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    Christinas Evaluation

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    This document is a classroom observation form completed by Elaine Bohórquez who observed a PHY503 review session taught by Christina Tallman on December 1, 2015 from 1:30-2:30pm. The form rates Tallman's teaching performance in 10 areas on a scale from Needs Improvement to Well Done. Bohórquez rated Tallman's performance as Satisfactory or Well Done in all areas observed. In the discussion questions, Bohórquez praised Tallman for creating a concept map activity that helped students connect core concepts and for clearly explaining fundamental topics. Suggestions included being more explicit when introducing activities and using animations to illustrate concepts. Bohórquez commented that Tallman's teaching will improve with

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    Christinas Evaluation

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    api-308668447
    58 views2 pages
    This document is a classroom observation form completed by Elaine Bohórquez who observed a PHY503 review session taught by Christina Tallman on December 1, 2015 from 1:30-2:30pm. The form rates Tallman's teaching performance in 10 areas on a scale from Needs Improvement to Well Done. Bohórquez rated Tallman's performance as Satisfactory or Well Done in all areas observed. In the discussion questions, Bohórquez praised Tallman for creating a concept map activity that helped students connect core concepts and for clearly explaining fundamental topics. Suggestions included being more explicit when introducing activities and using animations to illustrate concepts. Bohórquez commented that Tallman's teaching will improve with

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    This document is a classroom observation form completed by Elaine Bohórquez who observed a PHY503 review session taught by Christina Tallman on December 1, 2015 from 1:30-2:30pm. The form rates Tallman's teaching performance in 10 areas on a scale from Needs Improvement to Well Done. Bohórquez rated Tallman's performance as Satisfactory or Well Done in all areas observed. In the discussion questions, Bohórquez praised Tallman for creating a concept map activity that helped students connect core concepts and for clearly explaining fundamental topics. Suggestions included being more explicit when introducing activities and using animations to illustrate concepts. Bohórquez commented that Tallman's teaching will improve with

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    58 views2 pages

    Christinas Evaluation

    Uploaded by

    api-308668447
    This document is a classroom observation form completed by Elaine Bohórquez who observed a PHY503 review session taught by Christina Tallman on December 1, 2015 from 1:30-2:30pm. The form rates Tallman's teaching performance in 10 areas on a scale from Needs Improvement to Well Done. Bohórquez rated Tallman's performance as Satisfactory or Well Done in all areas observed. In the discussion questions, Bohórquez praised Tallman for creating a concept map activity that helped students connect core concepts and for clearly explaining fundamental topics. Suggestions included being more explicit when introducing activities and using animations to illustrate concepts. Bohórquez commented that Tallman's teaching will improve with

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    © All Rights Reserved
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    Download as pdf or txt
    of 2

    The Graduate School

    Certificate of Accomplishment in Teaching Program


    Classroom Observation Form Option 2
    CoAT Participants Name:
    Course observed:
    Date of observation:
    Time of class:
    Observed by:

    Christina Tallman
    PHY503 review session
    Dec. 1, 2015
    1:30-2:30pm
    Elaine Bohrquez
    Needs
    Improvement

    Introduction: The lesson was introduced in an


    interesting and effective way, and the goal or purpose
    of the lesson was clear.
    Level/Audience: The lesson was presented at an
    appropriate level for the intended audience. The
    instructor seemed to know his/her audience.
    Content: The content was developed in an organized
    manner, emphasizing important points. Examples or
    applications helped students relate material to familiar
    concepts.
    Purpose of learning activities: The learning
    activities had an appropriate place in the lesson, and
    the purpose of each activity was clear.
    Student participation: The instructor effectively
    involved the students in the lesson.
    Climate: The instructor established a positive climate
    of approachability, setting an appropriate tone for the
    instructor-student relationship.
    Enthusiasm: The instructor showed enthusiasm for
    the subject and introduced interesting aspects of the
    content.
    Questions: The instructor checked for student
    understanding and invited student questions. When
    questions were asked, the instructor responded clearly.
    Visual aids: The instructor used visuals effectively.
    Visuals may include the board, handouts, PowerPoint
    presentations, content projected on a screen, etc.
    Time management: The pace of the lesson was
    appropriate, and the instructor managed the time well
    and brought the lesson to a logical conclusion.

    Satisfactory

    Well
    Done

    Not
    Observed

    X
    X
    X
    X
    X
    X
    X
    X
    X
    X

    For the OBSERVER: Please answer the three discussion questions on the next page.

    QUESTIONS for the OBSERVER:


    1.

    What were the strengths of this lesson?


    Christina created a simple concept map for students to fill in during the review session.
    It was a great way to get the students to connect the dots and outline how different cell
    types/hormones were integrated to cause a specific response. Great big picture activity!
    Students attending these sessions are struggling with core concepts, and Christina did a
    good job of explaining the material to give students clarification on these fundamental
    topics so that they have the tools to apply these concepts to more complex problems.

    2. What suggestions do you recommend for this instructor?


    It might be helpful to be more explicit when introducing activities because not all
    students will have previously done each type of activity. For example, some students
    were unsure about how to draw a concept map and were afraid to ask at first.
    Also, animations would help when discussing the results of the concept map so that each
    part would appear as it was discussed rather than waiting until the end (although, I
    understand that a lack of animations was likely due to time constraints this time around).
    3. Are there any additional comments you would like to share with the instructor?
    When breaking down complicated figures, it would be helpful to show the overview first
    and then break it down into pieces to outline the process step-by-step.
    Christina did a great job with organizing the subject matter for a logical progression of
    her lesson. The more time she spends in front of a class, the better she will get!
    REFLECTION QUESTIONS for the CoAT PARTICIPANT
    Complete this section after your class has been observed. Attach your comments to this
    form and submit online. If possible, it is best to meet with your observer to discuss this
    observation experience before completing the questions.
    1. What did you feel went well in this class session?
    2. What would you like to change about this class session if you had to teach it again?
    3. In the light of the observers comments, what aspects of your teaching approach will you look
    at changing in the future? How will you do this?
    4. What have you found useful/not so useful about the observation process?

    Form adapted with permission from: Pinder, T. and Ross, C. (2007). Strategies for Teaching Assistant and International
    Teaching Assistant Development. Jossey-Bass.

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