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    A Made To Order Form For Instructional Observation (Peer Version)

    Uploaded by

    mrajis
    This document provides a checklist for observing instructional practices. It is organized into several sections that evaluate an instructor's organization, presentation skills, rapport with students, content delivery, interaction and engagement of students, and facilitation of active learning activities. The checklist contains over 70 specific criteria across these areas to assess whether an instructor begins and ends class on time, clearly states objectives, incorporates different teaching methods and materials, checks for student understanding, and more.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    A Made To Order Form For Instructional Observation (Peer Version)

    Uploaded by

    mrajis
    54 views4 pages
    This document provides a checklist for observing instructional practices. It is organized into several sections that evaluate an instructor's organization, presentation skills, rapport with students, content delivery, interaction and engagement of students, and facilitation of active learning activities. The checklist contains over 70 specific criteria across these areas to assess whether an instructor begins and ends class on time, clearly states objectives, incorporates different teaching methods and materials, checks for student understanding, and more.

    Original Description:

    Peer

    Original Title

    Peer Observation A

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    This document provides a checklist for observing instructional practices. It is organized into several sections that evaluate an instructor's organization, presentation skills, rapport with students, content delivery, interaction and engagement of students, and facilitation of active learning activities. The checklist contains over 70 specific criteria across these areas to assess whether an instructor begins and ends class on time, clearly states objectives, incorporates different teaching methods and materials, checks for student understanding, and more.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    54 views4 pages

    A Made To Order Form For Instructional Observation (Peer Version)

    Uploaded by

    mrajis
    This document provides a checklist for observing instructional practices. It is organized into several sections that evaluate an instructor's organization, presentation skills, rapport with students, content delivery, interaction and engagement of students, and facilitation of active learning activities. The checklist contains over 70 specific criteria across these areas to assess whether an instructor begins and ends class on time, clearly states objectives, incorporates different teaching methods and materials, checks for student understanding, and more.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    A Made-to-Order Form for Instructional Observation

    (Peer Version)
    ORGANIZATION
    Begins class on time in an orderly, organized fashion
    Previews lecture/discussion content
    Clearly states the goal or objective for the period
    Reviews prior class material to prepare students for the content to be covered
    Provides internal summaries and transitions
    Does not digress often from the main topic
    Summarizes and distills main points at the end of class
    Appears well-prepared for class
    PRESENTATION
    Incorporates various instructional supports like slides, films, diagrams, etc.
    Uses instructional support effectively
    Responds to changes n student attentiveness
    Uses a variety of spaces in the classroom from which to present material (i.e., does not
    hide behind the podium)
    Blackboard writing is large and legible
    Speech fillers, (for example, OK, ahm) are not distracting
    Speaks audibly and clearly
    Uses gestures to enhance meaning and not to release nervous tension (repetitive gestures
    tend to do the latter)
    Communicates a sense of enthusiasm and excitement toward the content
    Use of humor is positive and appropriate
    Presentation style facilitates note-taking
    Speech is neither too formal not too casual
    Establishes and maintains eye contact with students
    Talks to the students, not the board or windows
    Varies the pace to keep students alert
    Selects teaching methods appropriate for the content
    RAPPORT
    Praises students for contributions that deserve commendation
    Solicits student feedback
    Requires student thought and participation
    Responds constructively to student opinions
    Knows and uses student names
    Does not deprecate student ignorance or misunderstanding
    Responds to students as individuals
    Treats class members equitably
    Listens carefully to student comments and questions
    Tailors the course to help many kinds of students
    Recognizes when students do not understand
    Encourages mutual respect among students
    Credibility and control
    Responds to distractions effectively yet constructively
    Uses authority in classroom to create an environment conducive to learning
    Speaks about course content with confidence and authority
    Is able to admit error and/or insufficient knowledge
    Respects constructive criticism
    CONTENT
    Includes illustrations
    Selects examples relevant to student experiences and course content
    Integrates text material into class presentations
    Relates current course content to whats gone before and will come after
    Relates current course content to students general education
    Makes course content relevant with references to real world applications
    Presents views other than own when appropriate
    Seeks to apply theory to problem-solving
    Explicitly states relationships among various topics and facts/theory
    Explains difficult terms, concepts, or problems in more than one way
    Presents background of ideas and concepts
    Presents pertinent facts and concepts from related fields
    Presents up-to-date developments in the field
    Relates assignments to course content
    Clearly organizes assignments
    Carefully explains assignments
    INTERACTION
    Encourages student questions, involvement, and debate
    Answers student questions clearly and directly
    Uses rhetorical questions to gain student attention
    Gives students enough time to respond to questions
    Refrains from answering own questions
    Responds to wrong answers constructively
    Allows ample time for questions
    Encourages students to respond to each others questions
    Encourages students to answer difficult questions be providing cues and encouragement
    Allows relevant student discussion to proceed uninterrupted
    Presents challenging questions to stimulate discussion
    Respects diverse points of view
    ACTIVE LEARNING (LABS, PE ACTIVITIES, ETC.)
    Clearly explains directions or procedures
    Clearly explains the goal of the activity
    Has readily available materials and equipment necessary to complete the activity
    Allows opportunity for individual expression
    Provides practice time
    Gives prompt attention to individual problems
    Provides individuals constructive verbal feedback
    Careful safety supervision is obvious
    Allows sufficient time for completion
    Provides enough demonstrations
    Demonstrations are clearly visible to all students
    If the discovery method is employed, schedules time for discussion of results
    Required skills are not beyond reasonable expectations for the course and/or students
    Provides opportunities for dialogue about the activity with peers and/or the instructor
    Allocates sufficient clean-up time within the class session

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