Classroom Observation Form

Instructor: R Rogers Course: Science

Peer/Observer: E Boyd (MYP coordinator) Date and Time: 3 November 2017
Review Section Description/Comments

1. SUBJECT MATTER CONTENT • The teacher showed comprehensive understanding of the material, this was
(shows good command and knowledge of subject matter; evident in her responses to students questions and ability to delve deeper into
demonstrates breadth and depth of mastery) the content and related material.

2. ORGANIZATION • Effective use of some technology during the class. The presentation used as a
(organizes subject matter; evidences preparation; is thorough; teaching tool was well organized and at an appropriate level for students to
states clear objectives; emphasizes and summarizes main points, understand. The teacher included videos as a supplementary learning tool for
meets class at scheduled time, regularly monitors on-line course) students to fully understand the material.

• Knows students’ strengths and maintains a ‘light’ atmosphere throughout all

3. RAPPORT
activities. Conversation was allowed to shift (within reason) along with student
(holds interest of students; is respectful, fair, and impartial; provides
comments and or questions – celebrating interest/enthusiasm and encouraging
feedback, encourages participation; interacts with students, shows
all students to participate.
enthusiasm)

4. TEACHING METHODS
• Varied activities have students using multiple intelligences constantly. This was
(uses relevant teaching methods, aids, materials, techniques, and
achieved through visual(Keynote), asking students to sketch, discuss and also
technology; includes variety, balance, imagination, group
provide verbal responses to prompts/questions. Also effective groupings of
involvement; uses examples that are simple, clear, precise, and
students.
appropriate; stays focused on and meets stated objectives)

• Substantial assistance was given to students who required it. This was in
multiple forms ranging from one on one discussions (while moving around the
5. ASSISTANCE TO STUDENTS
class), grouping students of varying strengths so each work group had an
(assists students with academic problems)
opportunity to note many responses to prompts and also requiring responses
from students who would not usually offer to answer.

Strengths observed: ATLs on screen and brought it into the homework explicitly. Continuous rotation through class ensuring participation
from all students. Use of grouping of students to ensure adequate feedback from each table. Lesson aimed at multiple intelligences of students
by requiring responses in different ways – verbal, sketching, written and also by group discussion.

Suggestions for improvement: include a word wall that clearly has all scientific vocab on it. The ATLs sometimes were not mentioned, when
they were included on the slides although they were discussed at length later. It might be a better idea to make these are more explicit in the
class so that students have more time to engage with these terms.