Thinking Maps Classroom Observation Form Page 3

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Thinking Maps Classroom Observation Checklist Summary Sheet
Grade Observed: _______________________Observer:__________________ Date:___________
Beginning Time:____________ Ending Time:___________ Subject(s) Observed:_________________
Number of
times the
Teacher Behaviors
Evidence/ Commendations/ Recommendations
behavior was
Observed
The Thinking Maps Templates that the
teachers and students are using are posted in
the classroom and can be seen by all
students. (Students can have Thinking Maps
Reference Sheets also.)
There is evidence that Thinking Maps were
used for direct instruction.
Students’ work is displayed on Thinking Maps
inside and outside of the classroom.
There is evidence of the following Thinking
Maps:
• Circle Map
(Defining in Context)
• Bubble Map
(Describing)
• Double Bubble Map
(Comparing
& Contrasting)
• Tree Map (
Classifying)
• Brace Map
(Whole-to-Part
Relationships)
• Flow Map (
Sequencing)
• Multi-Flow Map (
Cause and
Effect)
• Bridge Map (
Analogous
Relationships)
Instead of completing worksheets, the teacher
has created content-specific activities or
performance tasks for students to use
Thinking Maps.
Number of
times the
Student Behaviors
behavior was
Evidence/Commendations / Recommendations
Observed
Students can explain why they are using all or
some of the Thinking Maps.
• Circle Map
(Defining in Context)
• Bubble Map
(Describing)
• Double Bubble Map
(Comparing &
Contrasting)
• Tree Map (
Classifying)
• Brace Map
(Whole-to-Part
Relationships)
• Flow Map
)
(Sequencing
• Multi-Flow Map
(Cause and Effect)
• Bridge Map (
Analogous
Relationships)
Created by CSRA RESA

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