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Ratings Scale (1-5) : 1 (Not at All) - 5 (To A Great Extent), A - Don't Know, B-NA 1. The Room/Lesson Set-Up

The document is a draft teacher observation report that assesses a math lesson on several criteria using a ratings scale. It evaluates how the teacher set up the classroom, introduced the lesson, used hands-on activities and questions, facilitated small groups, interacted with students, promoted conceptual understanding, and aligned the lesson with standards. The report provides commendations and suggestions before concluding that the lesson was satisfactory or unsatisfactory.

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Mary Blair Ada
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119 views

Ratings Scale (1-5) : 1 (Not at All) - 5 (To A Great Extent), A - Don't Know, B-NA 1. The Room/Lesson Set-Up

The document is a draft teacher observation report that assesses a math lesson on several criteria using a ratings scale. It evaluates how the teacher set up the classroom, introduced the lesson, used hands-on activities and questions, facilitated small groups, interacted with students, promoted conceptual understanding, and aligned the lesson with standards. The report provides commendations and suggestions before concluding that the lesson was satisfactory or unsatisfactory.

Uploaded by

Mary Blair Ada
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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*****DRAFT***** TEACHER OBSERVATION REPORT OF STUDENT CENTERED, INQUIRY-BASED CLASSROOM INSTRUCTION TEACHER:_________________________________ CLASS: _________________ PERIOD: __________ DEPT:

Math REGISTER: ___________________ ATTENDANCE: __________________ LESSON PLAN AVAILABLE: (Yes/No) OBSERVATION: (Date) __________________ POST-OBSERVATION: (Date) _________________

Lesson/Unit Title:_______________________________________________________________________________________ Overall Mathematical Goal/Purpose:________________________________________________________________________________


Ratings Scale (1-5): 1 (Not at all) 5 (To a great extent), 1. The Room/Lesson Set-Up a. The furniture (chairs, desks, tables) in the room was set-up to facilitate group work ----------- 1 2 3 b. Lesson planning, preparation, and organization was evident -------------------------------------- 1 2 3 c. Previous student/group work was clearly displayed in the room ---------------------------------- 1 2 3 d. Materials for activities were prepared/checked, distributed efficiently---------------------------- 1 2 3 e. Overhead projector, graphics calculators were readily available----------------------------------- 1 2 3 f. Supplemental handouts/materials were available if appropriate ----------------------------------- 1 2 3 2. Teacher's Introduction of the Lesson a. Purpose of the lesson was articulated clearly and persuasively-----------------------------------b. Teacher evidenced a sound knowledge of subject matter --------------------------------------c. Students actively participated in providing the lessons introduction ------------------------(i.e. reading activity, paraphrase intro, explanations, review/restate directions/procedure) d. The lessons introduction adequately addressed all student levels of the class ---------------e. Real-world and/or interdisciplinary connections were made to other subject areas by both teacher and students ----------------------------------------------------------------------3. Use of Hands-On Activities and Probing Questions a. The use of an activity was appropriate to the purpose of the lesson------------------------------b. Teacher elicited prior knowledge, skill level where appropriate for all the students ----------c. The activity was designed to accommodate a variety of student abilities and learning styles d. There was enthusiasm and excitement about the activity and the problems and questions that were generated from the activity ------------------------------------------------------------e. Students were adequately prepared to undertake this specific activity -------------------------f. Technology tools/materials enhanced the activity ------------------------------------------------g. Teacher provided students adequate time to reflect on the activity utilizing a variety -------of process skills -(i.e. demonstrate, predict, analyze, conclude, synthesize, etc.) h. Time management was utilized to create an appropriate pace and duration -----------------A -Dont Know, B-NA 4 4 4 4 4 4 5 5 5 5 5 5 A A A A A A B B B B B B

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

A B A B A B A B A B

1 1 1 1 1 1 1 1

2 3 2 3 2 3 2 2 2 2 2 3 3 3 3 3

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

A B A B A B A A A A B B B B

A B

4.

Use of Small Learning Groups Teacher provided time and direction for individual thought prior to group discussions ------- 1 2 All group members participated to the best of their abilities in discussions/activities---------- 1 2 Students treated each other and their ideas with proper respect ---------------------------------- 1 2 Each member of a group had a specific, observable task and responsibility-------------------- 1 2 Groups remained on task with or without the presence of the teacher --------------------------- 1 2 Prior training in appropriate group work was clearly evident during the course of the activity (definite organization of methods used to approach coop learn strategies) -------- 1 2 g. Group discussion/activity was integral to the purpose of the lesson ----------------------------- 1 2 a. b. c. d. e. f.

3 3 3 3 3 3 3

4 4 4 4 4 4 4

5 5 5 5 5 5 5

A A A A A

B B B B B

A B A B

5. Teacher Interaction with Student Groups and Individuals a. Teacher circulated from group to group asking probing questions ------------------------------b. Teacher was able to work with individual groups and students without losing sight of the entire class -----------------------------------------------------------------------------------c. Teacher provided individual attention when appropriate --------------------------------------(discipline problem, non-participation of group member) d. Teacher comments to groups provided minimal yet sufficient information to successfully complete their task(s) ---------------------------------------------------------------e. Teacher observed, listened, and redirected questions and problems back to the groups rather than simply providing answers ------------------------------------------------------------f. Teacher provided adequate feedback, reflections, encouragement on groups efforts and progress ------------------------------------------------------------------------------------------

1 1 1

4 4 4

5 5 5

2 3 2 3

A B A B

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

A A A

B B B

6. Promotion of Students Conceptual Understanding a. Students appropriately used tools, ideas, methods, or ways of knowing to accomplish the activity and/or solve the problem------------------------------------------------ 1 2 3 4 5 b. Students were individually accountable for their own work -------------------------------------- 1 2 3 4 5 c. Students made presentations of their work and explained their reasoning to problem --------- 1 2 3 4 5 solutions whenever possible using overheads, large chart paper, etc d. Teacher pointed out contradictions in answers and probed the class for resolution------------- 1 2 3 4 5 e. The activity allowed students to construct their own understanding of the concept and provided them with opportunities to discover concepts of their own ------------------ 1 2 3 4 5 f. Students were provided opportunity to write and reflect------------------------------------------- 1 2 3 4 5 g. Teacher used prior student work to help students integrate the lesson into previous lessons- 1 2 3 4 5 7. Student Assessment and Lessons Alignment with Standards a. Learning/performance standards are identified in the activity plan ------------------------------- 1 2 3 4 5 b. Goals and objectives of the activity were clearly linked to performance indicators as a means of assessment ----------------------------------------------------------------------1 2 3 4 5 c. Assessment criteria were clearly indicated for the lesson/activity/homework ------------------ 1 2 3 4 5 d. Tests/quiz questions were formatted to maximize familiarity with the Regents exams ------- 1 2 3 4 5 e. Students evaluated their own work and/or that of their peers ---------------------------------1 2 3 4 5 f. Students had an opportunity to reflect on their work and self-correct/revise -------------1 2 3 4 5

A B A B A B A B

A B A B A B

A A A

B B B

A B A B A B

COMMENTS: Commendations and Suggestions for Improvement

The Lesson was ________________________________________________(unsatisfactory, satisfactory) AP Signature: ____________________________________________ Date: ______________________

I have received and read a copy of this observation report and understand a copy will be placed in my file.

Teacher Signature: _________________________________________

Date: _______________________

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