Classroom Observation Form - Social Studies
C3 Framework Classroom Observation Form
Instructor: ____________________________________________________ Course __________________________________
Peer/Observer: _________________________________________________ Date and Time ____________________________
Use criteria that apply to format of course observed.
|Review Section |Description/Comments |
|SUBJECT MATTER CONTENT: shows good command and knowledge of subject matter; demonstrates breadth and depth | |
|of mastery | |
|ORGANIZATION: organizes subject matter; evidences preparation; is thorough; states clear objectives; | |
|emphasizes and summarizes main points, meets class at scheduled time, regularly monitors on-line course | |
|RAPPORT: holds interest of students; is respectful, fair, and impartial; provides feedback, encourages | |
|participation; interacts with students, shows enthusiasm | |
| | |
|TEACHING METHODS: uses relevant teaching methods, aids, materials, techniques, and technology; includes | |
|variety, balance, imagination, group involvement; uses examples that are simple, clear, precise, and | |
|appropriate; stays focused on and meets stated objectives | |
| | |
|PRESENTATION: establishes online course or classroom environment conducive to learning; maintains eye | |
|contact; uses a clear voice, strong projection, proper enunciation, and standard English | |
|MANAGEMENT: uses time wisely; attends to course interaction; demonstrates leadership ability; maintains | |
|discipline and control; maintains effective e-platform management | |
|SENSITIVITY: exhibits sensitivity to students' personal culture, gender differences and disabilities, | |
|responds appropriately in a non-threatening, pro-active learning environment | |
|ASSISTANCE TO STUDENTS: assists students with academic problems | |
|PERSONAL: evidences self-confidence; maintains professional comportment and appearance | |
|PHYSICAL ASPECTS OF CLASSROOM: location and physical attributes of classroom, number of students in | |
|attendance, layout of room, distractions if any | |
|College, Career, and Civic Life (C3) Framework Components: introduction of inquiry supporting questions; calling upon or engaging students with appropriate data sources to address questions; introduction of key |
|concepts to address questions; introduction of key strategies to address questions; and/or evidence backed claims. |
|Dimension 1: Developing Questions and Planning Inquiries | |
|Compelling questions that focus on real social problems, issues, and curiosities about how the world works | |
|Supporting questions that scaffold students’ investigations into the ideas and issues behind a compelling| |
|question. | |
|Dimension 2: Applying Disciplinary Tools and Concepts | |
|Conceptual content that defines the disciplines and builds content knowledge of civics, economics, | |
|geography, history, psychology, sociology, and/or anthropology. | |
|Dimension 3: Evaluating Sources and Using Evidence | |
|Opportunities to analyze a variety of source materials to support claims and counter-claims in order to | |
|construct accounts, explanations, and arguments. | |
| | |
|Dimension 4: Communicating Conclusions and Taking Informed Action | |
|Promotes deliberation with others to define and communicate conclusions using problem solving and | |
|collaboration skills. | |
|Applies knowledge to real world problems to prepare students for college, career, and civic life. | |
|Disciplinary Literacy | |
|Promotes reading, writing, speaking and listening, and language skills derived from the Common Core State | |
|Standards for English Language Arts. | |
Strengths observed:
Suggestions for improvement:
Overall impression of teaching effectiveness:
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