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Self-Designed Form for Peer Observation of Instruction
CALVIN
COLLEGE
TEACHING DEVELOPMENT FORM
Committee on Faculty Teaching
ITEM LIST FOR PEER
OBSERVATION OF INSTRUCTION
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
- summarizes and distills main points at the end of class
- appears well prepared for class
PRESENTATION:
- Uses instructional
support effectively (e.g. overheads, media, etc.)
- 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
establishes and maintains eye contact with class
- varies the pace to keep students alert
- selects teaching methods appropriate for the content
RAPPORT:
- encourages student
contributions
- solicits student feedback
- requires student thought and participation
- responds constructively to student opinions
- knows and uses student names
- does not embarrass students
- responds to students as individuals
- treats class members equitably
- listens carefully to student comments and questions
- tailors the course to respect student diversity (i.e. gender, age, learning
style, culture, etc.)
- 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 insufficient knowledge
respects constructive criticism
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
- seeks to apply theory to problem solving
- explicitly states relationships among various topics and facts/theories
- explains difficult terms, concepts, or problems in more than one way
- presents background of ideas and concepts
- refers to pertinent facts and concepts from related fields
- presents up-to-date developments in the field
- presents a Christian perspective on the course content
- respects the multicultural nature of the course content
- relates assignments to course content
- clearly organizes assignments
- carefully explains assignments
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
ACTIVE LEARNING:
(labs, PE activities, etc.)
- clearly explains directions or
procedures
- clearly explains the goal of the activity
- has materials and equipment necessary to complete the activity readily
available
- allows opportunity for individual expression
provides practice time
- gives prompt attention to individual problems
- 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 the class session
Contact the Dean
for Instruction's Office to obtain a copy of this form.
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