FINAL DEMONSTRATION

BAAO COMMUNITY COLLEGE

San Juan, Baao, Camarines Sur

CLASSROOM OBSERVATION TOOL

RATING SHEET
For Practice Teachers
(Beginning Teacher)

OBSERVER: DATE:
PRACTICE TEACHER: TIME:
SUBJECT: GRADE LEVEL:

OBSERVATION: 1 2 3 4 5

DIIRECTIONS

1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.

INDICATORS 5 4 3 2 1
Apply knowledge of content within and across curriculum teaching areas.
Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
Apply a range of teaching strategies that develop critical, and creative thinking as well as higher
order thinking skills.
Plan, manage and implement developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts
Design, select, organize and use diagnostic, formative and summative assessment strategies
consistent with curriculum requirements

SIGNATURE OVER PRINTED NAME OF OBSERVER

SIGNATURE OVER PRINTED NAME OF PRACTICE TEACHER

 FINAL DEMONSTRATION

COT RUBRIC LEVELS

LEVEL 1 2 3 4 5
LEVEL NAME Not evident Building Organizing Developing Applying
LEVEL The teacher The teacher The teacher The teacher The teacher
DESCRIPTIONS does not demonstrates a demonstrates a demonstrates a demonstrates a
demonstrate the limited range of limited range of range of range of associated
indicator. separate aspects loosely- associated associated pedagogical aspects
of the indicator. pedagogical pedagogical of the indicator that
aspects of the aspects of the usually are aligned
indicator. indicator that with the learners'
sometimes are developmental
aligned with the needs.
learners'
developmental
needs.

INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas

1 2 3 4 5
The teacher The teacher The teacher demonstrates The teacher demonstrates
The teacher demonstrates
demonstrates demonstrates minor content errors accurate knowledge of key
accurate and in- depth
substantial content moderate content either in presenting the concepts both in presenting
knowledge of most concepts in
errors either errors related to lesson or the lesson and in presenting
in presenting lesson concepts in responding to responding to the lesson and in responding
the lesson or in either in presenting the learners’ questions or learners’ questions
to or
responding to lesson or in comments. comments. learners’ questions in a manner
learners’ questions responding to that attempts to be
or comments. learners’ questions or The lesson content The lesson content displays responsive to student
comments. displays simple coherence. developmental learning
coherence. needs.
The lesson content The teacher attempts to
does not display make connections across The teacher makes connections
coherence. curriculum teaching areas, if across curriculum teaching areas,
appropriate. if appropriate.
FEATURE OF PRACTICE
1. The teacher 1. The teacher 1. The teacher indicates 1. The teacher clearly 1. The teacher displays
commits makes a few some awareness of explains concepts and comprehensive understanding
extensive errors content errors on other ideas in the same makes no content errors. of the concepts and structure
in presenting fundamental teaching area that are of the teaching area.
key concepts concepts or connected to the 2. The content appears
like definitions, addresses content lesson, but does not to be accurate and its
formula, inaccurately with limited make solid focus shows
processes, etc. information of the connections. awareness of the ideas
Errors committed teaching area. and structure of the
by learners are left teaching areas.
uncorrected.
The teacher demonstrates The teacher presents
factual knowledge of subject conceptual knowledge of the
The teacher makes few subject and makes connections
content errors in matter and attempts to
The teacher displays connect content across within the teaching area.
little knowledge of or presenting the lesson but
does not affect entirely the teaching areas.
makes multiple content
errors related to the learning process.
central concepts and
structure of the
teaching area.
 FINAL DEMONSTRATION

CLARIFICATIONS
SUBSTANTIAL CONTENT ERRORS ACCURATE KNOWLEDGE
extensive or significant degree of errors in error-free content
the content of the lesson
IN-DEPTH KNOWLEDGE
MODERATE CONTENT ERRORS foundational knowledge and finer
reasonable degree of errors in the content details within the curriculum
of the lesson teaching area
CURRICULUM TEACHING AREAS
different learning/subject areas taught and
learned
in the K to 12 curriculum which includes areas
for Kindergarten Education, Special Education,
Alternative Learning System, Indigenous
Peoples Education

MINOR CONTENT ERRORS
insignificant degree of errors in the
content of the lesson
KEY CONCEPTS
central ideas of the topic or lesson
COHERENCE
logical and/or developmental sequence in
presenting the lesson
knowledge grounded in global best practices
SIMPLE COHERENCE
basic logic in the sequence of the lesson
with one part linked to the next
PEDAGOGY
method and practice of teaching
In the context of Indigenous Peoples
Education (IPEd), pedagogy is articulated
in the IP's Indigenous Learning System
(ILS) (DO 32, s. 2015).
BROAD KNOWLEDGE For IPEd, learning/subject areas are
knowledge across curriculum contextualized by interfacing the national
teaching areas curriculum competencies with the community
competencies identified in their Indigenous
HIGH-LEVEL KNOWLEDGE Knowledge Systems and Practices (IKSPs) (DO
accurate, in-depth, and broad 32, s. 2015).
knowledge within and across
curriculum teaching areas KNOWLEDGE OF CONTENT AND
PEDAGOGY
EXCEPTIONAL KNOWLEDGE integration of expertise and teaching skill for a
particular area; appropriateness of the
pedagogy to teaching area
WITHIN CURRICULUM TEACHING AREA
inclusion of appropriately chosen intra-
disciplinary topics and enabling learning
competencies within the curriculum guide of a
specific learning/subject area and grade level
ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including
appropriate interdisciplinary topics and learning
competencies cited in the curriculum guide of
other learning/subject areas in any grade level

INDICATOR 3 Use a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills

1 2 3 4 5
The teacher does not The teacher uses
use teaching strategies disconnected The teacher uses The teacher occasionally The teacher frequently
that teaching strategies to loosely-connected applies teaching strategies applies relevant strategies that
address learners’ literacy address literacy and/or teaching strategies to that address learners’ enhance learners’ literacy
and/or numeracy address learners’ literacy literacy and/or numeracy and/or numeracy skills.
numeracy needs. and/or numeracy needs. needs.
needs.
FEATURE OF PRACTICE

1. The teacher makes no 1. The teacher uses 1. The teacher defines 1. In some parts of the 1. The teacher uses
reference to the use of unrelated activities which general terms in the lesson, the teacher provides activities that enhance
numerical concepts and do not develop learners' lesson but fails to activities which address literacy and/or numeracy in
literacy skills to understanding of literacy define specific terms learners’ literacy and/or almost all aspects of the
understand the lesson. concepts and/or numeracy needed to develop numeracy needs but fails to lesson.
needs. learners’ full do so in some critical parts
understanding of of the lesson where either or
literacy and/or both skills are necessary.
numeracy concepts.
 FINAL DEMONSTRATION

DISCONNECTED TEACHING STRATEGIES

LITERACY SKILLS
teaching approaches which are
skills needed for reading and writing. These may
inappropriate in addressing
include awareness of sounds of language,
literacy and/or numeracy
awareness of print, and the relationship between
needs
letters and sounds. Other skills such as creating
knowledge through writing as well as developing
LOOSELY CONNECTED TEACHING STRATEGIES
media and technology are part of literacy skills.
teaching approaches which are
mismatched in addressing
Examples of literacy skills in IPEd classrooms: reading
literacy and/or numeracy
the behavior of animals, symbols of leaves, formation of
needs
clouds, wind direction and temperature; identifying the
meaning of dreams
OCCASIONALLY
NUMERACY SKILLS irregularly occurs
skills which consist of comprehending and applying
FREQUENTLY
fundamental arithmetic operations like addition,
often occurs
subtraction, multiplication, and division. Numeracy
skills may also include the ability to reason with
CONSISTENTLY
mathematical concepts like interpreting data, charts,
constantly occurs
and diagrams; to process information; to solve
problems; and to make decisions based on logical
RELEVANT STRATEGIES
thinking and reasoning.
teaching approaches which are moderately associated with the learners’
Examples of numeracy skills in SPED classrooms: up- developmental needs to enhance literacy and/or numeracy skills
down movement in brushing of teeth; counting the
number of boys and girls; folding of clothes using
numbered pattern

Examples of numeracy skills in IPEd classrooms:

indigenous measurement (handspan, pacing, etc.);
indigenous calendar; synchronized planting; weaving
patterns

CRITICAL LITERACY
ability to critically analyze and evaluate the meaning of
text as it relates to community and global issues to
inform a critical stance, response, and/or action

CRITICAL NUMERACY
ability to effectively use mathematical concepts in
applying, analyzing, evaluating, and creating ideas

INDICATOR 4 Apply a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills

1 2 3 4 5
The teacher does not The teacher asks The teacher employs a range
use teaching strategies mostly low-order The teacher provides The teacher uses questions of targeted follow-up
to questions that straightforward and activities that mostly questions and activities
develop critical and require simple questions and activities require the learners to
creative thinking or other which lead learners interpret, explain, or describe that encourage learners to
higher-order factual responses and/ or through a single path of ideas learned. explain, demonstrate, and use
thinking skills. provides activities that inquiry. ideas learned.
are routine.
 FINAL DEMONSTRATION

FEATURE OF PRACTICE

1. The teacher does not The teacher asks simple 1. The teacher asks 1. The teacher makes 1. The teacher employs a
ask relevant yes/no questions. questions that require some attempt to range of strategies to
questions about the rote-type responses engage learners in ensure that most learners
lesson. such as Who, What, genuine discussion are given opportunities to
Where, and When. rather than simple, give opinions about the
2. The teacher asks Examples of rote- type factual, or rote- type lesson and to react to the
questions but fails questions vs. high- discussion. opinions of others.
to give order questions: The teacher asks, “Can you
opportunities for please explain this idea?” 2. The teacher creates a
learners to a. “Who is the genuine discussion among
process them. author?” vs. “Who learners, providing
is the persona?” adequate time for them to
The teacher answers his/
her own questions. b. “What is the respond, as well as to
solution to the step aside when
problem?” vs. “How appropriate.
will you address the
issue?”
c. “Saang
kontinente
matatagpuan ang
bansang Indonesia?”
vs. “Saang kaugnay na
lokasyon matatagpuan
ang Indonesia?”
The teacher accepts all
contributions without
processing the learners’
answers.

CLARIFICATIONS
CRITICAL THINKING SKILLS
high-level thinking skills such as
analysis, evaluation, interpretation, or
synthesis of information and application
of creative thought to form an
argument, solve a problem, or reach a
conclusion

CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking
for multiple right answers rather than just one

HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity

Plan, manage and implement developmentally sequenced teaching and learning processes
INDICATOR 18
to meet curriculum requirements and varied teaching contexts
 FINAL DEMONSTRATION

1 2 3 4 5
The teacher does not The teacher The teacher implements The teacher implements the The teacher implements
implement a implements a the lesson but only with lesson but with inappropriate the lesson with
developmentally poorly sequenced some elements of elements of a appropriate elements of a
sequenced teaching and a developmentally developmentally sequenced developmentally sequenced
teaching and sequenced teaching and teaching and learning teaching and learning
learning processes to learning processes to learning processes to processes to processes to
meet curriculum meet curriculum
requirements and requirements and varied meet curriculum meet curriculum meet curriculum requirements
varied teaching teaching contexts. requirements and varied requirements and varied and varied teaching contexts.
contexts. teaching contexts. teaching contexts.
FEATURE OF PRACTICE

1. There was no 1. The teacher’s 1. The teacher does not 1. The teacher 1. The teacher connects
structured plan. lesson procedures demonstrate demonstrates outcomes from previous
Transitions between are haphazard and understanding of the inaccurate or and future learning, and
activities are missing. ill-planned, which prerequisite incomplete knowledge transitions between
interferes in learners’ relationships when of prerequisite activities are smooth.
progress toward planning, and relationships, and
achieving the lesson’s transitions between transitions 2. The teacher’s sequence of
objectives. activities are too abrupt. between activities are learning activities generally
present but may disrupt keeps learners engaged
2. There was a major the flow of the and moving
problem with the The teacher’s sequence sequence. from one portion to the
organization or of learning activities next in a reasonable
framing of the demonstrates some 2. The teacher presents manner. Learners
lesson that structure but there are minor organizational understand the purpose
significantly and some problems with issues and missed of the lesson and what
negatively organization that opportunities during the they are to do to
negatively impact accomplish the purpose.
impacted student learning. learning. lesson that affect learning
time.

CLARIFICATIONS

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives by
maximizing allotted class time. These include:

Lesson objectives. Expectations for learner at the end of the lesson

Learner engagement. Strategies that include activities for individual learners and/or groups
Pacing. Teacher’s speed or rate in presenting the lesson
Sequence. Order of presenting the lesson and classroom activities

POORLY SEQUENCED TEACHING AND LEARNING PROCESS

illogical order of classroom activities

MULTIPLE PATHWAYS FOR LEARNING

different ways of presenting the lesson and activities suited to various learner needs
 FINAL DEMONSTRATION

Design, select, organize and use diagnostic, formative and summative assessment strategies
INDICATOR 20
consistent with curriculum requirements

1 2 3 4 5
The teacher does not The teacher attempts to The teacher provides a The teacher provides a
provide any incorporate limited range The teacher provides a range of assessment
form of assessment range of assessment strategies that
during the lesson. assessment in the lesson of assessment strategies strategies but only some are
without set criteria. but fails to address the aligned with the learning address most of the learning
learning goals. goals. goals.
FEATURE OF PRACTICE

1. There is no 1. The teacher does not 1. The teacher uses 1. The teacher uses a 1. The teacher uses a
assessment or provide a set of assessment procedures variety of assessment repertoire of assessment
monitoring of criteria to assess the focused on task strategies, but some strategies which are
students’ learning. learners’ work. completion and/or do not measure the aligned with the intended
compliance rather than intended learning learning goals.
2. The teacher does not learner achievement of outcomes.
2. The teacher does not provide a lesson purpose/ 2. The teacher uses
demonstrate the set of standards, objective. assessment procedures
ability to use 2. The teacher uses
that draw out evidence of
assessment to e.g. rubric or checklist, to procedures that yield
whether learners have
measure learner assess the learners’ work only some evidence
learned the intended
progress. and output. of learning.
learning outcomes.

CLARIFICATIONS

ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s
strengths, weaknesses, knowledge, and skills prior
to instruction, e.g., pretest, drills, review,
anticipation guide, content knowledge boxes

FORMATIVE
assessment used to identify knowledge and/or skills that learners can hone/build on or need to improve,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat
works (reflection journal, exercises, practice)

SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)

Reference:

Department of Education. (2019). PPST based classroom observation tool. Retrieved from
https://rctq.ph/files/COT.pdf
FINAL DEMONSTRATION