Title EVALUATE THE RELATION BETWEEN TEACHING AND LEARNING BY PROMOTING AND WORKING ON THE UNITY OF THE SYSTEM.
Project Number LLP-LDV-TOI-2012-1-IT1-LEO05-02845
Product Classroom Observation Teacher
Title Classroom Observation Teacher
Product Type teaching material
Target group Teacher
Date Class Compiler F M year of birth Teacher/Trainer F M
Subject/ Activity Place:: classroom, meeting room, lab,outdoor………………………………………………..
Follow the instructios to fill in your form
Mark the indicators which have been noticed on each hour of the observation.
The teacher takes note of the presence/absence in their teaching of the acts expressed by the indicators with the following merits:
Dimensions Indicators 0/1 undetectable Note
Facing difficult situations The teacher/trainer makes concrete examples, from daily life, in order to promote motivation and to increase the understanding of the concepts.
Managing different resources The teacher/trainer uses various material in order to learn by heart (conceptual maps)
The teacher/trainer uses various teaching material: blackboard, text book, photocopies, projector, LIM, videos, internet………
The teacher/trainer helps the students using what they learn in their daily research and problem solving activities
Increasing the usability of the educational setting The teacher/trainer gives information on how she/he intends top lan the lesson.
The teacher/trainer explains from the start the objective of the lesson/lab activity
The teacher/trainer welcomes ideas and proposals from the students to plan the learning environment and promote communication .
Promoting efficiency The teacher/trainer prepares ways of learning according to the students’abilities and their tasks.
The teacher/trainer leaves to the students the decision on how to carry out their tasks.
During the lesson the teacher/trainer has assigned homework for the next lesson using the web too.
The students propose topics of their interest.
Promoting communication The teacher/trainer keeps the students’ attention high.
The teacher/trainer encourages the students’ contribution and checks their relevance. (List them):
The teacher/trainer helps the students with weaknesses.
The teacher/trainer promotes the development of multiple points of view in the students helping them to find a common solution.
Students get distracted (they use mobile phones, chat with other students….), show signs of impatience.
Students comunicate among them reaching a common and agreed solution.
During group works, where planned, students share and collaborate in the educational project.
Students have the possibility to work individually
Helping reflection and development of metacognitive process The lessons ends with a summary of with a conclusion.
The teacher/trainer offers activities to the students to help them reflect upon their learning experiences (selfreflection)
The teacher/trainer reflects with the students upon the resources they have used and their results
Promoting evaluation The teacher/trainer shows hesitation when running the lesson ( e.g. examine the students or explain a lesson, how to organize the class work, run a lab experiment….)
The teacher/trainer makes the students part of the evaluation process and its results, making them think over the reason of any possible failure.
Promoting knowledge organization The teacher/trainer involves the students with either motivating or problem solving questions.
The teacher/trainer plans sequens of teaching-learning moments to analyse the students’study strategies.
The teacher/trainer organizes learning activities in task units to help the students entering into a logical net of the presented knowledge (disclosed organizers)
Promoting integration The teacher/trainer starts the lessons with a remainder of previously studied matters.
The teacher/trainer prepares activities that help to set bonds among different fields of action and knowledge
Promoting the constuction of meanings The teacher/trainer keeps a tight control on the class and does not allow observations
Students follow the lesson with interest and take part in it appropriately
Students follow the lesson with attention if the teacher/trainer either tests them or checks their homework
Students interrupt the teacher asking relevant questions
To transfer knowledge within different sectors
The teacher/trainer recalls contexts of real life in which the students can use their knowledge
The teacher supports the students to mobilize their knowledge when facing problems
The teacher/trainer challenges the students to face new situations
The teacher/trainer offers teaching material to promote emotional and communicative interaction among students.
Increasing autonomy The teacher/trainer supports the students’ motivation encouraging them throughout the learning process
The teacher/trainer supports the students to accept doubts produced by some unresolved issues
The teacher/trainer promotes activities aiming at a students’reflection on the man/woman relationship in terms of identity, beliefs, values, stereotypes, expectations, representations and attitudes
Promoting action The teacher/trainer uses methodologies to be able to read the socio-economic frame work by means of active methodologies
The teacher/trainer organizes with the students the portfolio of the experiental-professional competences
Area of application