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Classroom Observation Instruments

Instrument 2: Scoring of NSF-CETP Student Teacher Videotaped Lessons

Project: Collaboratives for a New Model for K-12 Teacher Preparation
Temple University/Community College of Philadelphia

Funding Source: NSF: Collaboratives for Excellence in Teacher Preparation (DUE)

Purpose: Observe and assess instruction of student teachers (non-participating seniors)

Administered To: Evaluation subcommittee members scored students

Topics Covered:

  • Instructional Practices: assessment, classroom activities, classroom management, collaborative activities, mehtods, pedagogy, technology applications
  • Project Evaluation: content, integration, opportunity to practice
  • Student/Teacher Interaction: sensitivity, student autonomy

Format/Length: 21 questions, 18 closed- and 3 open-ended, that rate videotaped lessons. Ratings include the use of particular teaching methods or behaviors and the degree to which methods/behaviors employed were a positive component of the lesson.

Special Features: The scores from the videotapes served as "baselines" for comparison to participating students' teaching.

Scoring of NSF-CETP Student Teacher Videotaped Lessons

Listed below are nine statements related to the goals listed within the CETP Proposal. Listed below each statement are examples of methods or behaviors teachers might use to accomplish these goals. Indicate whether the student used the method and whether you agree (SA = Strongly Agree, SWA = Somewhat Agree) or disagree (SWD = Somewhat Disagree, SD = Strongly Disagree) that the method formed a positive component of the lesson.

Used methods           Formed positive component of lesson
 
Yes
No
 
SA
SWA
SWD
SD
1
Teacher used cooperative learning methods while teaching the lesson
      a. Teacher divided class into heterogeneous groups.        
      b. Teacher introduced topics to be covered within groups, emphasizing cooperative learning.        
      c. Teacher facilitated students working within a group environment.        
      d. Students established individual roles and responsibilities within the group.        
      e. Teacher emphasized learning through classroom projects rather than through lecture.        
               
2
Teacher provided opportunity for hands-on training
      a. Teacher used objects/manipulatives to encourage learning.        
      b. Hands-on training contributed to understanding of topic.        
               
3
Teacher encouraged the use of new technology
      a. Teacher required students to use computer or calculators.        
      b. Other technological tools were used.        
               
4
Students are encouraged to research, present, and assess project work as a group
      a. Students are required to present the results of their research projects.        
      b. Students are involved in the assessment of their own group's and others' group projects        
               
5
Teacher connected real-life events to teaching math and science principles
      a. Teacher made use of current topical events mentioned in the media (TV, Newspapers, etc.).        
      b. Teacher drew links between the theory and real-life application of math and science principles.        
               
6
An attempt was made to promote discourse and communication of ideas
 
  a. Teacher asked open-ended questions.        
      b. Teacher's comments encouraged discussion.        
      c. Teacher praised student initiated comments.        
               
7
It appears that course material was presented as part of a thematic unit
      a. Material was discussed in the context of an overall theme vs. the order establish by a text.        
      b. Teacher discussed how topic applies across disciplines.        
               
8
Teacher highlights the process of science and mathematics
      a. Teacher provides a historical perspective.        
      b. Teacher discussed how initial hypotheses were developed into theories.        
      c. Teacher provided a meaningful context for facts instead of presenting them in isolation.        
               
9
Critical Thinking
      a. Teacher discussed the process involved in the derivation of conceptual models.        
      b. Teacher discussed how to assess, refine, modify, or discard conceptual models.        
      c. Teacher provided the opportunity to assess appropriate validity of facts and theories.        

Please estimate the percentage of time that was spent by students in this session
Interacting with peers _________
Working individually _________
Listening to lecture _________