Teaching Observation Form

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 1

TEACHING OBSERVATION FORM

Student’s details (To be filled in by lesson observer)

Name of student: Programme of study:

Lesson/subject being observed: Level taught:

Starting time of lesson: Duration of lesson:

Name of school: Date:

Name of Associate Teacher: Name of observer:

Interpretation of Grades Assessed skills and knowledge

Grade Description Overall planning

Highest 5 Student exceeds expectation Content knowledge

���� 4 Student meets expectation Lesson implementation

���� 3 Student approaches expectation Communication

���� 2 Student develops expectation Classroom management

Lowest 1 Student lacks aspects of good teaching Assessment

Note: Associate Teachers and SOE advisors are requested to complete at least two lesson observations for each of the two teaching subjects of the student teacher.

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 2

Observation Table: (To be filled in by lesson observer)

MARK & COMMENTS SECTION A: PLANNING (THE LESSON PLAN)

Mark = 1 2 3 4 5 (CIRCLE ONE)

COMPLETENESS (GENERAL)

� Student’s details, lesson details are completely filled in.

� All sections of the lesson plan form have been thoroughly filled

LESSON OBJECTIVES

� The objectives/outcomes are clear and completely written.

� The learning objectives specify what the students will actually do that can be observed

� The learning objectives are performance-based (observable and assessable)

� The learning objectives are consistent with the major goals of the course.

� Learning objectives promote higher order thinking and learning.

CONSIDERATION OF PRIOR KNOWLEDGE

� The planned lesson is built on earlier learning.

� Consideration of concepts that students have learnt and will help them succeed in this lesson.

SUGGESTED INSTRUCTIONAL STRATEGIES

� The instructional strategies take into account individual differences of the students.

� The instructional strategies to be used are the most effective means for helping students

� Provisions been made for necessary equipment and materials.

� Provisions for student diversity (individual differences/learning style, etc)

� Provisions made for effective management of students’ behaviour

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ASSESSMENT OF LEARNING

� There are opportunities whereby student learning and progress can be checked during the lesson.

� There are opportunities whereby student learning and progress can be checked at the end of the lesson.

� Provision has been made to allow for feedback from students about the lesson.

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 3

MARK & COMMENTS SECTION B: INSTRUCTIONAL PROCEDURE AND IMPLEMENTATION

Mark = 1 2 3 4 5 (CIRCLE ONE)

LESSON OPENING AND INTRODUCTION

� The teacher’s introduction engages students and stimulates active learning.

� Opening is especially creative and effective in stimulating student curiosity/interest related to lesson objectives.

� The teacher makes students aware of what is about to happen and why.

� The teacher states the learning objectives and describes how they might be achieved during the lesson.

� The teacher makes clear links between this lesson and previous learning.

� The teacher provides clear expectations for student behaviour.

� The teacher allows students to summarise (in writing or orally) expectations.

� The teacher allows for clarification questions.

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HEART OF LESSON

� Teacher uses the best teaching strategy or strategies for achieving the learning objectives.

� Teaching strategies are focused on the learning objectives.

� Strategies used are the most appropriate for the students (in terms of their maturity, experience, knowledge-possessed).

� Teacher’s strategy or strategies promote inquiry (e.g. teacher probe with higher order questions).

� Teacher’s questioning techniques encourage and affirm student thought and inquiry.

� Teacher asks probing questions when a student’s answer is incomplete or superficial.

� Teacher rephrases questions or provides cues when students have difficulty. answering or responding

� Teacher demonstrates superior active listening skills which encouraged a productive class discussion and/or effective student to student communication.

� Teacher provides a fair balance between provision of guidance and assistance and the promotion of independence.

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 4

LESSON CLOSURE

� Some assessment activities are used to sum up students’ learning.

� Teacher reiterates the major concepts and ideas that he/she wants students to recall.

� Students are provided with an opportunity to summarise ideas and concepts

� Teacher draws out students' understanding of concepts and ideas by way of questioning or recitation.

TRANSITION

� Transitions are smooth and logical

USE OF TEACHING RESOURCES

� The use of the blackboard/whiteboard

� Teacher uses left to right orientation

� Teacher uses diagrams and figures appropriately

� Teacher places self in appropriate position relative to the board

� Teacher does not ‘talk to the board’

� Teacher makes effective use of other teaching aids (ICT, Powerpoint , videos, charts, worksheets, etc)

� Well-prepared materials for experiments & demonstrations

� Makes explicit links between experiments/demonstrations and key concepts

MARK & COMMENTS SECTION C: ASSESSMENT TECHNIQUES

Mark = 1 2 3 4 5 (CIRCLE ONE)

PROBING/QUESTIONING

� Teacher uses good questions to checks for ability of students to apply new knowledge in real world situations.

� Teacher periodically uses higher order questions to evaluate learning and to promote thinking;

� The teacher uses other (appropriate) assessment approaches (namely formative and summative) to help students achieve the learning objectives.

� Teacher is adept in using questioning to provoke students to formulate their own questions

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 5

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STUDENTS’ ASSESSMENT ACTIVITIES

� Assessment activities are particularly well-designed.

� Assessment activities are focused (on learning objectives).

� Assessment activities are appropriate to students’ age, experience, etc.

� Assessment activities promote understanding of core ideas;

DIVERSITY OF ASSESSMENT

� There are more than two types of assessment used.

ATTAINMENT OF LEARNING OBJECTVIES

� Assessment activities highlighted what students know and can do.

� The students achieve the lesson’s objectives.

MARK & COMMENTS SECTION D: QUALITY OF COMMUNICATION:

Mark = 1 2 3 4 5 (CIRCLE ONE)

CLARITY

� Questions are carefully structured and clearly asked.

� Words and syllables are clearly articulated & enunciated.

� Teacher avoids excessive use of distracting speech fillers (eg. ‘ok’, ‘ahm’)

� Handwriting is clear; notes aren’t messy

� Teacher makes appropriate use of body language – (non-verbal)

� Teacher is able to hold self well (non-verbal):

� Teacher has good posture: stood up straight

� Teacher uses appropriate facial expressions: eyes, eyebrows, mouth

� Teacher makes (appropriate) eye contact with students.

VOLUME and TONE

� Voice could be easily heard (volume),

� Voice is firm but pleasant

� Enthusiasm: Teacher is enthusiastic and animated; enjoys teaching

� Intonation: Voice is raised and lowered for variety & emphasis.

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PACE

� Good pace of delivery

� Teacher is effective in maximizing instructional time

� The teacher gives clear indication of the time and keeps the lesson moving

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 6

MARK & COMMENTS SECTION E: CLASSROOM MANAGEMENT

Mark = 1 2 3 4 5 (CIRCLE ONE)

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� The teacher places herself/himself at a position where she/he could see all students.

� The teacher makes eye-contact.

� The teacher does not talk to the board.

� Instructions are repeated.

� Instructions are clear and logical: students are fairly clear about what to do

� Teacher gives instructions before asking students to move;

� Opportunity is given to students to seek clarification before activity begins;

� Teacher discourages indiscriminate answering (students shouting out their answers at the same time).

� Questions are well distributed.

� The teacher provides positive reinforcement and engages students positively in learning.

� The classroom interactions are respectful and positive.

� The teacher moves around the whole class to ensure that students know what to do and why they were doing it.

� Teacher is effective in encouraging student autonomy.

MARK & COMMENTS SECTION F: CONTENT KNOWLEDGE

Mark = 1 2 3 4 5 (CIRCLE ONE)

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� The teacher has good knowledge of subject content.

� The teacher skillfully breaks down content into understandable concepts.

� Teacher’s responses to questions demonstrate an in-depth understanding of content.

� Teacher makes creative use of a diversity of resources to help students understand abstract concepts.

School of Education The University of the South Pacific

TEACHING OBSERVATION FORM SCHOOL OF EDUCATION, USP 7

GENERAL COMMENTS AND RECOMMENDATIONS Average mark:

(Add up all marks, divide by 6 sections)

Student’s signature:

Observer’s signature:

Date Date: