MOUNT UNION COLLEGE OBSERVATION OF STUDENT TEACHING PERFORMANCE Student Teacher

Observation

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LESSON PLANS Demonstrates evidence o f e f f e c t i v e planning and o r g a n i z a t i o n INSTRUCTION Explains lesson objectives t o students Provides o p p o r t u n i t i e s f o rp u p i l s t o t h i n k critically/reflectively LESSON DEVELOPMENT C l a r i f i e s a n d summarizes b a s i c concepts Evaluates student l e v e l o f understanding Sequences l e a r n i n c r a c t i v i t i e s l o c r i c a l l y Uses d e v e l o p m e n t a l l y a p p r o p r i a t e m a t e r i a l / media Demonstrates knowledge o f s u b j e c t matter Uses a v a r i e t y o f i n s t r u c t i o n a l a p p r o a c h e s Demonstrates s k i l l i ng u e s t i o n i n g / d i r e c t i n g , discussion Respects i n d i v i d u a l / c u l t u r a l d i f f e r e n c e s Demonstrates c r e a t i v i t y / r e s o u r c e f u l n e s s i n teachincr Demonstrates s k i l l i npacincr o f l e s s o n INTERACTION/MANAGEMENT Conveys an e n t h u s i a s m f o r l e a r n i n c r Promotes s t u d e n t i n t e r e s t , i n i t i a t i v e , involvement Uses e f f e c t i v e c l a s s r o o m management s k i l l s M a k e s crood u s e o f c l a s s t i m e Establishes rapport with students Uses a p p r o p r i a t e v e r b a l a n d n o n - v e r b a l cues INDIVIDUAL QUALITIES Assumes a p r o f e s s i o n a l r o l e / a p p e a r a n c e Communicates e f f e c t i v e l y ( V o i c e , d i c t i o n , qrammar, e n u n c i a t i o n , s p e l l i n c r ) Demonstrates emotional s t a b i l i t y / p o i s e / confidence Models c o r r e c t penmanship Comments,:r

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SUMMARY CHART OF QUESTION TYPES

QUESTION TYPE KNOWLEDGE

STUDENT ACTIVITY R e c a l l i n g f a c t s o r observations. Recalling d e f i n i t i o n s .

I. 2. 3-

EXAMPLES Who? What? When? Where? Why? D e f i n e (the

k.

5.
6.

word " g u b e r n a t o r i a l

COMPREHENSION

Giving descriptions. S t a t i n g main i d e a s . Comparing.

1. 2. 3.

D e s c r i b e (what happened when we went t o t h e c o n c e r t ) . What i s t h e main idea ( I n t h i s paragraph)? How a r e ( t h e s e two c o u n t r i e s ) alike? I f ( B i l l has kS c e n t s ) , how many JS" c e n t b a l l o o n s ) can he buy? What i s ( t h e l a t i t u d e o f Moscow)? C l a s s i f y ( t h e s e poems as b a i i a d s sonnets, o r odes).

APPLICATION

A p p l y i n g t e c h n i q u e s and r u l e s t o s o l v e problems t h a t have a c o r r e c t answer.

1.
2. 3.

ANALYSIS

I d e n t i f y i n g motives or causes. Making i n f e r e n c e s . Finding evidence t o support g e n e r a l i z a t i o n s .

Why ( d i d t h e Bat-Poet w r i t e poems)? 2. Mow t h a t w e v e s t u d i e d t h ? s , what can we c o n c l u d e about ( l i f e i n Germany)? What does t h i s t e l l us about 3. (the a u t h o r ' s a t t i t u d e towa rd wa r ) ? k. What e v i d e n c e can you f i n d t o support (the p r i n c i p a l t h a t a i r expands when h e a t e d ) ?
1.
1

SYNTHESIS

S o l v i n g problems. Making p r e d i c i t i o n s . Producing o r i g i n a l communications.

Can you t h i n k up (a t i t l e f o r this story)? 2. How can we s o l v e ( t h i s dilemma)? 3. How can we improve (our e x p e r i ment!? k. What w i 1 1 happen (now t h a t we've landed on t h e moon)? 5. What do you p r e d i c t would happen ( i f t h i s l a k e were t o r u n d r y ) ? Do you agree ( w i t h Kathy)? Do you b e l i e v e ( t h a t t h i s i s t h e b e s t way t o proceed)? 3. Do you t h i n k ( t h a t i t i s r i g h t t o execute c o n v i c t e d murderers,>? k. What I s your o p i n i o n (on t h i s 5. matter)"^ 5. Would i t be b e t t e r ( t o do i t t h i s way)? 6. WhIch ( p a i n t i n g ) do you 1tke? 1. 2.

!.

EVALUATION

G i v i n g o p i n i o n s about issues. Judging the v a l i d i t y o f Ideas. Judging t h e m e r i t o f problem-solutions. Judging t h e q u a l i t y o f a r t and o t h e r p r o d u c t s .