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    Classroom Observation Checklist 1. Verbal Domain

    Uploaded by

    lugi
    The document is a classroom observation checklist that evaluates different aspects of a lecture across five domains: verbal, auditory, visual, cognitive, and physical. The checklist contains over 50 criteria to rate elements like speech clarity, sound level, visual aids, questioning techniques, respect for students, and physical comfort of the room. The goal is to consider how students with different disabilities may react to the lecture based on their needs in each domain.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Classroom Observation Checklist 1. Verbal Domain

    Uploaded by

    lugi
    20 views4 pages
    The document is a classroom observation checklist that evaluates different aspects of a lecture across five domains: verbal, auditory, visual, cognitive, and physical. The checklist contains over 50 criteria to rate elements like speech clarity, sound level, visual aids, questioning techniques, respect for students, and physical comfort of the room. The goal is to consider how students with different disabilities may react to the lecture based on their needs in each domain.

    Original Description:

    checklist research

    Original Title

    Classroom Checklist

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    The document is a classroom observation checklist that evaluates different aspects of a lecture across five domains: verbal, auditory, visual, cognitive, and physical. The checklist contains over 50 criteria to rate elements like speech clarity, sound level, visual aids, questioning techniques, respect for students, and physical comfort of the room. The goal is to consider how students with different disabilities may react to the lecture based on their needs in each domain.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    20 views4 pages

    Classroom Observation Checklist 1. Verbal Domain

    Uploaded by

    lugi
    The document is a classroom observation checklist that evaluates different aspects of a lecture across five domains: verbal, auditory, visual, cognitive, and physical. The checklist contains over 50 criteria to rate elements like speech clarity, sound level, visual aids, questioning techniques, respect for students, and physical comfort of the room. The goal is to consider how students with different disabilities may react to the lecture based on their needs in each domain.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Classroom Observation Checklist

    1. Verbal Domain
    a) Speaks at a reasonable pace
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    b) Speaks clearly
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    c) Asks questions, pausing long enough for students to respond


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    d) Verbalizes everything that is presented visually


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    e) Stresses most important points by pausing, speaking slowly, raising voice, etc.
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    f) Explains subject matter in familiar, colloquial language


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    g) Speaks in a dramatic or expressive way


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    h) Tells jokes or humorous anecdotes


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    To consider: How would a student with a learning disability react to the lecture?

    2. Auditory Domain
    a) Sound level of AV materials suitable to room
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    b) Speaks at sound level suitable to the room


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    c) Does not speak while facing blackboard or looking down at overhead


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    d) Ensures that all students can hear each other’s questions and comments (repeating them
    if necessary)
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    To consider: How would a student with a hearing disability react to the lecture?
    3. Visual Domain
    a) AV materials readily seen
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    b) Videos are captioned


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    c) Overheads presented in colours and fonts that can be easily read


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    d) Technical terms and other difficult words/concepts are presented visually


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    e) Uses gestures to show emphasis


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    f) Smiles and/or looks relaxed


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    g) Uses graphs or diagrams to facilitate explanation


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    h) Puts outline of lecture on blackboard or overhead screen


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    To consider: How would a student with a visual disability react to the lecture?

    4. Cognitive Domain
    a) Uses advance organizers
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    b) Uses questions to encourage learning


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    c) Encourages question-asking and opinions during class


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    d) Implements group activities


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    e) Uses concrete everyday examples to explain concepts and principles


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    f) Defines new or unfamiliar terms


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    g) Uses visual aids (blackboard or overheads) to explain new or unfamiliar terms


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    h) Repeats difficult ideas several times


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    i) Answers students’ questions thoroughly


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    j) Incorporates students’ ideas into lecture


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    k) Indicates out-of-class resources relevant to lecture or activities (WebCT, websites, books,


    etc.)
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    l) Clearly indicates transition from one topic to the next


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    m) Reviews topics covered in previous lecture at beginning of each class


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    n) Summarizes topics covered in current lecture at the end of each class


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    o) Asks if students understand before proceeding to next topic


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    p) Shows respect for all students


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    q) The selection processes used to organize students into various activities (i.e., group
    work, presentations, etc.) are done in a fair and consistent manner.
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    r) Pays attention to students in all locations, not just those who take an active role in the
    lecture and/or activities.
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    s) Asks for input from a variety of students, seeking a diversity of ideas and opinions.
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    To consider: How would a student with an attention disorder react to the lecture?

    5. Physical Domain
    a) Basic comforts present in the room
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    b) Enough chairs and desks for all the students in the class
    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    c) Lab and computer equipment is easy to handle


    1 2 3 4 5 0
    Not at all Somewhat Moderately Much Very much N/A

    To consider: How would a student with a physical disability react to the lecture?

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