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| Observer: | Group, Peters | |||
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Construct Results - Peters Group Framework
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Student Results
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| Student Involvement | Student Behavior | |||
| Student A Average | 2.2 | Student A Average | 1.5 | |
| Student B Average | 2 | Student B Average | 2.2 | |
| Student C Average | 2.2 | Student C Average | 2.3 | |
| Student D Average | 1.7 | Student D Average | 1.7 | |
| Class Average | 2 | Class Average | 1.9 | |
Observation Data
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| Category: | Lesson Purpose | observed | ||
| As they relate to state standards |
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| Differently according to student interest,ability,or instructional needs |
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| In terms of learner behaviors or performances |
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| Coherently as they relate to planned instruction |
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| In terms of pre-assessment data |
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| Related to characteristics of learner (e.g.,culture,gifted,disability) |
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| Category: | Teacher Activities | observed | ||
| Introductory motivational activity |
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| Plans to reinforce learning through homework |
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| Plans for guided practice |
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| Plans for independent practice |
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| Plans to integrate technology into student work |
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| Allocate available time to instructional goals |
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| Allocate time to develop content in depth |
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| Category: | Learner Activities | observed | ||
| One or more changes of activity (e.g.,listening,writing) |
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| Two or more options so learner can choose |
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| Provision for learner who finishes early |
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| Provision for learner who needs special help |
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| Challenges for learners |
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| Rewards or incentives |
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| Category: | Lesson Evaluation | observed | ||
| Achievement of objectives or goals |
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| State standards |
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| Curriculum-based assessment |
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| Group project with individual accountability |
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| Learner involvement |
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| Learner interest |
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| Participation in class discussion |
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| Homework or other individual assignment |
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| Maintaining and using organized student records of progress |
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| Plan evaluation that fits what was taught |
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| Uses performance evaluations that call for higher order thinking and application |
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| States performance expectations that fit students’ needs and abilities |
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| Category: | Beginning | # of instances | ||
| Begins lesson/activity promptly |
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| Conveys purpose of the lesson/activity at the beginning |
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| Stimulates thinking at the beginning |
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| Begins lesson/activity with review |
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| Has material ready |
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| Category: | Involve | # of instances | ||
| Checks to see what students are doing |
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| Gives explicit instructions during the lesson |
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| Asks closed questions |
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| Asks open questions |
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| Redirects a question to another student |
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| Probes student thinking |
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| Uses wait time |
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| Encourages students to think critically |
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| Summarizes during the lesson |
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| Encourages students to make connections |
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| Encourages students to explain content in their own words |
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| Encourages students to speculate how information is usable in other contexts |
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| Category: | Affect | # of instances | ||
| Acknowledges students' feelings |
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| Encourages group to cooperate |
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| Uses students' ideas |
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| Praises student effort or accomplishment |
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| Gives reason for praise |
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| Encourages students to ask questions |
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| Encourages students to do their best |
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| Provides opportunity for students to help one another |
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| Helps students as they complete seatwork |
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| Uses humor |
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| Communicates support |
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| Displays friendliness |
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| Category: | Feedback | # of instances | ||
| Punishes appropriately |
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| Punishes inappropriately |
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| Indicates whether or not a response is correct |
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| Answers questions about assignment |
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| Provides constructive criticism |
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| Criticizes inappropriately |
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| Treats mistakes as part of the learning process |
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| Category: | Organizes Information | # of instances | ||
| Presents new information with reference to what students already know |
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| Presents information visually |
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| Presents content sequentially |
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| Reviews main points |
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| Relates main ideas to overall goals |
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| Stresses integrative concepts |
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| Exhibits facility explaining the academic content |
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| Sequences questions to develop the content systematically |
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| Features sustained examination of content |
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| Helps students connect content to the world beyond school |
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| Category: | Strategies | # of instances | ||
| Connects to students' interests or experiences |
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| Includes cognitive modeling (Think out loud) |
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| Uses technology |
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| Provides opportunities for students to work together |
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| Integrates group goals within group work |
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| Integrates individual accountability within group work |
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| Category: | Invites Participation | # of instances | ||
| Questions to encourage higher level thinking |
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| Elicits students' responses regularly |
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| Restates question or provide information if there is no response |
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| Restates question or provides information if there is an incorrect response |
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| Category: | Manages Behavior | # of instances | ||
| Acts to involve inattentive learners |
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| Uses routines for handling non-academic business |
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| Uses routines for handling academic business |
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| Makes smooth transitions within and between lessons |
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| Develops and maintains rapport with students |
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| Responds to inappropriate behavior quickly |
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| Makes students aware of expectations regarding classroom behavior |
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| Category: | Assesses | # of instances | ||
| States expectations for academic achievement |
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| Explains purpose of assessment |
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| Checks understanding of content during instruction |
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| Engages students in post-activity reflection |
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| Assesses student work for accuracy |
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| Uses a variety of assessment strategies |
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| Category: | Monitors Performance | # of instances | ||
| Checks students' completion of assignments |
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| Prompts students to explain thinking |
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| Helps students monitor or reflect on their own learning |
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| Establishes consequences for not completing assigned tasks |
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| Promotes student participation |
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Observer Feedback
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