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Observation Schedule For Inclusive Education Practices in Schools

The document is an observation schedule for assessing inclusive education practices in schools. It contains 4 parts with multiple items to observe for each part: 1) Skill of introducing the lesson, 2) Skill of presenting the lesson, 3) Skill of encouraging student participation, and 4) Skill of providing corrective feedback. For each item, the observer records a Y if the practice was observed, an N if it was not observed, or N/A if it was not applicable.

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Shashi Bhushan Sonbhadra
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© Attribution Non-Commercial (BY-NC)
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54 views

Observation Schedule For Inclusive Education Practices in Schools

The document is an observation schedule for assessing inclusive education practices in schools. It contains 4 parts with multiple items to observe for each part: 1) Skill of introducing the lesson, 2) Skill of presenting the lesson, 3) Skill of encouraging student participation, and 4) Skill of providing corrective feedback. For each item, the observer records a Y if the practice was observed, an N if it was not observed, or N/A if it was not applicable.

Uploaded by

Shashi Bhushan Sonbhadra
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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345 Appendix-G

OBSERVATION SCHEDULE FOR INCLUSIVE EDUCATION PRACTICES IN SCHOOLS


Observation Date: Beginning Time: Scale for each Item: Y=Yes (Practiced) N=No (Not practiced) N/A=Not Applicable/Not observed Name of the School: Class: End Time:

Part 1: Skill of Introducing the Lesson 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Presents brief overview of new concepts Relates new concept to previous learning Alerts students to key questions that need to be answered Identifies specific objectives Conveys benefits of lesson Presents schedule of Activities Clarifies expectations Establishes behavioural norms Uses Pretests, if necessary Part 2: Skill of Presenting the Lesson Presents the lesson in small steps Demonstrates or models appropriate behaviour Links between main points and key ideas Maintains eye contact Uses correct grammar-avoids jargon Speaks with expression and uses a variety of vocal tones Uses concrete and everyday examples Shows non examples Uses a variety of teaching alternatives(e.g. auditory, visual and tactile) Encourages students to paraphrase, summarize or relate new information to existing knowledge Asks higher-order, challenging questions Suggests how new information could be applied to problem solving Adopts various teaching- learning strategies appropriate for children with special needs Demonstrates and encourages a variety of teaching-learning strategies Demonstrates and encourages students to check their own comprehension Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y N N N N N N N N N N N N N N N N N N N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Y N N/A Y N N/A Y N N/A Y N N/A Y N N/A Y N N/A

346 16 Encourages peer feedback 17 Summarizes key concepts Part 3: Skill of Encouraging Student Participation 1 Promotes active student participation 2 3 Sets schedule of activities and identifies needed resources Uses a variety of activities, including group exercises, demonstrations, debates, field experiences 4 5 Redirects student questions back to group Uses a variety of comprehension checks to ensure that all students understand 6 7 Discourages inappropriate behaviour Engages all students-for example, encourages passive students to participate 8 9 Encourages peer interaction and cooperation Identifies and praises significant accomplishment Part 4: Skill of Providing Corrective Feedback 1 2 3 Reviews content whenever it is necessary Re- teaches whenever it is necessary Provides appropriate homework and explains assignments completely 4 Provides accurate and immediate feedback on students home assignments 5 Tests frequently, using a variety of evaluation strategies, particularly alternative assessment that include peer or self-assessment Y N N/A Y N N/A Y Y Y N N/A N N/A N N/A Y Y N N/A N N/A Y Y N N/A N N/A Y Y N N/A N N/A Y N N/A Y N N/A Y Y Y N N/A N N/A N N/A

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