Classroom Observation Protocol (Math Expressions)

APPENDIX E
Classroom Observation Protocol (Curriculum Specific: Math Expressions)

Reliability Observation:

Teacher Barcode Label

Yes

No

Observer Barcode Label

Evaluation of Mathematics Curricula

OBSERVATION OF MATH INSTRUCTION
Routine Form:
Math Expressions (pink)

IMPORTANT NOTE
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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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ROUTINE 1 - specify:
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. Evidence of Instructional Behaviors
1

Yes

No

Connects lesson to prior knowledge/instruction

2

Yes

No

Guides children in acting out a problem

3

Yes

No

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

4

Yes

No

Uses children's book to make connections to math concept

5

Yes

No

Connects math to real life problems or situations

6

Yes

No

Directs or encourages students to help one another with math

7

Yes

No

Prompts child to guide practice or lead class in a routine

8

Yes

No

Counting

By:

One
Three

Two
Ordinal

Five
Other:

Ten

One Hundred

Backwards

NOTES

Draft

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ROUTINE 2 - specify:
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. Evidence of Instructional Behaviors
1

Yes

No

Connects lesson to prior knowledge/instruction

2

Yes

No

Guides children in acting out a problem

3

Yes

No

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

4

Yes

No

Uses children's book to make connections to math concept

5

Yes

No

Connects math to real life problems or situations

6

Yes

No

Directs or encourages students to help one another with math

7

Yes

No

Prompts child to guide practice or lead class in a routine

8

Yes

No

Counting

By:

One
Three

Two
Ordinal

Five
Other:

Ten

One Hundred

Backwards

NOTES

Draft

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MATH EXPRESSIONS
A.
1

Daily routine(s) for the unit are used.

None

Some

Most

All

2

Teaching the Lesson activities completed.

None

Some

Most

All

3

Teacher follows recommended grouping for the activities in the lesson.

None

Some

Most

All

4

Students worked on a math writing prompt.

None

Some

Most

All

5

Teacher assigned homework.

Yes

No

6

Teacher used the "Extending the lesson activity".

Yes

No

7

Teacher used the Remembering Activities

Yes

No

B. 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

Teacher fosters peer discussion of mathematical thinking by directing students to
ask each other questions or to talk about a concept together.

1

2

3

4

2

Teacher used hints and questions to guide children in solving problems.

1

2

3

4

3

Teacher used the solve, explain, ask questions, justify model of instruction.

1

2

3

4

4

Teacher used student pairs.

1

2

3

4

5

Teacher used scenarios to demonstrate mathematical relationships.

1

2

3

4

6

Teacher used 'step-by-step' at the board.

1

2

3

4

7

Teacher used whole class practice with student leaders.

1

2

3

4

8

Students worked together in small groups.

1

2

3

4

9

Teacher clarified and/or extended student thinking by rephrasing what the student
said or labeling a strategy or pointing out part of the solution or asking a question.

1

2

3

4

1

2

3

4

11 Teacher used errors as opportunities for learning.

1

2

3

4

12 Students lead the designated daily routines for the day independently.

1

2

3

4

13 Students questioned one another about math solutions, representations, or ideas.

1

2

3

4

10 Teacher prompted and encouraged children to share strategies/thinking.
N/A

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B. Rate how characteristic the statement is of the class that you observed (continued)
1 = Not at All (almost never)
2 = Minimally Characteristic (sometimes evident)
3 = Strongly Characteristic (frequently evident)
4 = Extremely Characteristic (almost always evident)

14 Students built on one another's ideas trying out what another student did.

1

2

3

4

15 Students used proof drawings to represent mathematical ideas.

1

2

3

4

16 Students used visual representations, finger, or manipulative to show conceptual

1

2

3

4

17 Students wrote equations to represent mathematical ideas.

1

2

3

4

18 Students explained math concepts or solutions to one another.

1

2

3

4

1

2

3

4

20 Students wrote about math concepts .

1

2

3

4

21 Teacher used student ideas as the basis of mini-lessons

1

2

3

4

22 Teacher uses real world situations to illustrate math ideas.

1

2

3

4

23 Teacher differentiates instruction for different kinds of students.

1

2

3

4

understanding.

Students participated in Quick Practice using group responses

19 (choral or hand signals) or individual boards.

N/A

NOTES

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