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Observation Notes-TLE Group

The document summarizes an observation of a TLE class on kitchen basics and cutting techniques: - The teacher started with a prayer, recalled the previous lesson, and showed a video on kitchen basics to establish the purpose. - Students took notes on the video but the teacher did not follow up to discuss. Pictures of cutting techniques were shown and identified. - The teacher demonstrated cutting techniques and had students practice in groups. Rubrics were presented. - Suggestions included having students evaluate their own understanding at the end of class.

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Annalie Delera Celadiña
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1K views

Observation Notes-TLE Group

The document summarizes an observation of a TLE class on kitchen basics and cutting techniques: - The teacher started with a prayer, recalled the previous lesson, and showed a video on kitchen basics to establish the purpose. - Students took notes on the video but the teacher did not follow up to discuss. Pictures of cutting techniques were shown and identified. - The teacher demonstrated cutting techniques and had students practice in groups. Rubrics were presented. - Suggestions included having students evaluate their own understanding at the end of class.

Uploaded by

Annalie Delera Celadiña
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COT-RPMS

OBSERVATION NOTES FORM

OBSERVER: ANNALIE D. CELADIÑA DATE: FEBRUARY 8, 2023

TEACHER OBSERVED: SUZETTE B. BALIDOY/ T.L.E. GROUP TIME STARTED: 9:39 A.M

SUBJECT & GRADE LEVEL TAUGHT: T.L.E. 10 TIME ENDED: 10: 35 A.M.

OBSERVATION: 1 □ 2 □
DIRECTIONS FOR THE OBSERVERS:
Write your observations on the teacher’s classroom performance on the space provided. Use additional sheets whenever necessary.

- The teacher started the class with an opening prayer.


- The teacher makes a simple recall of the previous lesson discussed.
- The teacher showed a video presentation about kitchen basics (Establishing purpose of a lesson)
- She asked the students to take down notes before a video presentation has been played but fails to return to
students to ask them about the important notes/observations they got from the video.
- Pictures were shown to students about the different cutting techniques of vegetables and they were asked to
identify each technique.
- The teacher discusses the different cutting techniques while demonstrating how it should be done in the
actual.
- The teacher used the collaborative approach by dividing the class into groups in which they were able to
perform and experience the different cutting techniques.
- The teacher presents the rubrics.
- The teacher has a well-modulated voice.
- She was able to relate the lesson to real-life situation and had gave practical examples.
- With very attractive visual aids.
- It is suggested, since there is still a few minutes left, the teacher may ask the students to check their own
paper to evaluate how many percent from the students got the highest scores.
Across Curriculum:
Suggestions: For example, during the preliminary activity, the teacher may ask the students to differentiate the
sharpest and dullest knife. The teacher may ask them “which is more dangerous, a sharp knife or dull knife? Then,
once they already have chosen their spot, she can ask them to explain their choice.
- As the students were explaining their choice, they are already describing what a sharp knife is and what a dull
knife is. (This is can already be considered as English Integration)
- At the same time, with this integration, we can remind the students to be cautious about the kind of knife
they will have to use to avoid injuries.

ANNALIE D. CELADIÑA, HT-1


Signature over Printed Name of the Observer

Noted:

DIANA P. BENASA
Principal 1

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