LEARNING ACTIVITY NO.

Cooperating School : Agusan del Sur State College of Agriculture and

Technology
Cooperating Teacher :
Size of the Class : ______________________________________________
Course and Year : ______________________________________________

I. LEARNING ACTIVITIES TITLE

Observation of Classes, Pre-observation and Post- Observation

Conferences

II. OBJECTIVES

a. Observe the teaching-learning process in Flexible Learning and in

different Distance Learning Delivery Modes (online, radio-based
instruction, television-based instruction, and other modalities)
focusing on the development of the MELCs and reflecting on these
processes,

b. Attend pre-observation and post-observation conferences with the

Cooperating Teacher and the College Supervisor, and

c. Keep a daily reflection journal.

III. INTRODUCTION
COVID-19 has brought about significant changes in how most of us go
about our daily lives, particularly in the realm of education, where teachers
devise techniques to guide students' learning through diverse activities
aligned with the new mode of learning. During the pandemic, class
observations are still a valuable approach to assess the quality of
interactions and support educators in their professional development
(Teachstone, 2020).
At its best, the evaluation process between teachers and administrators
should focus on the teacher's professional development and the students'
access to a high-quality learning environment. Many schools are attempting
to incorporate the necessary components of a quality feedback loop, such as
pre-conferences, observations, incremental walkthroughs, and post-
conferences, in order to achieve these lofty goals. The entire development
becomes a fundamental site for understanding, sharing, and growth for all
involved when the observation process is done in a trusted and helpful
manner (Rooney, 2017).
Organization and clarity, command and communication of subject
information, teacher-student relationship, and excitement have all been
cited as qualities of good teaching by faculty and students. It is critical that
the findings of the observations be communicated to the faculty member
who is being evaluated. (Depending on the departmental policies for sharing
such information, colleague assessments could also go to a departmental
committee or the chair.) Any colleague observation program should also
emphasize the positive, constructive aspect of the observation process - the
enhancement of instruction (Weimer, 1991).
In this course, practice teacher will observe the lessons taught by a
teacher in the classroom for observing teacher-student interaction and flow
of the lesson in the class (synchronous mode of teaching). For asynchronous
mode of teaching, you can base your write ups on the flow of the printed
modules and the instructions given by the instructor. The student teacher
will keep a written record of classroom observation in his/her professional
portfolio. The trainee teacher will observe different aspect/activities of
school/classroom. It may include school observation, teacher observation,
student observation, observation in library/laboratory/school assembly,
school leadership, professional climate, instructional practices, observing
different types of records, observation of physical resources, classroom
environment/teaching aids etc.
IV. LEARNING ACTIVITIES/GUIDE QUESTIONS

GUIDE FOR REFLECTIVE NOTES

C.1. SWOT Analysis

Instruction: Accomplish SWOT Analysis.

S W O T
strength weakness opportunities treats

 Internal  Internal  External  External

positive negative positive negative
 Aspects that  Things that  What are the  Do you have
do well in the happened not things to experience of
process well. enhance and trying and
 Best attributes solved the falling to
and qualities issue? achieve your
happened.  What goals? How
activities and could this
opportunities affect you?
are available What can you
to you in your learn from
learning this
process? experience?

C2. Field Notes

• What had happened today?

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• Why had it happened so?

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• What were my feelings during that experience/event?
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• Why did I feel that way?

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• What were my thoughts during that experience/event?

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• Why did I think that way?
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• What can be done in future to avoid/improve it?
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• What accomplishment did I want to achieve today?
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• What accomplishment did I want to achieve today but I could not?
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• What was the reason behind my failure to reach today’s goal?
What
can be done in future to avoid this failure?
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• What did I set out to teach today? Was I able to accomplish your
goals?
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• What teaching materials did I use? How effective they were?
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• What kind of teacher-student interaction occurred during the
class?
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• How can it be made more effective in future?
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• Did I deliver my lesson smoothly today?
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• What problems did I face today during teaching? How it can be
solved?
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• Which parts of the lesson were more successful during teaching?
What was the reason behind its success?
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• Would I teach in the same way if I had to teach the topic again?

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 V. SELF – REFLECTION

WHAT I KNOW WHAT I WANT TO WHAT I HAVE

KNOW LEARNED

VI. REFERENCES

Teachstone, (2020) Planning for Student Engagement in a Virtual

Classroom. http://info.teachstone.com/blog/author/teachstone

Rooney, K. (2017) Pre & Post Conference Tips from a Former

Principal. On Course Systems for Education.
https://www.oncoursesystems.com/blog/making-pre-post-
conferences-more-valuable

Weimer, W. (1991) n Improving College Teaching, Strategies for

Developing Instructional Effectiveness. Jossey-Bass Publishers.
https://anthro.illinois.edu/system/files/2020
01/Sorcinelli_Observation_Guide.pdf

Prepared by:
MANPATILAN, MANNY A.
CASTAÑO, KLENT JAYSON L.
CORDOVA, RAUL N., Jr.
COOPERA, ALVIN JOHN B.
AMIHAN, MONICA O.