MG Classroom Observation Tool Jan 2019-1-2

MG Classroom Observation
MG CLASSROOM OBSERVATION TOOL
Features and Description of Use of the Classroom Observation Tool
This tool covers observation points on the following essential elements of multigrade
instructional delivery:
1. Lesson Plan/Lesson Organization

2. Instructional Practices & Strategies
A Lesson Delivery
B Use of Instructional Materials/ Technology
C Support for Diverse Learners
D Learning Assessment
3. Learner Response
4. Classroom Environment and Culture
A Classroom Structure
B Classroom Culture
C Class Management
5. Remedial / Enrichment Activities
To optimize the use of this tool, it is best that every multigrade teacher has a copy of it at the
start of the school year. Regular examination of the mulitgrade delivery elements covered in
this tool would create awareness of essential factors that contribute to effective instruction.
This can encourage teachers to engage in reflective teaching on their classroom practices.
Examination of the instructional delivery from the lens of both the teacher and the observer is a
valuable endeavor. In the process, the principal/supervisor can leverage feedback from
evidence. On the other hand, the teacher can reflect on her instructional strengths and areas to
work on. The Coaching Dialogue that follows the observation aims to promote self-awareness
among teachers so that they can bring their MG instructional practices to a more effective level.
Since the results of this tool serve to support teachers, the observer’s role is to facilitate an
evidence-based assessment of particular elements of MG instructional delivery. The observer
offers constructive feedback and provides instruction and assistance to the teacher.
Consequently, the teacher and the principal /supervisor can collaboratively set specific action
plans based on observation results.
It is recommended that observations by the supervisor/principal over the year be done. It is also
important to carefully study the content of this classroom observation tool prior to its use.
Page 1 of 24
Directions
It is UNLIKELY that ALL elements of MG instructional delivery would be documented in a

single classroom visit; hence, decide which among these elements would be the
observation focus. Inform the teacher of the MG element targeted for the observation
and when this will be done.
Fill out the details about the class to be observed. It is important to take note of the date
of observation. Multiple observations of the same MG element over a school year would
be good bases for supporting effective MG teacher practices. This can track progress in
specific instructional areas over time.
Since observation of the MG classroom covers a number of levels, it is important to

monitor and rate the instructional and learning processes for each grade level.
Request for the lesson plan of the teacher to be observed. Examine this carefully and
mark the first section of this tool under Lesson Plan (LP)/Organization. Check each item
under E (Evident) or NE (Not Evident) depending on the content of the LP. Then, note the
evidence under the Remarks column.
With an identified element/s of multigrade delivery from the tool, observe the class and
document specific details.
For the elements under Instructional Practices & Strategies, Learner Response, and
Classroom Environment and Culture, use the following rating guidelines and mark the
item in the tool with 4, 3, 2, or 1. Take note of evidence of your rating.
4 3 2 1
Very evident Evident during most, Evident during a Not evident to any
throughout the but not all, of the limited portion of degree during the
class session class session the class session class session
For the last section on Remediation and Enrichment, mark each item under E (Evident) or
N (Not Evident) and note the evidence under the Remarks column.
Fill out the Coaching Dialogue Form by writing a summary of the strengths of the teacher
and areas to work on based on the details of your observation notes.
Allow time for the observed teacher to fill out only the relevant section of the Coaching
Dialogue form after the class visit. (e.g., Which MG instructional delivery element was
the focus during the observation?)
A Coaching Dialogue will follow the actual classroom observation. Since this is a dialogue,
the teacher initially shares what she perceives are her strengths and areas to work on.
Afterwards, the observer provides feedback on the quality of teaching practices of the
Page 2 of 24
MG teacher. The teacher, together with the principal/supervisor sets and agrees on an
action plan in line with the results of the observation. Both parties sign the form.
Keep a file of this tool for comparison purposes when a future observation is to be done
with the same teacher especially if the focus is on the same MG delivery element.
Page 3 of 24
MULTIGRADE CLASSROOM OBSERVATION TOOL
Date: _______________________ Time Started: _______________ Time Finished: __________________

Subject/Learning Area and Grades: _________________________________________________________
Language of Instruction Used: _____________________________________________________________
Observer: ____________________________________________________________________________
Teacher Observed: _________________________ Observation Focus: ____________________________
Lesson Plan / Lesson Organization

The best source to examine preparatory activities in a multigrade setting is by looking at the teacher’s
lesson plan. Examine this according to the target objectives, flow of activities, and instructional support
for diverse learners.
Grade Grade Grade Grade Remarks
Areas of Observation
E NE E NE E NE E NE
I. Lesson Plan / Lesson Organization
1. Prepares a Multigrade Lesson Plan

using:
a. Daily Lesson Log (DepEd
template/lesson outline)
b. Daily Lesson Plan (DepEd
detailed lesson exemplar)
c. Integrated Daily Lesson Plan
(IDLP)
d. MG lesson plan (teacher made)
e. Multigrade’s Budget of Work

(BoW)
f. K to 12 Curriculum Guide
2. States lesson plan objectives:
a. in behavioral terms
b. for each grade level
c. appropriately according to the

experiences and capabilities of
the learners
Page 4 of 24
E NE E NE E NE E NE
3. Sets teaching and learning activities

that are:
a. aligned with the objectives of
the lesson
b. adequate for each grade level to

achieve the objectives
c. presented in a logical sequence
4. Prepares lessons that that are

adapted to the specific context of
the learners and are differentiated
according to:
a. each grade level
b. the needs/abilities/interests of
pupils across grade levels
(literacy lesson, cross-age, peer
grouping, others)
c. process (e.g., activities or

exercises vary from simple to
complex)
d. product/output (e.g., products

or outputs vary depending on
the learning competency per
grade level)
5. Sets differentiated assessments that

are aligned with the objectives of
the lesson, such as:
a. Paper-and-pencil test
b. Oral recitation
c. Performance-based assessment
d. Project-based assessment
e. Peer assessment
f. Pupil Self-Assessment
Areas of Observation Grade Grade Grade Grade Remarks
Page 5 of 24
E NE E NE E NE E NE
g. Portfolio Assessment
h. Others, please specify:
6. Provides for differentiated

assignments/agreements
(homestretched activities) according
to:
a. grade levels
b. abilities (e.g., cognitive, skills)
c. interests
d. needs
e. ethno-linguistic groups
f. Others, please specify:
7. Covers the appropriate content in

the curriculum
Instructional Practices and Strategies
This section focuses on MG instructional delivery, use of instructional materials/ technology, ways to
support diverse learners, and forms of assessment that were evident during the observation.
Rating Guidelines
4 3 2 1
Very evident throughout Evident during most, Evident during a limited Not evident to any degree
the class session but not all, of the class portion of the class during the class session
session session
II. Instructional Practices and Strategies
A. Lesson Delivery
1. Uses language that the pupils

understand
Page 6 of 24
Rating Guidelines
4 3 2 1
session session
2. Reviews pre-requisite skills/ concepts
3. Demonstrates command of the subject

matter
4. Provides accurate and updated
content/concept
5. Builds on pupil’s prior learning
6. Engages and sustains learners’

interest through use of meaningful
activities
7. Contextualizes the lesson according to
pupils’ background
8. Uses appropriate examples that are

relevant to pupils’ experience
9. Initiates activities that promote
“learning by doing”
10. Integrates across subject areas (e.g.,
language, literacy skills, values,
others)
11. Presents lessons in a logical manner
12. Asks questions within the level of

pupil’s understanding
13. Asks questions requiring varying
levels of thinking (e.g. literal,
inferential, evaluative, application,
etc.)
14. Responds to pupils’ questions and

comments for a deeper
understanding of the lesson
Page 7 of 24
Rating Guidelines
4 3 2 1
session session
15. Gives clear directions for
differentiated activities
16. Speaks clearly with a modulated voice
17. Gives the same attention to boys and

girls in each grade level
B. Use of Instructional Materials / Technology
1. Writes clearly and legibly on the

board
2. Uses local resources in materials

production
3. Uses helpful instructional
technologies (e.g., ICT-based
learning, etc)
4. Supports the lesson using
appropriate instructional materials
(e.g., visual aids, flash cards, charts,
etc.) for diverse learners
5. Provides varied learning resources
acc. to pupils’ level (e.g. MG learning
materials, textbooks, concrete
materials, story books, etc.)
6. Demonstrates use of innovative
teaching / learning resources
C. Support for Diverse Learners
1. Paces the lessons appropriately to

meet specific needs and difficulties of
the learners
2. Adjusts oral or written questions for

students with different needs
Page 8 of 24
Rating Guidelines
4 3 2 1
session session
3. Utilizes activities that are relevant to
the pupil’s level and background
4. Addresses the needs of both boys and

girls in different grade levels
5. Shifts classes, when necessary to cater

to the needs of the other class (e.g.,
road mapping)
6. Provides appropriate support

(remediation/ enrichment) during
class that address:
a. varying ability levels (e.g., basic/

fast learners)
b. interests and experiences
c. linguistic, cultural,
socioeconomic and religious
backgrounds
d. disabilities (e.g., disabled, deaf,

etc.)
e. giftedness
f. Pupils from indigenous group
g. Pupils in difficult circumstances

(e.g. geographic isolation,
chronic illness; displacement due
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices)
7. Utilizes differentiated tasks and

activities for varied grade levels
through:
Page 9 of 24
Rating Guidelines
4 3 2 1
session session
 Flexible grouping
 Tapping on pupil’s learning

preferences (e.g., auditory/
visual/tactile activities; or
provision for those who need to
move around while learning, etc.)
 Anchoring activities: activities that
student may do at any time (e.g.,
problem to solve, journal to write,
project work, etc.)
 Tiered activities (series of related

activities that increase in
difficulty)
 Learning center activities that takes
into account different students’
abilities and level of readiness
 Independent and shared study

projects
D. Learning Assessment
1. Provides appropriate formative

assessment that are aligned to the
learning objectives for each grade
level
2. Affirms or commends correct

responses by:
a. giving general feedback (e.g., Very
Good!)
b. giving specific feedback (e.g.,
Good job for following directions.)
Page 10 of 24
Rating Guidelines
4 3 2 1
session session
Page 11 of 24
Rating Guidelines
4 3 2 1
session session
3. Provides specific and useful feedback
for an incorrect, incomplete, or
nonresponse (e.g., You need to
review the verb you used.)
3. Provides timely and appropriate

feedback to pupils’ response/behavior
4. Gets feedback from the pupils
regarding how well they understand
the lesson, e.g., asking if there are
clarifications
5. Elicits a pupil-stated generalization
(learning insight) at the end of the
lesson
6. Uses assessment strategies to address
diverse learners according to:
a. grade levels
b. abilities (e.g., cognitive, skills)
c. interests
d. needs
e. ethno-linguistic groups
f. Others, please specify:
7. Uses varied forms of assessment.

Please mark which of the following is
used:
a. Paper and pencil
b. Oral recitation
c. Performance-based assessment
d. Project-based
Page 12 of 24
Rating Guidelines
4 3 2 1
session session
e. Peer assessment
Learner Response and Behavior

Effective MG instruction is partly gauged by the pupils’ response during instruction.
f. Pupil Self-Assessment
g. Portfolio Assessment
h. Others, please specify:
III. Learner Response and Behavior
1. Demonstrates interest/engagement in
class tasks
2. Listens to the teacher’s or

classmates’ ideas
3. Asks questions for clarification
4. Expresses ideas during class

discussions
5. Performs learning tasks with some

levels of independence while the
teacher is working with other groups
6. Willingly takes part as a team

member in collaborative work
7. Shows understanding of the lesson

through different forms of
accomplished outputs (e.g.
worksheet, group chart, etc.)
8. Demonstrates healthy competition

in classroom interactions
Page 13 of 24
Rating Guidelines
4 3 2 1
session session
Classroom Environment and Culture
This refers to the effectiveness of the teacher in creating a classroom conducive to learning by planning
the use of classroom space, carrying out multiple lessons at the same time, efficiently using class time,
and establishing norms of behavior.
IV. Classroom Environment and Culture
A. Classroom Structure
1. Uses the classroom space to facilitate

various forms of flexible seating
arrangements for different activities
of pupils such as:
(Observer may draw the classroom

layout when necessary)
a. Whole class: teach all grades
together
b. By grades: teach one grade while

others work independently
c. By level of task difficulty: Teach

one subject for all levels with
varying levels of difficulty
d. For Independent work
e. For groupings according to some

criteria: e.g. by ability, interest,
pupil’s choice, etc.
2. Organizes the room so that learning

materials and resources are readily
available and accessible to pupils

Page 14 of 24
Rating Guidelines
4 3 2 1
session session
B. Classroom Culture
1. The teacher:
a. Responds positively and

sensitively to pupils
b. Shows fairness in dealing with
learners
c. Gives the same attention to boys
and girls in each grade level
d. Responds appropriately to
nonengaged learners
e. Shows respect, love and care for
pupils as human beings
f. Projects respectful and caring
attitude among pupils
g. Demonstrates passion for
teaching
2. The pupils:
a. Show respect to the teacher and

classmates
b. Appear to be joyful and pleasant
c. Get along well with each other
C. Class Management
1. The teacher uses positive discipline

among pupils.
2. The teacher sets standards of pupils’
behavior in class.
3. Class rules facilitate the
management of pupils’ behavior and
conduct of class activities in
different grade levels.
Page 15 of 24
Rating Guidelines
4 3 2 1
session session
Grad Grad Grad Grad Remarks
Areas of Observation e e e e
4. Pupils follow routine and
procedures to maximize
instructional time for whole class
activities and differentiated tasks
(e.g., able to finish the target
learning objectives on time).
5 The teacher is flexible in terms of
. time management.
6 Pupils in different grades/groups
. adopt a self/ peer checking
mechanism to instill discipline.
V. Remedial/Enrichment Activities
Each pupil in a multigrade class is different in terms of ability and the teacher’s role is to facilitate the
optimum development of each learner. This section refers to the provision of additional support for
pupils outside class hours, when necessary.
E NE E NE E NE E NE
1. Supplemental activities are provided

to address the needs of the
following learners:
a. Pupils with varying ability levels

(e.g., basic/ fast learners)
b. Pupils of both genders (according

to strengths, interests, and
experiences)
c. Pupils from different linguistic,

cultural, socio-economic and
religious backgrounds
Page 16 of 24
d. Pupils with disabilities (e.g.,

disabled, deaf, etc.)
e. Gifted pupils
f. Pupils in difficult circumstances

(e.g. geographic isolation,
chronic illness; displacement
due to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices)
g. Pupils from indigenous group
If evident, enumerate the nature

supplemental activities (e.g.,
practicing skills, giving of
assignments, etc.)?
2. Utilizes effective supplemental

activities.
Page 17 of 24
COACHING DIALOGUE FORM

Teacher’s NOTES
Observation Focus Date Observer :____________________
Strengths Area to Work On
Lesson Plan /
Lesson
Organization
Instructional Strategies and Practices
 Lesson Delivery
 Use of
Instructional
Materials/
Technology
 Support for
Diverse Learners
 Learning
Assessment
Learners’ Response
Classroom
Environment and
Culture
 Classroom
Structure
 Classroom
Culture
Observation Focus Date Observer :____________________
Page 18 of 24
 Classroom
Management
Remedial/
Enrichment
Activities
Action Plan
Observer’s signature: ____________________________
Teacher’s signature: ____________________________
Date: ____________________
COACHING DIALOGUE FORM Observer’s NOTES
Observation Focus Date Teacher:____________________
Lesson Plan /
Lesson
Organization
Instructional Strategies and Practices
 Lesson Delivery
Page 19 of 24
 Use of
Instructional
Materials/
Technology
 Support for
Diverse Learners
 Learning
Assessment
Learners’ Response
Classroom
Environment and
Culture
 Classroom
Structure
Observation Focus Date Teacher :____________________
 Classroom
Culture
 Classroom
Management
Page 20 of 24
Remedial/
Enrichment
Activities
Observer’s Comments
Action Plan
Observer’s signature: ____________________________
Teacher’s signature: ____________________________
Date: ____________________
References:
Classroom Observation Tool.

https://www.hnu.edu/sites/default/files/classroom_observation_tool_scaled_3.pdf
Page 21 of 24
DepEd. Observation Guide for an Actual Lesson in Multigrade Class. DepEd-CCFPI Little Red
Schoolhouse Project.
Star Observation Technique
DepEd Memo No. 196, s. 2012: Monitoring of Grade 1-7 Classes of the K to 12 Program.
DepEd Memo 241, s. 2003, Search for Multigrade Teacher Achiever.
DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional
Standards for Teachers.
UNESCO. Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments

specialized Booklet, 2013.
Module MG. 3. Teaching in a Multigrade Classroom, Student Support Materials, Primary and
Secondary Teacher Education Project. Australian Agency for International Development (AusAid)
GRM International.
FINDINGS FOR MULTIGRADE TEACHING FROM THE CLASSRROOM OBSERVATION TOOL
Page 22 of 24
Objectives
This Classroom Observation Tool is primarily designed to support effective instructional

practices in multigrade set-ups. It can assist school heads and supervisors as they conduct
focused observations and monitor multigrade teachers over time. It covers comprehensive
elements of instructional delivery and contains clear indicators of what is expected in a
multigrade classroom that supports learning for diverse pupils. The end outcome of the use of
this tool is effective coaching and provision of support towards developing reflective multigrade
teachers.
When used in a careful and systematic manner, it can serve a variety of related purposes.
• It can document instructional practices and provide a clear measure of significant
aspects of instruction and curriculum delivery that are effective as well as those that
need further support.
• Coaching of teachers through constructive feedback that is based on detailed evidence
would be possible.
• It also allows multigrade teachers to examine their instructional delivery and reflect on
effective teaching practices as well as areas for improvement. As a teacher monitors
his/her teaching practices, it can encourage reflective teaching.
• School heads and supervisors, together with teachers, can create instructional goals or
action plans based on the observation results. Thus, adequate technical support can be
provided and there would be learning spaces to become more effective multigrade
teachers.
• Finally, results of classroom observations, when taken collectively, can serve as bases to
recommend specific areas for professional development distinct to multigrade
instruction.
FINDINGS:
Base from the survey lack of specific multigrade training has a bearing on the multigrade
teachers’ teaching practices. Their multidimensional tasks require enthusiasm and creativity in
teaching and managing multigrade classes. They need to be regularly trained and provided with
a sufficient support system in teaching so they can teach effectively in a multigrade setting.
A learning action cell toolkit is an innovative way of helping teachers collaborate more
effectively and efficiently. Through this plan, educators are encouraged to break into smaller
collectives where they can share resources, ideas, and strategies that can be used in their
classrooms.
NEEDS FOR MULTIGRADE EDUCATION:
Page 23 of 24
LAC Resource Materials for Multigrade Teachers are comprehensive, educator-

created lesson plans that make it easy for teachers to guide their students through learning
activities. These materials focus on a variety of topics including language arts, math, and life
skills. They also feature activities rooted in global perspectives such as culture and the
environment. With these tools, multigrade teachers can help children develop creative
problem-solving abilities in an interactive way. The lessons come with detailed visuals and
activities that empower students to take ownership of their learning process.
The Multigrade LAC Resource Materials for Multigrade Teachers will provide many
opportunities for multigrade teachers to become effective classroom teachers. The different
session guides were designed to address several issues on the implementation of K to 12
Curriculum in multigrade schools, specifically, on instructional planning, instructional delivery
such as on the use of ICT tools, and monitoring and evaluation of school performance.
RCOMMENDATIONS:
Policy recommendations for the enhancement of multigrade education, re-organization of

classes and application of team teaching/thematic teaching.
Prepared by: Noted by:
BELEN S. YAG-AO ROMULO A. GALNAWAN

Multigrade Focal CID-Chief
Page 24 of 24

MG Classroom Observation Tool Jan 2019-1-2

Uploaded by

Copyright:

Available Formats

MG Classroom Observation Tool Jan 2019-1-2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MG Classroom Observation Tool Jan 2019-1-2

Uploaded by

Copyright:

Available Formats

MG Classroom Observation

MG CLASSROOM OBSERVATION TOOL

Features and Description of Use of the Classroom Observation Tool

1. Lesson Plan/Lesson Organization

It is UNLIKELY that ALL elements of MG instructional delivery would be documented in a

Since observation of the MG classroom covers a number of levels, it is important to

Date: _______________________ Time Started: _______________ Time Finished: __________________

Lesson Plan / Lesson Organization

I. Lesson Plan / Lesson Organization

1. Prepares a Multigrade Lesson Plan

e. Multigrade’s Budget of Work

2. States lesson plan objectives:

b. for each grade level

c. appropriately according to the

3. Sets teaching and learning activities

b. adequate for each grade level to

c. presented in a logical sequence

4. Prepares lessons that that are

a. each grade level

c. process (e.g., activities or

d. product/output (e.g., products

5. Sets differentiated assessments that

Areas of Observation Grade Grade Grade Grade Remarks

h. Others, please specify:

6. Provides for differentiated

b. abilities (e.g., cognitive, skills)

f. Others, please specify:

7. Covers the appropriate content in

II. Instructional Practices and Strategies

1. Uses language that the pupils

2. Reviews pre-requisite skills/ concepts

3. Demonstrates command of the subject

5. Builds on pupil’s prior learning

6. Engages and sustains learners’

8. Uses appropriate examples that are

12. Asks questions within the level of

14. Responds to pupils’ questions and

Areas of Observation Grade Grade Grade Grade Remarks

16. Speaks clearly with a modulated voice

17. Gives the same attention to boys and

B. Use of Instructional Materials / Technology

1. Writes clearly and legibly on the

2. Uses local resources in materials

C. Support for Diverse Learners

1. Paces the lessons appropriately to

2. Adjusts oral or written questions for

Areas of Observation Grade Grade Grade Grade Remarks

4. Addresses the needs of both boys and

5. Shifts classes, when necessary to cater

6. Provides appropriate support

a. varying ability levels (e.g., basic/

b. interests and experiences

d. disabilities (e.g., disabled, deaf,

f. Pupils from indigenous group

g. Pupils in difficult circumstances

7. Utilizes differentiated tasks and

 Tapping on pupil’s learning

 Tiered activities (series of related

 Independent and shared study

1. Provides appropriate formative

Date: _______________ Time Started: _ Time Finished: ____________