APPENDIX D
INSTRUCTIONAL OBSERVATION FORMS
Suggested Guidelines
Each instructional observation form contains as many as four questions. To answer the main questions, the evaluator may want to consider using some of the guideline questions suggested here under the main questions one through four. The guideline questions can be substituted for other considerations observed during the visit.
1. Was the lesson organized and clearly presented? (goals, objectives, sequencing of information, use of teaching technologies, etc.)
Did the instructor present a clear objective(s) or plan for the lesson?
How clearly did the instructor communicate the objective(s) or plan to the students?
Did the instructor carry out the objective(s)?
Did the instructor use time efficiently?
Did the instructor make effective use of appropriate teaching aids?
2. Describe the level of student interest and participation. (motivation, evidence of learning, etc.)
Did the instructor give students an opportunity to ask questions?
Did the instructor encourage involvement of all students?
What evidence was there that different students' needs and abilities were accommodated?
Was the instructor able to approach difficult concepts in a variety of ways?
What evidence was there that the students were engaged in the subject matter?
3. Describe the quality of interpersonal relations between the instructor and students. (rapport, respect, etc.)
Was the instructor's attitude respectful toward the students?
Were the students respectful of the instructor?
Were the students respectful of one another?
4. What was particularly effective about the instruction? What specific suggestions would you make concerning how instruction could be improved?
Answers to the questions should be as complete as possible. The answers will be used to address specific standards and will serve as a summary of the instructional observation to be shared with the faculty member at the post-conference.
An Example of a Satisfactory Instructional Observation
1. Was the lesson organized and clearly presented?
The instructor clearly and concisely introduced the major objectives of the lesson on DNA replication, and effectively summarized the presentation within the context of the pre-stated objectives. Major ideas (state these if possible) of the presentation were clearly presented to the class at an appropriate pace to assure understanding as evidenced by classroom discourse. Class time was used effectively for making major points and for drawing logical connections between the generalities and specifics of the material (use examples if possible). A number of teaching technologies, handouts from transparencies, board illustrations, and a computer simulation, were used to facilitate assimilation of the concepts presented.
2. Describe the level of student interest and participation.
The instructor checked at intervals to make sure the students understood the concepts. The instructor asked, “How does this concept (DNA synthesis) relate to our prior session?” or “What is the importance of DNA synthesis?” Students felt comfortable interrupting for clarification or for sharing an understanding about the concepts presented. The instructor used a variety of instructional strategies (handouts, board illustrations, computer simulations, and small groups problem-solving sessions) to accommodate different
ability levels and different learning styles. Also, the students, who quickly got the concepts, were asked to share their findings and the process of discovery with the other students. If concepts needed re-explaining, the instructor used analogies and associations other than what was previously introduced. The enthusiasm the instructor showed for the subject was also shared by the students.
3. Describe the quality of interpersonal relations between the instructor and students?
The instructor had structured the class so that it was student-centered. Student responses were woven into the framework of the lesson. The instructor used a variety of approaches (small group work, etc.) to encourage student response and participation. Students participated as both learners and teachers. On one hand, students did not hesitate to ask for clarification on a concept or statement; on the other hand and in a respectful manner, they challenged the instructor or their student colleagues by sharing their points of view or beliefs. Overall, the instructor set a respectful attitude by eliciting courteous remarks, speaking directly to the students, and modeling positive behavior during debate or when an opposing viewpoint was offered.
4. What was particularly effective about the instruction? What specific suggestions would you make concerning how instruction could be improved?
At this point the evaluator summarizes the effectiveness of the instruction according to the four categories of the standards (motivation, interaction with students, knowledge base, and knowledge base applied). The above statements illustrate an excellent instructional setting, and most likely there would be no suggestions for improvement. Where there is obvious need for improvement, that would be stated here.