Star Observation (Maam Resa)

Instructional Supervision Tool
STAR Observation Technique

Name of Teacher:
School: San Roque National High School District: San Miguel I Division: Surigao del Sur
Class: GRADE 10 - CURADA
Date & Time Observation: July 13, 2017 Subject: MATH 10
Topic: SUM TO INFINITY
What to Observe Observation
SITUATION
(Focus and observe closely the
context and teaching episode, i.e.  The teacher set the mood of the students and was able to gain attention.
Learning environment,  Motivation were presented to boost up the prior knowledge of the
motivation, presentation of the students.
lesson.
Evaluation, others in the lesson
TASK
(Focus and observe closely the  Reviews of previous topic were evident.
teachers actions in the particular  Various exercises were presented to maximize the interaction of the class.
SITUATION describe above  Objectives were clearly presented.
ACTION
(focus and observe closely the  Students were able to familiarize the formula for Sum to Infinity
learners actions relative to the  The students attentively listen and participated during group activity.
teachers TASK described above  Each group presented artistically their output in front of the class.
RESULT
(Focus and observe the end result  Maximum participation during presentation of their output.
or outcomes of the Teacher’s  Most of the student from the group was able to explain correctly the
TASK and the Learner’s process in solving the Sum to Infinity.
ACTION described above in
quantitative(i.e 85% of the
learners were able to identify
nouns) and qualitatively (most of
the learners actively participated
in the class)
General Comments for  Keep up the good works! You`ve done it perfectly!
Teachers Support
JONRIEL O. CURADA RESA V. ELIZALDE

Teacher III HT I / School Head
Teacher Observed Observer

Name of Teacher:
Date & Time Observation: August 23, 2017 Subject: SCIENCE 10
Topic: Electronegativity
SITUATION
context and teaching episode, i.e.  The teacher did the daily routine setting ready for class discussion.
Learning environment,  The motivation was very clear as springboard to the topic.
motivation, presentation of the  Artistically presented the lesson in which HOTS question were being
lesson. asked.
Evaluation, others in the lesson  Evaluation was evident with feedbacks after.
TASK
(Focus and observe closely the  Reviews of previous topic were done to link to the next topic
teachers actions in the particular  Group activity was done to maximize the interaction of the class.
SITUATION describe above  Objectives were clearly presented before the beginning of the class.
ACTION
(focus and observe closely the  Students were able to familiarize the Electronegativity.
teachers TASK described above  Each group actively share their output in front of the class.
RESULT
ACTION described above in  85% probably understood the topic.
in the class)
General Comments for  Keep up the good works! You`ve made it!
Teachers Support


Name of Teacher:
Class: GRADE 9 - ANTONIO
Date & Time Observation: OCTOBER 10, 2017 Subject: MATH 9
Topic: Operations On Radicals
SITUATION
context and teaching episode, i.e.  States objectives of the session clearly to the student.
Learning environment,  Gains attention of students ( good grooming , posture and classroom
motivation, presentation of the presence).
lesson.  Stresses the importance / significance/ essence of the topic
Evaluation, others in the lesson  Evaluation successfully done.
TASK
(Focus and observe closely the  Presented the Operation on Radicals particularly on Addition abd
teachers actions in the particular Subtraction of Radicals
SITUATION describe above  The teacher uses appropriate for learner`s proficiency level ( enunciations,
simple sentence structure).
 Sample problem given by the teacher to guide the students.
 Students were grouped with assigned task or work to do.
ACTION
(focus and observe closely the  Students were able to familiarize the Addition and subtraction of Radicals.
teachers TASK described above  Each group actively shares their output in front of the class.
 Students clarified their difficulty in solving Radicals.
RESULT
TASK and the Learner’s process in solving the Operations on Radicals.
ACTION described above in  All groups correctly solve the problems on Addition and Subtraction of
quantitative(i.e 85% of the Radicals.
in the class)
General Comments for  Congratulations!
Teachers Support


Name of Teacher:
Class: GRADE 9 - GOROSPE
Date & Time Observation: September 5, 2017 Subject: SCIENCE 10
Topic: DIRECT VARIATIONS
SITUATION
Learning environment,  The motivation was very clear presented as springboard to the topic.
motivation, presentation of the  Artistically presented the lesson in which HOTS question were being
lesson. asked.
Evaluation, others in the lesson  Evaluation was evident with feedbacks after.
TASK
ACTION
(focus and observe closely the  Students were able to familiarize Direct Variations
RESULT
TASK and the Learner’s process in solving the Direct Variations.
in the class)
General Comments for  Keep up the good works! You`ve made it!
Teachers Support


Name of Teacher:
Date & Time Observation: NOVEMBER 17, 2017 Subject: MATH 10
Topic: EQUATION OF THE CIRCLE
SITUATION
Learning environment,  The motivation was very clear done as springboard to the topic.
motivation, presentation of the  HOTS question were being asked but limited to learners` interests.
lesson.  Evaluation was evident with feedbacks after for more clarification.
Evaluation, others in the lesson
TASK  The class was grouped in to 4 groups.
ACTION
(focus and observe closely the  Students were able to familiarize the formula for the Equation of the
learners actions relative to the Circle.
teachers TASK described above  The students attentively listen and participated during group activity.
 Each group actively shares their output in front of the class.
RESULT
ACTION described above in  Active participation of members of the group during group activity that
quantitative(i.e 85% of the results to good performance and rating of the group.
in the class)
General Comments for  Excellent! CAIMS were very useful to catch up the attention of the class.
Teachers Support Keep it up!!!


Name of Teacher:
Class: GRADE 9 GOROSPE
Date & Time Observation: DECEMBER 5, 2017 Subject: MATH 9
Topic: THEOREM OF PARALLELOGRAM
SITUATION
context and teaching episode, i.e.  The teacher did the prior activity before the class begins such s checking
Learning environment, of attendance and keeping the classroom environment conducive for
motivation, presentation of the learning.
lesson.  The motivation was very clear presented as springboard to the topic.
Evaluation, others in the lesson  Artistically presented the lesson in which HOTS question were being
asked.
 Evaluation was evident with feedbacks to correct the misconception of
learnings of the students.
TASK
ACTION
(focus and observe closely the  Students were able to the theorem of Parallelogram.
RESULT
TASK and the Learner’s process in proving the theorem of Parallelograms.
in the class)
General Comments for  Congratulations!!!
Teachers Support


Name of Teacher:
Date & Time Observation: January 23, 2018 Subject: MATH 10
Topic: PERMUTATION
SITUATION
 Students were grouped, name grouping was assigned and instruction was
given as guide in the whole duration
context and teaching episode, i.e.
Learning environment,  The teacher presented a situation and distributed materials to be used in
motivation, presentation of the the group activity and monitor each group and give assistance.
lesson.  Presentation of outputs by group and processing of possible solutions in
Evaluation, others in the lesson the activity were done.
TASK
 Group Activity: Count Me In!
ACTION
(focus and observe closely the  The students actively participated and able to grasp the instruction
learners actions relative to the immediately
teachers TASK described above  Students refresh ideas on the fundamental of counting principle.
 Analyze and familiarize the formula in finding PERMUTATION.
 Solve real life problems
 Make decisions from Permutation.
RESULT
(Focus and observe the end result  Group 1 got 15 pts, group 2 and 3 got 10 points.
or outcomes of the Teacher’s  Students defined permutation correctly and were able to solve real life
TASK and the Learner’s problems correctly, discuss and defend their answers independently. As a
ACTION described above in result, all groups got all.
quantitative(i.e 85% of the  Two groups have decided correctly and ask how did they come up with
learners were able to identify their answer.
in the class)
General Comments for  CAIM`s was utilized in maximum. Keep it up!
Teachers Support  Congratulations! You have lots of exercises.
 Application of Multiple Intelligences. Good!
 Excellent!


Star Observation (Maam Resa)

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Star Observation (Maam Resa)

Uploaded by

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Available Formats

Instructional Supervision Tool

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

STAR Observation Technique

What to Observe Observation

JONRIEL O. CURADA RESA V. ELIZALDE

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