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COT RPMS TI III Pre Observation Checklist

This document is a pre-observation checklist for teachers being observed. It lists the observable indicators that the teacher must demonstrate during their lesson, depending on which observation number it is. For example, the first observation requires the teacher to showcase indicators 1-7, while the second observation requires indicators 1-5 and 7-8. The checklist then lists the observable indicators, such as applying knowledge of content, using a range of teaching strategies, and managing learner behavior constructively.

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Myrna de Jesus
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210 views1 page

COT RPMS TI III Pre Observation Checklist

This document is a pre-observation checklist for teachers being observed. It lists the observable indicators that the teacher must demonstrate during their lesson, depending on which observation number it is. For example, the first observation requires the teacher to showcase indicators 1-7, while the second observation requires indicators 1-5 and 7-8. The checklist then lists the observable indicators, such as applying knowledge of content, using a range of teaching strategies, and managing learner behavior constructively.

Uploaded by

Myrna de Jesus
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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COT-RPMS

TEACHER I-III
PRE-OBSERVATION CHECKLIST

OBSERVER: ___Ms. Denelle J. Morancil______________________ DATE: _________ TIME: __________


NAME OF TEACHER OBSERVED: ___________________________ QUARTER: ____________________
SUBJECT: _____________________________________________ GRADE, STRAND & SEC: __________
DIRECTIONS: Check the corresponding observation number you are in and take note of the observable
indicators you must showcase during your observation proper.
OBSERVATION: 1 Indicators Present: 1, 2, 3, 4, 5, 6, 7
2 Indicators Present: 1, 2, 3, 4, 5, 7, 8
3 Indicators Present: 1, 2, 3, 4, 5, 6, 7
4 Indicators Present: 1, 2, 3, 4, 5, 7, 9
Observable Indicator
THE TEACHER: (What part of the lesson are the indicators found?)
(eg. Drill, Activity, Lecture, Generalization, etc.)

1. Applies knowledge of content within and across


curriculum teaching areas

2. Uses a range of teaching strategies that enhance


learner achievement in literacy and numeracy skills

3. Applies a range of teaching strategies to develop


critical and creative thinking, as well as other higher-
order thinking skills

4. Manages classroom structure to engage learners,


individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments

5. Manages learner behavior constructively by applying


positive and non-violent discipline to ensure learning-
focused environments

6. Uses differentiated, developmentally appropriate


learning experiences to address learners' gender,
needs, strengths, interests and experiences
7. Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate
teaching and learning resources, including ICT, to
address learning goals

9. Designs, selects, organizes, and uses diagnostic,


formative and summative assessment strategies
consistent with curriculum requirements

___________________________________
Signature over Printed Name of the Teacher

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