tally number of different responses)

3

Tells information, models procedures, or shows students how to represent concepts

4

Guides practice on problems (tally number of problems)

5

Elicits multiple strategies/solutions (tally number of problems)

6

Uses representations (tally number of types of representations)

B. Teacher Feedback
How did the teacher provide feedback to students?
Teacher Response to student answers:

1

States if correct or not without elaborating or repeats what child said with indication
of right or wrong

2

Calls on other students until the "correct" answer is given

3

Provides correct answer right away (no probing for thinking or hinting)

4

Asks class if they agree or disagree with student's response

5

Takes student through step-by-step procedure

6

Tells student strategy to use

7

Elicits other students' questions about the student's response

8

Labels math strategy, problem, or concept

9

Repeats student answer in a neutral way (no indication of right or wrong)
Teacher Guidance and follow up questions:

10

Probes for reasoning or justification of solution

11

Provides hint to students

12

Clarifies what student says or does

13

Extends what student says or does
Teacher Praise:

14

Uses praise or makes positive comments focused on content

15

Highlights student work or solution to class

16

Praises effort or behavior
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C. Student Work
Total

Tally

1

Demonstrated work to peers (tally number of students)

2

Number of different types of visual or 3D representations created

D. Evidence of Instructional Behaviors
1

Yes

No

States lesson objective at the beginning of class

2

Yes

No

Connects lesson to prior knowledge/instruction

3

Yes

No

Demonstrates how to play game

4

Yes

No

Guides children in acting out a problem

5

Yes

No

Leads children in a rap, song, or fingerplay to illustrate math concept or practice

6

Yes

No

Uses children's book to make connections to math concept

7

Yes

No

Connects math to real life problems or situations

8

Yes

No

Directs or encourages students to help one another with math

9

Yes

No

Prompts child to guide practice or lead class in a routine

10

Yes

No

Leads summary of what was learned or asks students to lead/share summary

11

Yes

No

Administered a written assessment

NOTES

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E. Student Actions in Routine(s) and Lesson
Teacher provided students with the following opportunities to learn:
(note the fractional of class involved in these activities)

1

0

1/4

1/3

1/2

2/3

3/4

All

Wrote equations or number sentences

2

0

1/4

1/3

1/2

2/3

3/4

All

Wrote about math concepts, strategies, or solutions

3

0

1/4

1/3

1/2

2/3

3/4

All

Wrote story for equation

4

0

1/4

1/3

1/2

2/3

3/4

All

Created math problems

5

0

1/4

1/3

1/2

2/3

3/4

All

Practiced number facts or procedures

6

0

1/4

1/3

1/2

2/3

3/4

All

Played math games

7

0

1/4

1/3

1/2

2/3

3/4

All

Curricula specific activity
Specify activity:

8

Never

Sometimes

Frequently

Asked peers questions (about math)

9

Never

Sometimes

Frequently

Discussed strategies/solutions with partner or small group

10

Never

Sometimes

Frequently

Group response to questions

Yes

By:

11 Counting

No

(Lesson
only)

One
Three

Two
Ordinal

Five
Ten
Other, specify:

One Hundred

Backwards

F. Math Practice (Routine and Lesson)

Tally

1

Number of practice problems focused on today's objective

2

Number of problems focused on review of previously learned material

3

Yes

No

Review of homework (together in class or marked answers only)

G. Materials used by children: (check all that apply in routine(s) and lesson)
Pattern blocks

Base ten blocks/bean sticks

Ten frames

Linking cubes

Fingers

Stairsteps

Geoboards

Calculators

Fact cards/sheets

Blank cubes

Dot cubes

Math boards

Coins

Counters

Wrap ups

Number lines

Other, specify:

Part part board

Hundreds (120) charts

Standard measuring tools
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H. Types of Representations (check all those used in routine(s) and lesson)
Drawing pictures/dots

Tables

Diagrams

Break-aparts

Graphs

Labels

Vertical equation/number sentence

Number line

Horizontal equation/number sentence

Sticks/circles

Make 3D model

Tallies

Look for pattern

Other:

I. Percent of time in each group size (in Routine plus Lesson):
1

Not at all

5-25%

26-49%

50-74%

75-100%

Large group

2

Not at all

5-25%

26-49%

50-74%

75-100%

Small group

3

Not at all

5-25%

26-49%

50-74%

75-100%

Pairs

4

Not at all

5-25%

26-49%

50-74%

75-100%

Individual

NOTES

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J. Classroom Characteristics
Rate how characteristic the statement is of the class that you observed (check one box for each statement)
1 = Not at All (almost never)
2 = Minimally Characteristic (sometimes evident)
3 = Strongly Characteristic (frequently evident)
4 = Extremely Characteristic (almost always evident)

1

Students are cooperative and attentive to the lesson.

1

2

3

4

2

Teacher spends a lot of time managing behavior.

1

2

3

4

3

Student behavior disrupts the classroom.

1

2

3

4

4

Students are perfectly behaved.

1

2

3

4

5

Teacher used praise or rewards to maintain positive behavior.

1

2

3

4

6

Teacher utilized nonverbal methods (that don't disrupt class) to manage
misbehaviors (or no misbehavior was evident).

1

2

3

4

7

Class runs without disruption from student behavior.

1

2

3

4

8

Students appear excited by the lesson (smiling, leaning forward, waving hands,
starting easily and quickly on activity).

1

2

3

4

9

Students are actively engaged (asking questions, responding, working with
materials, writing )

1

2

3

4

10 Students attended to the lesson in a passive way (looking at the speaker, sitting

1

2

3

4

11 Students are off-task.

1

2

3

4

12 Teacher and students have a warm, positive relationship.

1

2

3

4

13 Teacher encourages students to help one another understand the math.

1

2

3

4

14 Students help one another to understand math concepts or procedures.

1

2

3

4

15 Peer to peer interaction about math occurs.

1

2

3

4

16 Teacher has techniques for gaining class attention in less than 10 seconds.

1

2

3

4

17 Students spend little time waiting or transitioning between topics.

1

2

3

4

18 Transitions are smooth and students get to work quickly.

1

2

3

4

19 Students need to wait for the teacher to begin or for other students to finish

1

2

3

4

20 Teacher spends a lot of time giving directions.

1

2

3

4

up, but with limited opportunity to talk or write or manipulate materials).

working before they work on next problem or activity.

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J. Classroom Characteristics (continued)
Rate how characteristic the statement is of the class that you observed (check one box for each statement)
1 = Not at All (almost never)
2 = Minimally Characteristic (sometimes evident)
3 = Strongly Characteristic (frequently evident)
4 = Extremely Characteristic (almost always evident)

21 Teacher has materials prepared and ready for students.

1

2

3

4

22 Class time is spent on understanding or practicing math.

1

2

3

4

23 Students had easy access and permission to use manipulatives when working.

1

2

3

4

24 The teacher is fluid in her presentation of the lesson.

1

2

3

4

25 Students appear familiar with the materials and procedures used.

1

2

3

4

26 Students are given the opportunity to think and respond (i.e., adequate wait time

1

2

3

4

27 During independent work time the teacher monitored student work.

1

2

3

4

28 In monitoring student work, teacher followed through to ensure understanding.

1

2

3

4

29 Teacher differentiated curriculum for children who were above level.

1

2

3

4

30 Teacher differentiated curriculum for children who were below level.

1

2

3

4

31 Teacher differentiated curriculum for children who were English language learners.

1

2

3

4

is given).

N/A

K. Please describe any supplementary materials or activities that you observed being used (if possible attach
copies. Be sure to note the objective for the materials (reteaching concepts, extra focused practice, mixed
practice or fluency on facts or procedures):

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L. Additional comments (unexpected observations):

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