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Classroom Observation Guidelines

This document provides guidelines for classroom observations, including items to qualitatively describe such as the development of learning objectives, selection and use of instructional materials, educational climate, variety of instructional activities, preparation for class, instructional methods, opportunity for student participation, individualization of instruction, responsiveness to student feedback, and learning difficulties. The observer is asked to provide thick descriptions for each item. At the end, the observer lists competencies learned from the class and signs the document.

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Puskar Bist
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344 views

Classroom Observation Guidelines

This document provides guidelines for classroom observations, including items to qualitatively describe such as the development of learning objectives, selection and use of instructional materials, educational climate, variety of instructional activities, preparation for class, instructional methods, opportunity for student participation, individualization of instruction, responsiveness to student feedback, and learning difficulties. The observer is asked to provide thick descriptions for each item. At the end, the observer lists competencies learned from the class and signs the document.

Uploaded by

Puskar Bist
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Classroom Observation Guidelines

Name of Teacher: ………………….. Date of Observation: ……………………………………….. Observed Time: ……………………………

Level of Observed Class: …………………… Name of Observed Campus/School: ……………………………………………………………..

Items Qualitative Information (Thick Description)


Development of Learning Objectives
 Objectives for the class are given (verbally,
written, or not at all)

 Objectives only discussed at the end of class

 Objectives communicate only higher order


thinking and deeper understanding skills

 Objectives confer only necessary skills

Selection and Use of Instructional Materials


 Text books are only materials provided to
students

 Films, websites, and other audiovisual materials


have a clear purpose

 Handouts are provided appropriately

 Since the text may be pre-selected, thus the


teacher provides support with reading or using the
text, if necessary

Educational Climate for Learning


 Students and the teacher are interested and
enthusiastic

 The teacher uses students names in the class


 Humor is used appropriately

 Teacher does not embarrass or belittle students in


any way
 The atmosphere of the class is participative

 The teacher had eye contact with students

 Teacher incorporate collaborative structures,


working in pair, triads, and quads on task aligned
with the standards during guided practice
Variety of Instructional Activities
 Timing of classroom activities considers attention
spans

 Teacher involves students in deciding what issues


to discuss

 The teacher provides a chance to students in order


to solve problems as independent critical inquirer

 Students help each other with procedures as well


as content
Preparation for Class Session
 The teacher provides examples that show
preparation

 Students know what preparation (reading or other


assignments ) they should have completed prior to
class

 Students are presented with a real world, ill


structured, or complex problems as motivational
strategy
 Students demonstrate intrinsic motivation

 The teacher caters for problems to engage


students in order to develop their three level of
criticality
Instructional Methods
 The opening gained the class’s attention

 It established rapport

 The opening outlined the topic and purpose of the


lecture

 The delivery is paced to students’ needs

 The teacher introduces topic and state goals

 The teacher presents the material or activity


effectively
 The teacher summarizes the lesson and gives the
assignment
 The teacher suggests an idea to consider before
the next class
 The teacher could be seen and heard

 Key points were emphasized

 Explanations were clear to students

 Examples, metaphors, and analogies were


appropriate
 The lecture was stimulating and thought
provoking
 The teacher focuses small group

 The teacher focuses only whole class discussion

 The teacher evaluates the class such that the


students would know his/her presentation
 The teacher provides students chance to prepare
their own notes rather than copied lecture
 The teacher groups the students according to their
learning ability during class
 The teacher construes the students’ ownership as
in critical understanding
 Most students included in discussion or in
problem solving
Opportunity for Students Participation
 The teacher encourages students to summarize
and add to others’ summaries
 The teacher helps quieter students to interact with
others
 Students have internalized the value of hard work

 The teacher encourages students to make real


world connections
 Students are engaging in the new knowledge
learned practice.

 The teacher encourages students to respond


frequently
Individualization of Instruction
 The emotional, physical, and intellectual needs of
students are met
 The teacher solves the problem raised by
individual student in the class

 The teacher prompts awareness of students’ prior


learning and experiences
 The teacher offers “real world” application

 The teacher is available before or after class

 The teacher relates class to course goals, students’


personal goals, or societal concerns

 The teacher provides conversation among


students of different ability
 The teacher uses an individual’s past and current
state of knowledge for solving problems

 The teacher identifies appropriate types of


knowledge for skill development
Responsiveness to Students Feedback
 The teacher is paying attention to cues of
boredom and confusion

 The teacher encourages students’ questions

 The teacher provides students opportunity to


mention problems/concerns with the class, either
verbally or in writing
 The teacher uses feedback as interwoven process
with instruction
Learning Difficulties
 Students need assistance

 One or more students are not motivated or unable


to follow the class

 Students are able to see visual aids

 One group dominates discussion and hinder


others’ participation

 Students need ICT for demystifying the


contingency questions

 Only few students engage in accountable talks to


show and reasoning during modeled instructions

List the competencies that you leant from the class observation

…………………………………………………………
…………………………………………………………
…………………………………………………………
…………………………………………………………
…………………………………………………………
…………………………………………………………
…………………………………………………………
……………………………………………………….....

Observed By: ……………………..

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