Instructional  Observation  Form  for  the  Peer  Collaboration  Network  

 
 
1.  ORGANIZATION  
[      ]   Begins  class  on  time  in  an  orderly,  organized  fashion.    
[      ]   Previews  lecture/discussion  content  
[      ]   Clearly  states  the  goal  or  objective  for  the  period  
[      ]   Reviews  prior  class  material  to  prepare  students  for  the  content  to  be  covered  
[      ]   Provides  internal  summaries  and  transitions  
[      ]   Does  not  digress  often  from  the  main  topic  
[      ]   Summaries  and  distills  main  points  at  the  end  of  class  
[      ]   Appears  well-­‐prepared  for  class  
 
2.  PRESENTATION  
[      ]   Incorporates  various  instructional  supports  like  slides,  films,  diagrams,  etc.  
[      ]   Uses  instructional  support  effectively  
[      ]   Responds  to  changes  in  student  attentiveness  
[      ]   Uses  a  variety  of  spaces  in  the  classroom  from  which  to  present  material  (i.e.,  does  
not  “hide”  behind  the  podium)  
[      ]   Blackboard  writing  is  large  and  legible  
[      ]   Speech  fillers,  (for  example,  “OK,  ahm”)  are  not  distracting  
[      ]   Speaks  audibly  and  clearly  
[      ]   Uses  gestures  to  enhance  meaning  and  not  to  release  nervous  tension  (repetitive  
gestures  tend  to  do  the  latter)  
[      ]   Communicates  a  sense  of  enthusiasm  and  excitement  toward  the  content  
[      ]   Use  of  humor  is  positive  and  appropriate  
[      ]   Presentation  style  facilitates  note-­‐taking  
[      ]   Speech  is  neither  too  formal  nor  too  casual  
[      ]   Establishes  and  maintains  eye  contact  with  students  
[      ]   Talks  to  the  students,  not  the  board  or  windows  
[      ]   Varies  the  pace  to  keep  students  alert  
[      ]   Selects  teaching  methods  appropriate  for  the  content  
 
3.  RAPPORT  
[      ]   Praises  students  for  contributions  that  deserve  commendation  
[      ]   Solicits  student  feedback  
[      ]   Requires  student  thought  and  participation  
[      ]   Responds  constructively  to  student  opinions  
[      ]   Knows  and  uses  student  names  
[      ]   Does  not  deprecate  student  ignorance  or  misunderstanding  
[      ]   Responds  to  students  as  individuals  
[      ]   Treats  class  members  equitably  
[      ]   Listens  carefully  to  student  comments  and  questions  
[      ]   Tailors  the  course  to  help  many  kinds  of  students  
[      ]   Recognizes  when  students  do  not  understand  
[      ]   Encourages  mutual  respect  among  students  
[      ]   Credibility  and  control  
[      ]   Responds  to  distractions  effectively  yet  constructively  
[      ]   Demonstrates  content-­‐competence  
[      ]   Responds  confidently  to  student  inquiries  for  additional  information  
[      ]   Uses  authority  in  classroom  to  create  an  environment  conducive  to  learning  
[      ]   Speaks  about  course  content  with  confidence  and  authority  
[      ]   Is  able  to  admit  error  and/or  sufficient  knowledge  
[      ]   Respects  constructive  criticism  
 
4.  CONTENT  
[      ]   Includes  illustrations  
[      ]   Selects  examples  relevant  to  student  experiences  and  course  content  
[      ]   Integrates  text  material  into  class  presentations  
[      ]   Relates  current  course  content  to  what’s  gone  before  and  will  come  after  
[      ]   Relates  current  course  content  to  students’  general  education  
[      ]   Makes  course  content  relevant  with  references  to  “real  world”  applications  
[      ]   Presents  views  other  than  own  when  appropriate  
Adapted  from:  Weimer,  M.,  Parrett,  J.,  &  Kerns,  M.  (2002)  How  Am  I  Teaching?:  Forms  &  Activities  for  Acquiring  
Instructional  Input.  Madison,  Wisconsin:  Atwood  Publishing.    

 
[      ]   Seeks  to  apply  theory  to  problem-­‐solving  
[      ]   Explicitly  states  relationships  among  various  topics  and  facts/theory    
[      ]   Explains  difficult  terms,  concepts,  or  problems  in  more  than  one  way  
[      ]   Presents  background  of  ideas  and  concepts  
[      ]   Presents  pertinent  facts  and  concepts  from  related  fields  
[      ]   Presents  up-­‐to-­‐date  developments  in  the  field  
[      ]   Relates  assignments  to  course  content  
[      ]   Clearly  organizes  assignments  
[      ]   Carefully  explains  assignments  
 
5.  INTERACTION  
[      ]   Encourages  student  questions,  involvement,  and  debate  
[      ]   Answers  student  questions  clearly  and  directly  
[      ]   Uses  rhetorical  questions  to  gain  student  attention  
[      ]   Gives  students  enough  time  to  respond  to  questions  
[      ]   Refrains  from  answering  own  questions  
[      ]   Responds  to  wrong  answers  constructively  
[      ]   Allows  ample  time  for  questions  
[      ]   Encourages  students  to  respond  to  each  other’s  questions  
[      ]   Encourages  students  to  answer  difficult  questions  by  providing  cues  and  
encouragement  
[      ]   Allows  relevant  student  discussion  to  proceed  uninterrupted  
[      ]   Presents  challenging  questions  to  stimulate  discussion  
[      ]   Respects  diverse  points  of  view  
 
6.  ACTIVE  LEARNING  (LABS,  PE  ACTIVITIES,  ETC.)  
[      ]   Clearly  explains  directions  or  procedures  
[      ]   Clearly  explains  the  goal  of  the  activity  
[      ]   Has  readily  available  materials  and  equipment  necessary  to  complete  the  activity  
[      ]   Allows  opportunity  for  individual  expression  
[      ]   Provides  practice  time  
[      ]   Gives  prompt  attention  to  individual  problems  
Adapted  from:  Weimer,  M.,  Parrett,  J.,  &  Kerns,  M.  (2002)  How  Am  I  Teaching?:  Forms  &  Activities  for  Acquiring  
Instructional  Input.  Madison,  Wisconsin:  Atwood  Publishing.    

 
[      ]   Provides  individuals  constructive  verbal  feedback  
[      ]   Careful  safety  supervision  is  obvious  
[      ]   Allows  sufficient  time  for  completion  
[      ]   Provides  enough  demonstrations  
[      ]   Demonstrations  are  clearly  visible  to  all  students  
[      ]   If  the  discovery  method  is  employed,  schedules  time  for  discussion  of  results  
[      ]   Required  skills  are  not  beyond  reasonable  expectations  for  the  course  and/or  
students  
[      ]   Provides  opportunities  for  dialogue  about  the  activity  with  peers  and/or  the  
instructor  
[      ]   Allocates  sufficient  clean-­‐up  time  within  class  section  
 
 

Adapted  from:  Weimer,  M.,  Parrett,  J.,  &  Kerns,  M.  (2002)  How  Am  I  Teaching?:  Forms  &  Activities  for  Acquiring  
Instructional  Input.  Madison,  Wisconsin:  Atwood  Publishing.