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Formative 1

The document is an evaluation form for a teaching observation of candidate Thomas Harefa, who taught a 7th grade lesson on cultural diffusion. The evaluator, Mr. Red, rated Harefa's performance on indicators related to preparation, instructional strategies, assessment, and classroom environment using a scale of 1 to 4. Harefa received high marks for clearly defining objectives, building background knowledge, employing instructional strategies, checking for understanding, developing rapport with students, and communication skills.

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52 views2 pages

Formative 1

The document is an evaluation form for a teaching observation of candidate Thomas Harefa, who taught a 7th grade lesson on cultural diffusion. The evaluator, Mr. Red, rated Harefa's performance on indicators related to preparation, instructional strategies, assessment, and classroom environment using a scale of 1 to 4. Harefa received high marks for clearly defining objectives, building background knowledge, employing instructional strategies, checking for understanding, developing rapport with students, and communication skills.

Uploaded by

api-349408035
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Formative

EDU 335 Practicum Teaching Observation Evaluation

Candidate: Thomas Harefa Evaluator: Mr. Red

School: ABC - SC Date of Observation: Tuesday,


January 31 17

Lesson Title: Introducing Cultural Diffusion Subject & Grade: Grade 7 IS

Instructions: Use the scale following each statement to indicate the


candidates level of competency for that indicator. Base your evaluation on
evidence presented in the lesson plan and teaching practice. Please also include
any comments that may be helpful.

4 3 2 1 NA
High evidence Substantial Moderate Little to no Not
evidence evidence evidence applicable

Preparation for Learning: Planning for Instruction


The candidate
clearly defines objectives for the lesson 4
3 2 1 NA
provides guiding or essential questions for the lesson 4
3 2 1 NA
considers the content from a biblical worldview 4
3 2 1 NA
demonstrates deep understanding of content and skills of the lesson 4
3 2 1 NA

Preparation for Learning: Learning Differences


The candidate
meets the needs of various learning styles 4
3 2 1 NA

Delivery of Instruction: Instructional Strategies


The candidate
begins the lesson by preparing students for learning 4
3 2 1 NA
builds background to link new concepts 4
3 2 1 NA
employs a variety of apt instructional and organizational strategies
4 3 2 1 NA
concludes the lesson with an effective summary or amplification 4
3 2 1 NA

Delivery of Instruction: Assessment


The candidate
checks for understanding during the lesson 4 3 2
1 NA

The Learning Environment: Communication


The candidate
develops positive rapport with students 4
3 2 1 NA
encourages and edifies students 4
3 2 1 NA
speaks with clarity, enunciation, and with appropriate volume 4
3 2 1 NA
uses legible and helpful visual aids, including writing on the board
4 3 2 1 NA

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