FEI Classroom Observation Feedback Form
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arudenstineFEI Classroom Observation Feedback Form
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arudenstineFEI LESSON OBSERVATION PROTOCOL1
Teacher: Class: Unit:
Period: Date: Observer:
Observations, Questions, Suggestions
Lesson Preparation:
[SCS] The teacher has used the previous
day’s conferences & assessment to shape the
day’s plan;
[SCS] The day’s objectives promote higher
order thinking (analysis, problem-solving,
evaluation, creation, synthesis);
[SCS] Resources/materials allow for
differentiation according to interest and skill;
Posted in the room for students:
>The title of the Unit;
>The Focusing question;
>The day’s objective/AIM
>The learning strategy goal;
>The plan for the day (agenda).
Launch. (20% of the Lesson):
[SCS] Builds students’ background
by…Activating prior knowledge? Activating
prior Experience? Introducing new material
(content, vocabulary, a learning strategy);
A Model is presented that set students up for
the practice and application work they will
undertake;
The teacher checks student understanding of
the new material;
The plan for the investigation session is
communicated to students in at least 2 modes
(spoken, written, visual);
Investigate new knowledge (60% of the
Lesson):
[SCS] Students are interacting (1:1, small
group, paired, whole class);
Teacher is conferencing with all students to
monitor progress and understanding;
[SCS] Tasks are directed and managed by
students;
[SCS] Tasks allow for differentiation and
individualization, by students or the teacher;
There are opportunities for students to both
explore the use of new skills, content, and
strategies learned in the mini-lesson;
[SCS] Students and the teacher are asking
“higher-order” questions, and reflecting on their
learning (about the larger meaning of texts and
ideas, their relationship to previously studied
texts and ideas, their relationship to their
particular context, etc.);
[SCS] Students are explaining how they know
what they know;
Students are engaged in reading, writing,
speaking AND listening.
1 Developed by Antonia Rudenstine & Lew Gitelman for the Center for Urban Education, December 2008. ©
Synthesize New Learning (20% of the Lesson):
[SCS] Students are able to articulate what they
learned;
[SCS] Students reflect on their learning,
describing why they made the decisions they
did;
[SCS] Students are asked to identify gaps in their
learning.
The assessment is tightly linked to the day’s
objectives, as well as the learning strategy.
[SCS] The assessment is designed to help the
teacher identify gaps in student learning, to
support preparation for the next day.
[SCS] The assessment often requires higher-
order thinking.
[SCS] The teacher uses conferencing to gauge
student understanding, and individualize
instruction.
[SCS] The teacher establishes individualized
learning goals for students based on an
understanding of their strengths and gaps in
skills and background knowledge;
[SCS] Scoring rubrics, standards, and exemplars
are routinely used in order to make the
assessment process transparent to students.
Creating & Maintaining an Effective Environment:
[SCS] Routines and practices promote fairness
and respect;
[SCS] Rituals and routines support students’
social development and group responsibility;
[SCS] Standards for student behavior are clear
and uniformly upheld;
Materials and resources are available in the
classroom, and procedures have been
developed for accessing, using, and returning
them;
Students are habituated to getting the materials
they need in order to undertake their work;
Models/exemplars of quality student work posted;
On-going Student work is displayed.
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