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.



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.



MARK & COMMENTS SECTION B: INSTRUCTIONAL PROCEDURE AND IMPLEMENTATION


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.



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


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



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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:


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



MARK & COMMENTS SECTION E: CLASSROOM MANAGEMENT


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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


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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.



GENERAL COMMENTS AND RECOMMENDATIONS Average mark:

(Add up all marks, divide by 6 sections)

Student’s signature:

Observer’s signature:

Date Date:

Documents

Teaching Observation Form