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Classroom Observation Guide QuestionsThe questions reflect both areas of best/promising practices for ELLs and the Principles of Learning. They serve as possible prompts to your observation. I. ABOUT THE INSTRUCTIONAL ACTIVITYWhat activity(s) did you observe? What was the purpose of the visit? Is the teacher a member of the action research team?
What class and program was this a part of? (bilingual, ESL, General Education, etc.)Who was there, besides the teacher?
II. PHYSICAL CLASSROOM ENVIRONMENTWhat evidence of clear expectations for students is there? What student products are visible? - Are they individual, group, project-based? How is student work chosen to be displayed? By student, teacher? By applied criteria? What connections to children’s homes and cultures are evident? Is there evidence of other cultures as well? Is there evidence of recognition of student accomplishment? What L1 materials are evident? How is L1 used in classroom displays? III. INSTRUCTIONAL PRACTICES (Teaching and Learning)What classroom management techniques were used? Which standards are integrated into the teaching and learning activities? How? Which higher order thinking skills are modeled by the teacher (e.g., think aloud)? How? Which thinking skills receive direct instruction? Describe. How does instruction reflect respect for individual and cultural differences in learning styles? How does teacher draw on, relate to, students’ prior knowledge before introducing or reinforcing concepts? How are topics for investigation chosen? By whom? IV. CLASSROOM INTERACTIONSWhat is the role of the teacher? (knowledge transmitter, facilitator, co-learner) What is the role of students? (recipients of knowledge, responders to knowledge, co-teachers) How are students grouped for learning? (whole class, small group, reciprocal/peer teaching, independent, etc.) What evidence of student engagement is there? How much accountable talk is taking place? (e.g., task-focused, higher order thinking, etc.) VII. EFFECTIVE USE OF L1/L2How is L1 used in the classroom? (bonding, clarification/translation, conceptual development/instruction, etc.) How is literacy in L1 being developed? What L1 materials are used and how? How are students engaged in cognitively demanding tasks in L1? In L2? How is L2 used in the content areas? VIII. ASSESSMENTWhat types of assessment instruments/activities are observed? (quizzes, rubrics, end of unit tests, expositions, teacher observation, etc.) Who is doing the assessing? (teacher, outside expert, peer, self) If assessment is stand-alone (quiz, end of unit test, standardized test, etc.), how closely is it aligned with the instructional activity(s)? Describe. If assessment is embedded in instruction:
IX. PARENTAL INVOLVEMENTWhat evidence of parental involvement is there? Is there evidence of using parents’ funds of knowledge, e.g., as professional role models, in classroom activities, or as teachers at home? X. MOVING TOWARDS STANDARDSWhat specific content/performance standards or Principles of Learning (PoL’s) are posted in the classroom? What examples are there of student work that meet these standards/PoLs? Do these examples of student work adequately represent the standards/PoLs? |
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NYC Board of Education & Office of English Language Learners |
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