Professional Documents
Culture Documents
Ratings:
0
=
not
done
1
=
needs
improvement
2
=
done
proficiently
3
=
done
excellently
NA
=
not
applicable
Content,
planning,
and
organization
Indicator
Made
clear
the
purpose
of
the
lesson
from
the
outset
Rating
1
0
1.5
Responded
adequately
to
learner
questions
2.5
Comments
Were
going
to
learn
about
the
first
conditional
Clear
statement
of
the
lesson
objective,
but
do
students
already
know
the
term?
Also,
why
learning
about
conditionals
is
important
is
not
addressed.
No
attempt
to
do
so
observed.
No
warmer.
Transitions
lacking
in
substance
(just
next
we
will
do
statements).
Unclear
progression
in
activitiesthey
all
seemed
to
be
various
kinds
of
sentence
practice.
Yes,
good.
She
ran
out
of
time
for
the
writing
worksheet
at
the
end,
but
this
was
due
to
letting
the
chain
game
go
long,
as
students
seemed
to
be
enjoying
it.
Yes,
e.g.,
during
the
board
game
she
clarified
the
instructions,
and
during
the
chain
game
she
helped
keep
the
activity
moving.
No
attempt
to
do
so
observed.
Indicator
Exhibited
a
strong
presence
in
the
classroom
Projected
voice
effectively
Rating
3
Comments
Very
strong
presence,
definitely
the
classroom
leader.
Yes, good.
Yes,
for
the
most
part,
though
at
times
instructions
could
be
simpler
and
clearer.
Yes,
very
consistent.
Yes, good.
Yes,
e.g.,
provided
sample
sentences
at
the
start
of
the
lesson,
gave
examples
as
part
of
the
instructions
for
the
chain
game.
This
was
observed
at
the
start
of
the
lesson,
when
she
explained
that
these
if
__________________________________________________________________________________________________________________
2009
Briercrest
College.
Observation
sheet
created
by
David
Catterick
Adrianna
smiled
and
created
a
pleasant
atmosphere,
but
made
little
use
of
planned
humour,
which
was
a
bit
surprising
given
the
potential
of
the
topic.
Students
were
relaxed
and
laughter
was
heard
during
the
chain
game
especially,
showing
an
environment
open
to
humour.
Teacher-learner
interactions
Indicator
Created
an
atmosphere
conducive
to
learning
Rating
2
2.5
2.5
Responded
to
cues
of
confusion,
boredom,
curiosity
Gave
satisfactory
answers
to
learners
questions
NA
3
2.5
Comments
Yes.
The
sense
of
a
structured
lesson
gave
the
students
confidence.
Nice
writing
on
the
board
looks
professional.
Yes,
via
interaction
and
games.
Yes,
teacher-fronted,
individual,
and
groupwork
were
observed.
Yes,
throughout
the
lesson,
with
the
exception
of
the
final
writing
worksheet,
when
she
did
not
circulate
but
rather
erased
the
board
and
gathered
her
things.
Yes,
especially
in
the
board
game
and
chain
game,
but
even
while
introducing
the
topic
she
prompted
choral
answers
to
make
sure
students
were
tracking.
Yes,
good.
Yes,
e.g.,
to
the
Why
dont
all
result
clauses
use
the
future
tense?
question
near
the
beginning
of
the
lesson.
Content
knowledge
Indicator
Presented
content
of
obvious
value
to
the
learners
Rating
2
Comments
Conditionals
are
valuable,
but
she
never
really
explained
how
or
why
in
terms
of
students
needs.
*
Unclear.
Students
seemed
to
pick
this
up
easily.
Was
it
a
review?
Instructional
materials
Indicator
Designed
lesson
around
learning
goals
not
materials
Rating
2
Comments
Not
really.
The
early
part
of
this
lesson
was
very
materials-driven,
while
the
latter
was
practice
activities
chosen
for
fun,
with
no
clear
or
progressive
buildup
toward
the
lesson
objectives.
Yes?
(but
see
*
above)
__________________________________________________________________________________________________________________
2009
Briercrest
College.
Observation
sheet
created
by
David
Catterick
2.5
NA
Unsure
about
the
worksheets,
but
students
were
definitely
engaged
in
the
board
game
and
chain
game
activities.
(class
was
going
to
continue
after
a
break)
Adrianna
is
off
to
a
good
start
as
a
novice
teacher!
Shes
very
strong
in
presentation
and
delivery,
as
well
as
in
answering
student
questions
and
encouraging
fruitful
student-student
and
student-teacher
interactions.
She
should,
though,
aim
at
improvement
in
the
areas
of
planning
and
organization.
The
why
question
needs
to
be
answered
more
often
during
her
lessonswhy
this
lesson
topic,
why
this
activity,
etc.so
that
students
get
a
narrative
sense
of
the
flow
of
the
lesson
and
where
theyre
going.
__________________________________________________________________________________________________________________
2009
Briercrest
College.
Observation
sheet
created
by
David
Catterick