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Pre Observation Checklist

This document is a pre-observation checklist for a teacher, Avelino Payot, who teaches Philippine Politics and Governance to 11th grade students. The checklist contains 8 observable indicators for effective teaching practices. These include applying content knowledge, using a range of teaching strategies to develop critical thinking skills, managing classroom structure to engage learners, using differentiated experiences, and selecting appropriate teaching resources. Mr. Payot is asked to check off which indicators will be observable during the classroom observation. The purpose is to help guide the observation of his teaching by the observer, Myrnalyn Evangelio.

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Avelino Jr II Payot
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3K views2 pages

Pre Observation Checklist

This document is a pre-observation checklist for a teacher, Avelino Payot, who teaches Philippine Politics and Governance to 11th grade students. The checklist contains 8 observable indicators for effective teaching practices. These include applying content knowledge, using a range of teaching strategies to develop critical thinking skills, managing classroom structure to engage learners, using differentiated experiences, and selecting appropriate teaching resources. Mr. Payot is asked to check off which indicators will be observable during the classroom observation. The purpose is to help guide the observation of his teaching by the observer, Myrnalyn Evangelio.

Uploaded by

Avelino Jr II Payot
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Appendix J.

COT-RPMS
TEACHER I-III

PRE-OBSERVATION CHECKLIST

OBSERVER: MYRNALYN V. EVANGELIO DATE:

TEACHER OBSERVED: AVELINO JR. II C. PAYOT QUARTER: SECOND

SUBJECT & GRADE LEVEL TAUGHT: PHILIPPINE POLITICS AND GOVERNANCE (PPAG) 11

DIRECTIONS FOR THE TEACHER:

Put a check mark ( ) on the box provided for each indicator that you think is observable during your
classroom teaching

THE TEACHER: Observable Indicators


1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills

4. Manages classroom structure to engage learners, individually or in


groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments
5. Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences
to address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum requirements

AVELINO JR. II C. PAYOT


Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.
198

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