Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Tagbilaran City, 6300, Bohol, Philippines
Office of the College of Teacher Education
Balance I Integrity I Stewardship I Uprightness

At the end of this learning task, I should be able to:

 Give the importance of classroom observations. (1.1.1)

 Identify the different focus of observation. (1.7.1)
 Observe classes assigned by the Cooperating Teacher (2.3.1, 3.4.1, 3.5.1)
 Use professional reflection and learning to improve practice. (7.4.1)

Classroom observation plays a central role in Teaching Internship. It is an

important process of learning how to teach. Pre-service teachers need to observe many
classes through classroom visits or through video-taped lessons in order to learn more
about the instructional cycle. Classroom observation provides a wide array of
opportunities to see real-life teachers in actual teaching situations. These observations
will influence the way you plan and teach. Observing the classes of your Cooperating

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

Teacher will give you the time to reflect and make decisions on how you will teach your
lessons. This means that observation is very important in every stage of your career as a
teacher.
Classroom observation describes the practice of sitting in your Cooperating
Teacher’s classes to observe, learn and reflect. Various aspects of the class can be
examined such as classroom routines, use of time, schedule, class participation,
teaching strategies, classroom management strategies, student engagement,
instructional materials, differentiated activities, integration of values, modes of
assessment, types of assignment and many more.
After the orientation session, your Teaching Internship will begin with a series of
observations in the classes of your Cooperating Teacher. The number of observations
and the duration of these observations will depend on your Teaching internship
requirements. Your Cooperating Teacher may give you some opportunities to observe
other levels and subject areas based on the availability of other teachers’ schedule. You
might also be allowed to observe the classes of the other interns to learn more on the
teaching-learning process.

Importance of Classroom Observations

Classroom Observations involve the sharing of material and non-material
resources, techniques and strategies of both the observer and the one being observed.
By allowing you to observe your Cooperating Teacher in actual classroom setting or
online allow you to do self-reflection for your own growth and development.

Advantages of Classroom Observation for the Practice Teacher

 Observe a wide array of new techniques, strategies, ideas and instructional

resources
 Gains insights on the degree of student engagement
 Gets student reactions from various perspectives
 Creates a professional learning community through mentoring and coaching
 Provides for Personal Professional Development and growth

The Focus of Classroom Observation

In order to help you get the best learning/insights from your classroom
observations, you need to focus on some aspects in the teaching-learning process. This
will help you collect some data and information which you will need in the conference
with your Cooperating Teacher. A Pre-Observation Conference will be conducted by
your Cooperating Teacher so that you can discuss the focus of your observations and
the procedures you will do to record your observations. The process can be done
through a checklist, accomplishment of a matrix, completion of a structured frame,
narrative summary, field notes, making use of rubric, tallying of frequency, recording
anecdotal records, writing of reflections and the like. Your Cooperating Teacher may
suggest the aspects or focus of observation or you may be given the opportunity to
suggest the things that you wish to observe. Usually, you need to focus on only one or

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

two aspects of observation to give you more time to look for salient details and in order
to have a thorough observation of the process. Some aspects to be observed are quite
easy and can be accomplished immediately but others need more time to analyze and
will need a longer period of time.

These are some things you can observe and the questions you need to consider during
the observation.

Focus/Aspects of Observation Things to Observe Questions to Consider

1. Intended Learning Intended Learning How were these
Outcomes Outcomes specified in outcomes made known to
the Learning Plan the students?

Were they SMARTLY

(Specific, measurable,
attainable,
realistic/relevant, time
bound) stated?

Were they achieved at

the end of the lesson?

Were the teaching-

learning activities aligned
to the objectives and the
assessment?
2. Organization/Structure of Opening/Introduction of How did the teacher
the Lesson the lesson introduce the lesson?

Development of the How was the lesson

lesson developed/organized?

Are the Lesson

systematically/sequentiall
y organized?

Are the lessons arranged

from simplest to
complex?
Closing the lesson
How did the teacher
synthesize the lessons?
Appropriateness of the
teaching-learning Are the activities
activities sufficient and appropriate
for the lesson?
Links and Transition of
the teaching-learning Were the links and
activities transitions smooth and
properly executed?
3. Classroom Management Time management Did the teacher begin and
end classes on time?

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

 Were the tasks given on
time?
Classroom Routines Were there established
Order and Discipline in classroom routines?
the Class Was the class functionally
Setting of Groups in order?
Were the rules in group
work explained?

Physical Aspects of the Were the physical

Classroom (Ventilation, aspects of the room
Sound, Lighting, Seating checked when done face-
Arrangement) if done to-face/virtually?
face-to-face.

Management of the
Learning Management
System (if done virtually)
4. Teaching-Learning Variety of Teaching- How varied are the
Activities (TLA’s) Learning Activities teaching-learning
 Whole class activities?
 Pair  Whole class
 Individually  Pair
 Individually
Use of Differentiated Were there differentiated
Instructions instructions for the varied
types of learners?

Alignment of Teaching- Were there differentiated

Learning Activities to the instructions for the varied
outcomes and mode of types of learners?
assessment
Are the teaching-learning
activities aligned to the
outcomes and mode of
assessments?
5. Teaching Approaches, Approaches, Methods, What approaches was
Methods, and Strategies and Strategies used in the lesson?
What method was
employed?
What strategies were
utilized?
Were all these
appropriate to attain the
learning outcomes?
6. Instructional Materials Selection, Development What instructional
(IM’s) Resources and Use of Instructional materials/resources were
Materials/Resources used in the lessons?
including the use of ICT Were they appropriate,
 Printed interactive and
 Non-printed innovative?
 Electronic Did they make the class
 Open Online highly engaging?

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

 Resources Were they varied? Do
they cater to the
individual differences?
7. Student Engagement Degree of Attention of How focused are the
Students in Class students?
Curiosity in Learning What is the degree of
Interest in the Lesson curiosity of the students?
Were the students
interested in the lesson?
Passion to Learn How eager and
Commitment to do the passionate are the
tasks students to learn?
How committed are they
in doing their tasks?
8. Student Interaction Types of Class Were the types of
Interaction interaction evident in the
 Teacher-Student class?
Interaction Which one needs to be
 Student-Student improved?
Interaction
 Student-
Instructional
Materials
 Student-
Technology
9. Questioning Techniques Types/Level of What level/types of
Questions questions were
formulated/raised?

Questioning Techniques What questioning

techniques were utilized?
Reacting Techniques
What reacting techniques
were employed by the
teacher?
10. Integration of Values Values Integration in the What values were
Lesson integrated in the lesson?
How were the values
concretized in the
lesson?
Were these values
applied in real life
situations?
11. Modes of Assessment Types of Assessment What assessments were
utilized to find out if the
outcomes were
realized/attained?
Were the assessments
aligned to the learning
outcomes and learning
activities?
Were the results
satisfactory?

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

12. Assignment Types of Assignment What assignment was
given to the class?
Does the given
assignment
improve/reinforce
learning?
Is the assignment doable/
realistic?
13. Use of Language Appropriateness of the Is the language
Language appropriate to the age
level of the students?
Use of the Medium of Is the medium of
Instruction to facilitate instruction correctly used
teaching and learning in the subject area?

Use of verbal and non- Do the verbal and non-

verbal Communication verbal communication
support student
understanding and
participation?

Use of Positive What positive

Reinforcements/feedbac reinforcements/feedbacks
k techniques were used to boost
students’ morale?
14. Personal Qualities of the Personal Grooming What are the personal
Teacher Attendance qualities of the teacher
Punctuality which are evident in the
Voice class which improve the
Personal Graciousness teaching-learning
process?
15. Other things to observe Strategies used to How do the teachers
especially for those respond to the given respond to the needs of
teaching learners with situations: learners in difficult
special needs and those  Geographic circumstances such ass
teaching in challenged isolation geographic isolation,
areas  Chronic illness chronic illness,
 Displacement displacement due to
due to armed armed conflict, urban
conflict resettlement or disasters,
 Urban child abuse and labor
resettlement or practices?
disasters,
 Child abuse and
child labor
practices

Strategies used for What strategies were

inclusive learners and used for inclusive
from indigenous groups learners and from
indigenous groups?

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

 Steps in
Classroo
m
Observati
1.
5.
Planning
Reflectio
n

2.
4.
Observati
on Feedbac
k
3.
Analysis

Observing the teaching-learning process in Flexible Learning and different

Distant Learning Delivery Modes (online, radio-based instruction, television-based

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

instruction, and other modalities) focusing on the development of the MELCs and
reflecting on these process.
Based on the pre-observation conference with your Cooperating Teacher,
complete the matrix based on your scheduled classes of observation. The observation
may be done face-to-face or through different Distant Learning Delivery Modes (online,
radio-based instruction, television-based instruction, and other modalities). Take note
that your focus of observation is based on the results of your pre-conference with your
Cooperating Teacher. Make sure that you also need to focus on the development of the
MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.

Grade
Focus of Observation
Date Subject Time Level/ Insights
Observation Notes
Section

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

 Attending pre-observation schedule and post-observation conference with the
Cooperating Teacher and the College Supervisor.
After your observation schedule has been finalized, you are now ready to attend
the pre-observation and post-observation conferences with the Cooperating Teacher
and the College Supervisor:
Notes on the Pre- Notes Post-Observtion Plans of Action/Action
Date(s)
Observation Conference Conference Taken

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

Keeping a daily reflection journal.

Reflection journals are personal accounts or records of all your learning

experiences. These are your insights and learnings gained in the teaching-learning
processes. These are records of events which are pleasant or unpleasant that you can
reflect on and learn from. It can help you assess the important learning events that
happened in your teaching which can direct you to improve your professional career.
Your reflection briefly summarizes your ideas, thoughts, feelings and emotions which will
lead you to analyze and improve on your decisions and actions. You need to write your
reflections regularly to motivate you to learn and enjoy the process of learning.

As you move on with your task as Practice Teacher, you need to write your daily
reflection journal.

You may now start with your reflection journal.

After observing the classes of your Cooperating Teacher whether in face-to-face or in

distance delivery mode, what aspects in the instructional cycle, do you think you are now
capable of doing and the areas you still need to improve on?

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Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences

Paste pictures/ screenshots of the orientation sessions that you have attended. Label
them.

Learning Task 2. Doing Observation of Classes, Pre-Observation and Post-Observation Conferences