Classroom Observation Rubric



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Classroom Observation Rubric, Minnie Stevens Piper Award Selection Committee, 2010

Educator Observed: X

Observer, including Discipline: Barbara J. Millis, Director, Teaching and Learning Center, English

Class(es) Observed, including Duration of Observation: British Literature I, 2:00-3:15pm

Topic(s) Covered: Edmond Spencer’s The Faerie Queen

Date(s): Tuesday, October 26, 2010

Number of Students: Approximately 60

Classroom Layout: Tiered auditorium with fixed seats and pull down desk tops

Predominant Teaching Methodology: Socratic questioning

Note: Boxes expand for reviewer’s comments

|Knowledge of the Subject/Discipline |

|The faculty member clearly knows the discipline, going beyond mere facts to present important concepts bolstered by appropriate examples and illustrations. Their |

|discipline knowledge includes knowing how to teach it to a broad range of students with concepts presented in a variety of ways. The faculty member is able to |

|respond appropriately to student questions. |

| |

|Dr. X clearly knows his material and how to teach it. He skillfully guided the discussion and the progress of the lesson through a series of carefully posed |

|questions. He would announce “digressions,” that were, however, of interest and relevance, such as when he discussed the “seven deadly sins.” He referenced other|

|writers and works of literature, pointing out for example, that Spencer is more optimistic than Mallory who grew up during the War of the Roses and actually |

|switched sides. He asked the students, “What led to the death of Beowulf?” He emphasized that the Socratic lecture would focus on “humanism” and as the |

|discussion unfolded, he chXged students to reflect on important questions such as individual choice versus divine preordination, particularly in the scene where |

|Despair tries to convince the Red Cross Knight to kill himself. He later emphasized that humanism was reflected in the connection between the Scriptures and the |

|classics. I took six pages of notes! |

|Course Preparation & Organization |

|The faculty member comes to class with a clear concept of what is to be addressed and how and why. S/he conveys this plan to students either initially or as the |

|class progresses or concludes. The concepts are clearly linked to course and/or lesson objectives. The session progresses logically with clear transitions and/or|

|references to material covered earlier or coming up. Visual aids and technology are skillfully integrated and designed to enhance learning. Classroom management |

|skills are evident. |

|Dr. X did not use notes, but he clearly had preplanned where he wanted the discussion to go and what issues he wanted to emphasize. He read aloud relevant passages|

|or asked students to read them aloud. He showed several illustrations (dragons, the first version of the Fairie Queen he read, a portrait of Queen Elizabeth, etc.)|

|When the British flag came up, he drew an impromptu version on the board. |

|Clarity and Understandability |

|The faculty member speaks clearly and distinctly. S/he uses examples, provides equations, or relates topics to relevant personal examples or uses experiences—when|

|appropriate—drawn from students’ workplace experiences. The lesson uses concrete examples to “ground” abstract concepts. |

| |

|It was easy to understand Dr. X. Despite the complexity of the material (the issue of identity, free will versus divine will, responsibility, etc.) and the chXge |

|posed by the unfamiliar vocabulary and cultural context, students seemed to follow the Socratic lecture. |

|Enthusiasm for Subject/Teaching |

|The faculty member cares passionately about the subject matter, the students’ learning, and teaching itself. This enthusiasm can be manifested in various ways, |

|including the teacher’s animation. The faculty member clearly wants to be present and is glad to have the students present and engaged. |

| |

|Animated gestures, frequent smiles, reaffirming comments, the use of students’ names, and a clear preparation suggest Dr. X’s commitment to teaching and to his |

|students. He draws them out by listening intensely and by responding positively to student comments, “Cool”; “I think you’re quite right”; “What Nicole is asking |

|is . . ..”; “Good, good question,” etc. He was very animated and focused carefully on students when they were speaking. |

|Sensitivity to and Concern with Students’ Learning Progress |

|Faculty member knows and uses students’ names, interacting with a respect for student identities and learning. Faculty member “reads” students’ comprehension as |

|the lesson progresses with appropriate pacing. S/he listens carefully to student comments, asking probing questions, paraphrasing, and referring to previous |

|contributions. |

| |

|Dr. X checked for understating by posing question such as, “Is this making sense?” and “What’s going on?” He uses expressions that students can relate to, saying, |

|for example that the Red Cross Knight, “Keeps on keeping on” because he can’t marry Una until he fulfills his duty (six years) to the Fairie Queen, representing |

|Queen Elizabeth. He asked, “Are there questions on the plot?” and subsequently responded to students’ questions. He reassured them that the pronoun references |

|were confusing and cited several typical passages, emphasizing that Spencer deliberately made them ambiguous and why he did so. He had students respond to a |

|seven-point quiz on the Fairie Queen, collected them, and then discussed the answers. |

|Student Engagement with the Learning |

|[Note: Engagement in a small seminar class will obviously look different than engagement in a large lecture class with students seated in an auditorium. The |

|discipline, class size, course level, and UTSA student culture can impact these criteria.] Given these different chXges, how well did the faculty member involve |

|students in the lesson? Motivate them to prepare? How did the teacher chXge them, particularly to exhibit critical thinking skills, if appropriate? Initiate |

|student-to-student exchanges? Keep students focused on the material being covered? |

| |

|Perhaps because of the intensity and passion evident when Dr. X delivers the material and responds to student comments, many students contributed ideas or asked |

|questions. I did not notice any off-task behavior despite the auditorium setting. I got the impression from his intense focus that he respects students and cares|

|about their learning and I suspect they sense that, also. |

Overall Comments/Summary:

Dr. X models attentive behavior when he responds to student comments and questions. He is an animated skillful questioner who draws out students by using their names and affirming their responses. As someone who has studied the Fairie Queen and reviewed material related to it prior to the lesson, it is clear that Dr. X also knows his material.

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