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  • Classroom Observation Form

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    Virgie Gonzaga
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    The document is a classroom observation form used to evaluate a teacher's instruction and students' learning based on achievement of unit standards and competencies. It contains 15 criteria divided between teacher actions and student learning actions that are each rated on a scale from 0-4. The observer uses the form to assess how well the teacher communicates expectations, utilizes resources, monitors learning, and manages the classroom. It also assesses how engaged and collaborative students are in using materials to meet learning goals, asking questions, and applying knowledge to real-world situations.

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    The document is a classroom observation form used to evaluate a teacher's instruction and students' learning based on achievement of unit standards and competencies. It contains 15 criteria divided between teacher actions and student learning actions that are each rated on a scale from 0-4. The observer uses the form to assess how well the teacher communicates expectations, utilizes resources, monitors learning, and manages the classroom. It also assesses how engaged and collaborative students are in using materials to meet learning goals, asking questions, and applying knowledge to real-world situations.

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    136 views1 page

    Classroom Observation Form

    Uploaded by

    Virgie Gonzaga
    The document is a classroom observation form used to evaluate a teacher's instruction and students' learning based on achievement of unit standards and competencies. It contains 15 criteria divided between teacher actions and student learning actions that are each rated on a scale from 0-4. The observer uses the form to assess how well the teacher communicates expectations, utilizes resources, monitors learning, and manages the classroom. It also assesses how engaged and collaborative students are in using materials to meet learning goals, asking questions, and applying knowledge to real-world situations.

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    of 1

    NORTHWESTERN AGUSAN COLLEGES

    Bayview Hill, Nasipit, Agusan del Norte

    CLASSROOM OBSERVATION FORM

    Name of School:
    Region:
    Address:
    Name of Teacher:
    Subject of Instruction: Grade Level/Section:
    Name of Observer:
    RATING SCALE:
    4 - Performance of this item is innovatively done.
    3 - Performance of this item is satisfactorily done.
    2 - Performance of this item is partially done due to some omissions.
    1 - Performance of this item is partially done due to serious errors and misconceptions.
    0 - Performance of this item is not observed at all.
    A. TEACHER ACTIONS
    The teacher communicates clear expectations of student performance in line
    1. 4 3 2 1 0
    with the unit standards and competencies
    The teacher utilizes various learning materials, resources and strategies to
    2. enable all students to learn and achieve the unit standards and competencies 4 3 2 1 0
    and learning goals.
    The teacher monitors and checks on students’ learning and attainment of the
    3. unit standards and competencies by conducting varied forms of assessments 4 3 2 1 0
    during class discussion.
    The teacher provides appropriate feedback or interventions to enable students
    4. 4 3 2 1 0
    in attaining the unit standards and competencies.
    The teacher manages the classroom environment and time in a way that
    5. supports student learning and the achievement of the unit standards and 4 3 2 1 0
    competencies.
    The teacher processes students’ understanding by asking clarifying or critical
    6. 4 3 2 1 0
    thinking questions related to the unit standards or competencies.
    B. STUDENT LEARNING ACTIONS
    The students are active and engaged with the different learning tasks aimed at
    7. 4 3 2 1 0
    accomplishing the unit standards and competencies.
    The students use different learning materials and resources including
    8. technology to achieve the learning goals of the unit standards and 4 3 2 1 0
    competencies.
    The students share their ideas, reflections or solutions to thought provoking
    9. questions and real life challenges or problems related to the unit standards and 4 3 2 1 0
    competencies.
    The students collaborate, plan together and have meaningful interactions
    10 4 3 2 1 0
    with each other to meet the unit standards and competencies.
    The students are able to explain how their ideas, outputs or performances
    11. 4 3 2 1 0
    accomplish the unit standards and competencies.
    The students, when encouraged or on their own, ask questions to clarify or
    12. 4 3 2 1 0
    deepen their understanding of the unit standards and competencies.
    The students are able to relate or transfer their learning to daily life and real
    13. 4 3 2 1 0
    world situations.
    The students are able to integrate 21st century skills in their achievement of the
    14. 4 3 2 1 0
    unit standards and competencies.
    The students are able to reflect on and connect their learning with the school’s
    15 4 3 2 1 0
    PVMGO.
    TOTAL
    AVERAGE

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