8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Thinking Maps Classroom Observation ChecklistTeacher: _______________________ Room Number:_________ Grade: _______ Observer:__________________Date:___________Beginning Time:____________ nding Time:___________ !ub"ect:_________________

Teacher Behaviors Observed NotObserved

Comments

The Thinking Maps templates that theteachers and students are using are

posted in the classroom and can be seenb# all students$ %!tudents can haveThinking Maps Re&erence !heets also$'There is evidence that Thinking Maps(ere used &or direct instruction$

!tudents) (ork is displa#ed on ThinkingMaps inside or outside o& the classroom$

There is evidence o& use o& the &ollo(ingThinking Maps:

Circle Map (Defining in Context)

Bubble Map (Describing) Double Bubble Map (Comparing

& Contrasting)

Tree Map (Classifying)

Brace Map (Whole-to-Part

elationships)

!lo" Map (#e$uencing)

Multi-!lo" Map (Cause an%

ffect)

Bri%ge Map ('nalogous

elationships)

*nstead o& completing (orksheets+ the

teacher has created content,speci&icactivities or per&ormance tasks &orstudents to use Thinking Maps$

The Thinking Maps are used to claricontent misconceptions$

!tudent Behaviors Observed NotObserved

Comments

!tudents can e-plain (h# the# are using

all or some o& the Thinking Maps$

Circle Map(Defining in Context)

Bubble Map (Describing)

Double Bubble Map (Comparing &Contrasting)

Tree Map (Classifying)

Brace Map (Whole-to-Partelationships)

!lo" Map (#e$uencing)

Multi-!lo" Map (Cause an% ffect)

Created by CSRA RESA

8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Bri%ge Map ('nalogouselationships)

Created by CSRA RESA

8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Thinking Maps Classroom Observation ChecklistTeacher: _______________________ Room Number:_________ Grade: _______ Observer:__________________

Date:___________Beginning Time:____________ nding Time:___________ !ub"ect:_________________

!tudent Behaviors Observed NotObserved

Comments

!tudents recogni.e the maps as teacherapplies them in ne( situations$

!tudents identi the appropriateThinking Maps in response to promptsand/or 0uestions$

!tudents can independentl# choose(hich Thinking Map is needed &orassignment%s' or per&ormance task%s'$

!tudents kno( ho( to use the maps &orcertain stages o& the (riting process:

Brainstorming

Classifying

laborating supporting %etails

rganiing i%eas coherently

!tudents are (orking in pairs and/orsmall groups to use the Thinking Mapsmore independentl#$

!tudents kno( ho( to use a variet# o&maps to sho( (hat the# understand inseveral content areas$The assignment that students complete

(ith Thinking Maps is appropriatel#rigorous$

!tudents use Thinking Maps to re&lecton course content$

Overall Comments &rom Observer:

Created by CSRA RESA

8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Thinking Maps Classroom Observation Checklist !ummar# !heetGrade Observed: _______________________Observer:__________________ Date:___________Beginning Time:____________ nding Time:___________ !ub"ect%s' Observed:_________________

Teacher Behaviors

Number o&times the

behavior (asObserved

vidence/ Commendations/ Recommendations

The Thinking Maps Templates that theteachers and students are using are posted inthe classroom and can be seen b# allstudents$ %!tudents can have Thinking MapsRe&erence !heets also$'

There is evidence that Thinking Maps (ereused &or direct instruction$

!tudents) (ork is displa#ed on Thinking Mapsinside and outside o& the classroom$

There is evidence o& the &ollo(ing ThinkingMaps:

Circle Map (Defining in Context) Bubble Map (Describing)

Double Bubble Map (Comparing&Contrasting)

Tree Map (Classifying)

Brace Map (Whole-to-Partelationships)

!lo" Map (#e$uencing)

Multi-!lo" Map (Cause an%ffect)

Bri%ge Map ('nalogouselationships)*nstead o& completing (orksheets+ the teacherhas created content,speci&ic activities orper&ormance tasks &or students to useThinking Maps$

!tudent Behaviors

Number o&times the

behavior (asObserved

vidence/Commendations / Recommendations

!tudents can e-plain (h# the# are using all orsome o& the Thinking Maps$

Circle Map(Defining in Context)

Bubble Map (Describing) Double Bubble Map (Comparing &

Contrasting)

Tree Map (Classifying)

Brace Map (Whole-to-Partelationships)

!lo" Map (#e$uencing)

Multi-!lo" Map (Cause an% ffect)

Created by CSRA RESA

8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Bri%ge Map ('nalogouselationships)

Created by CSRA RESA

8/10/2019 Revised Thinking Maps Classroom Observation Form-1

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Thinking Maps Classroom Observation Checklist !ummar# !heet

Grade Observed: ________________ Observer:__________________ Date:_________________

Beginning Time:____________ nding Time:___________ !ub"ect%s' Observed:_________________

!tudent Behaviors Number o&

times thebehavior (asObserved

vidence/ Commendations/ Recommen

!tudents recogni.e the maps as teacherapplies them in ne( situations$

!tudents identi the appropriateThinking Maps in response to promptsand/or 0uestions$

!tudents can independentl# choose(hich Thinking Map is needed &orassignment%s' or per&ormance task%s'$

!tudents kno( ho( to use the maps &orthe stages o& the (riting process:

Brainstorming

Classifying

laborating supporting %etails

rganiing i%eas coherently

!tudents are (orking in pairs and/orsmall groups to use the maps moreindependentl#$

!tudents kno( ho( to use a variet# o&maps to sho( (hat the# understand inseveral content areas$

The assignment that students complete(ith Thinking Maps is appropriatel#rigorous$!tudents use Thinking Maps to re&lecton course content$

1age 2

Created by CSRA RESA