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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