0NAME OF DEMONSTRATOR: KRYSTAL JANE ARELLANO

Classroom Observation Tool

Please circle the appropriate number in each of the sections below which identifies what you observed during the
class observation.

Student-Focused Observations

A. Planning and Preparation Highly Mostly Somewhat Not

Observed Observed Observed Observed
Planning and preparation is defined as those practices that embody good
classroom management techniques, employ instructional methods that
align with current educational research and have lessons with a defined
purpose in mind.

1. Students are engaged in a learning environment that addresses 3 2 1 0

different student needs.
What to Look For: Students at the same or similar chronological age
have needs and abilities that vary. Observe for preparation that includes
evidence for content that allows for different levels of academic ability,
such as differences in amount, depth and rigor of homework in different
content areas and available resources at different reading levels.

2. Students know learner goals that align with instruction and are 3 2 1 0
given them prior to teaching the lesson.
What to Look For: Goals of the lesson are communicated to students at
the beginning of one's instruction.

3. Students engage in the lesson through various learning 3 2 1 0

objectives and use a variety of resources.
What to Look For: Observe for a balance between teacher-directed and
student-centered instruction. (e.g., small group, independent learning
outside the classroom, individual learning within the classroom,
discovery, prediction, inquiry, etc.)

4. Students participate in a variety of activities that are appropriate 3 2 1 0

for the time allocated to teach the lesson.
What to Look For: Each lesson allocates an appropriate amount of time
for introduction, engagement of the task and wrap-up of the lesson.

5. Students are assessed using a mix of formative and summative 3 2 1 0

assessment techniques and instruments.
What to Look For: Formative and summative assessments accomplish
different means. Formative techniques can occur during the lesson. (e.g.,
questioning, think-pair-share, teacher led "say somethings' to help
students process textual information to support student reasoning, most
clear/least clear cards submitted by students at end of lesson to gauge
student mastery, Venn diagrams, charts, etc); Summative assessments
wrap-up a chapter. Observe for a mix or balance of techniques and
instruments.

B. Classroom Environment Highly Mostly Somewhat Not

Observed Observed Observed Observed
Effective classroom management is integral for a successful learning
environment. Meta-analysis studies on classroom management reveal
gains in percentile scores and higher engagement rates for students
when teachers employ appropriate management techniques as
compared to those who do not (Mariano and Pickering, 2003).
1. Students learn in a culture of mutual care and genuine concern. 3 2 1 0
What to Look For: Students are respectful of each other, authoritative
figures and classroom property.

2. Students learn in a classroom where order and predictability are 3 2 1 0

sustained and encouraged.
What to Look For: Students appreciate routine, order and discipline.
Observe that students have the freedom to express themselves
creatively, not criticized for unusual or incorrect answers and have their
misunderstandings or misconceptions corrected with core and respect.
Classroom routines are taught and practiced.

3. Students are actively engaged in the learning environment. 3 2 1 0

What to Look For: Students may or may not be engaged during
instruction. Observe for students asking questions, paying attention,
being interested and curious about the content and verbally engaged
with the teacher and each other.

C. Instruction Highly Mostly Somewhat Not

Observed Observed Observed Observed
The research conducted by Marzano (2007) suggests there are gains in
student percentile scores when students use different instructional
strategies and instructional tools for learning their subject matter.

1. Students engage in various modalities of learning (e.g., 3 2 1 0

discussion, collaboration, inquiry, problem-solving, predicting,
etc.).
What to Look For: Observe for teacher-directed, guided instruction,
collaboration and independent learning. (e.g., Gradual Release of
Responsibility (Pearson & Gallagher, 1983; Fischer & Frey, 2012)

2. Students are engaged in higher levels of thinking. 3 2 1 0

What to Look For: Observe for divergent and convergent thinking among
students.

3. Student interactions give evidence of learning and assessment. 3 2 1 0

What to Look For: Teacher engages students in formative assessment
techniques and provides evidence of different types of assessments to
assess learned content.

4. Students use instructional rubrics as a guide to inform them of 3 2 1 0

what is expected.
What to Look For: Is there evidence thot rubrics are used in some form or
way for some or all content areas?

5. Students track their own mastery of content with assistance from 3 2 1 0

their teacher.
What to Look For: Students take accountability for their own mastery of
content by charting their own progress through a variety of ways (e.g.,
charts, grophs, child portfolios, projects, written reports, and various
media presentations (age appropriate). teacher created or corporate
summative assessments.

6. Students are provided examples of quality work through 3 2 1 0

exemplars.
What to Look For: Teachers make available or display previous years of
student work as an example of quality. (e.g., projects, book reports,
dioramas and posters)
D. Values Integration Highly Mostly Somewhat Not
Observed Observed Observed Observed
A positive teacher-student relationship is one that accentuates the child's
gifts and abilities. Children are unique gifts from God. God blesses each
child with a unique set of skills and qualities. Educators know children do
not all learn the same way or at the same time. The classroom teacher
exerts much time and effort to develop a personal relationship with each
child.

1. Students care for one another in their daily interactions.

What to Look For: Students demonstrate and show their values in word
and action. Students care for one another.

2. Students show respect for others.

What to Look For. Teachers and students foster a culture of love for one
another .

3. Students interact with adults, each other, parents and students

with care and mutual respect.
What to Look For Students demonstrate genuine and mutual care and
respect for each other and other adults in the building.

E. Technology Highly Mostly Somewhat Not

Observed Observed Observed Observed
Learning is no longer isolated within a particular dassroom. The
advancement of technology provides students with the means by which
they can move beyond classroom walls and into a global environment.
Technology is paramount when attempting to prepare students to
engage in the 21 century world.

1. Students use technology to learn. 3 2 1 0

What to Look For Technology is easily accessible and integrated in some
or all of the lesson.

2. Students use technology to extend their learning beyond the 3 2 1 0

classroom.
What to Look For: Students are assigned group projects that incorporate
some type of media. (e.g., Google Docs)

3. Students use technology to solve problems individually and/or in 3 2 1 0

collaborative teams.
What to Look For: Students are observed using basic calculators or
graphing calculators for high-level math instruction. Students are
observed using collaborative online tools for team projects or problem-
solving with each other. Students use science equipment that correlates
with their grade level.

TOTAL 21/27 89

COMMENTS:
Congratulations for the efforts!
1. The lesson was properly sequenced.
2. The materials are appropriate and sufficient.
3. Your voice is well-modulated. However, do not be too stiff. Just relax and say the words as normal as
you should be.
4. You have a very pleasing projection on the camera but you did not smile once in a while. Try to do it the
next time you are given opportunity to show off your teaching ability.
5. This is a good start!

SUGGESTIONS:
1. Try to act naturally when teaching a lesson. Do not be too stiff.
2. I understand that you could be alone in doing this video. However, you should have seen that your
video is depicting words upside down or in mirror.
3. Try to express different emotions when reading a story in a class.
4. Practice more and improve your competencies in teaching.