These classroom observation protocols were developed for pairs of observers studying implementation of Amplify Desmos Math (ADM) digital lessons in middle grades mathematics classrooms.
One observer focuses primarily on classroom climate, opportunities for belonging, and student engagement. The second observer focuses on teachers’ math instructional practices. Although these domains overlap in practice, separating the observers’ primary areas of attention is designed to provide a more comprehensive picture of classroom implementation.
Both observers track transitions between individual work, group work, and whole-class discussion, as well as use of the ADM digital platform. This shared tracking helps align the two observers’ notes and connect classroom observations with available digital platform data.
The protocols support systematic documentation of both the instructional and social dimensions of digital math lesson implementation, including how teachers structure learning experiences and how students participate, collaborate, and engage in classroom mathematics.
