ࡱ> 352 bjbj .$=====QQQQ ]$Q\h\\\f=\\\\\==\\\\==\\\\/ EeQ\,0\\(= \\\\\\\\\\\\\\\\\\\\\\\\\\ : A Made-to-Order Form for Instructional Observation (Peer Version) ORGANIZATION Begins class on time in an orderly, organized fashion Previews lecture/discussion content Clearly states the goal or objective for the period Reviews prior class material to prepare students for the content to be covered Provides internal summaries and transitions Does not digress often from the main topic Summarizes and distills main points at the end of class Appears well-prepared for class PRESENTATION Incorporates various instructional supports like slides, films, diagrams, etc. Uses instructional support effectively Responds to changes n student attentiveness Uses a variety of spaces in the classroom from which to present material (i.e., does not hide behind the podium) Blackboard writing is large and legible Speech fillers, (for example, OK, ahm) are not distracting Speaks audibly and clearly Uses gestures to enhance meaning and not to release nervous tension (repetitive gestures tend to do the latter) Communicates a sense of enthusiasm and excitement toward the content Use of humor is positive and appropriate Presentation style facilitates note-taking Speech is neither too formal not too casual Establishes and maintains eye contact with students Talks to the students, not the board or windows Varies the pace to keep students alert Selects teaching methods appropriate for the content RAPPORT Praises students for contributions that deserve commendation Solicits student feedback Requires student thought and participation Responds constructively to student opinions Knows and uses student names Does not deprecate student ignorance or misunderstanding Responds to students as individuals Treats class members equitably Listens carefully to student comments and questions Tailors the course to help many kinds of students Recognizes when students do not understand Encourages mutual respect among students Credibility and control Responds to distractions effectively yet constructively Uses authority in classroom to create an environment conducive to learning Speaks about course content with confidence and authority Is able to admit error and/or insufficient knowledge Respects constructive criticism CONTENT Includes illustrations Selects examples relevant to student experiences and course content Integrates text material into class presentations Relates current course content to whats gone before and will come after Relates current course content to students general education Makes course content relevant with references to real world applications Presents views other than own when appropriate Seeks to apply theory to problem-solving Explicitly states relationships among various topics and facts/theory Explains difficult terms, concepts, or problems in more than one way Presents background of ideas and concepts Presents pertinent facts and concepts from related fields Presents up-to-date developments in the field Relates assignments to course content Clearly organizes assignments Carefully explains assignments INTERACTION Encourages student questions, involvement, and debate Answers student questions clearly and directly Uses rhetorical questions to gain student attention Gives students enough time to respond to questions Refrains from answering own questions Responds to wrong answers constructively Allows ample time for questions Encourages students to respond to each others questions Encourages students to answer difficult questions be providing cues and encouragement Allows relevant student discussion to proceed uninterrupted Presents challenging questions to stimulate discussion Respects diverse points of view ACTIVE LEARNING (LABS, PE ACTIVITIES, ETC.) 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