Date of Observation:

Faculty Member:

Course:

_________________________________

Chair:

_________________________________

Classroom Observation Guide

This form, adapted from the Community College of Aurora’s Mentor Program Handbook and Staffordshire University’s “Guidelines for the Observation of Teaching,” provides areas for observation. Each area includes prompts regarding what should be observed.

Note: A substitute form may be used, if applicable

_________________________________

_________________________________

2

Component Sample Questions for Reflection

1. Learning outcomesand lesson objectives

• Are objectives for the class given verbally, written, or not at all?• Are specific instructional outcomes used?• Are learning outcomes of the subject discussed at any time during the class?

2. Selection and useof instructionalmaterials

Classroom Observation Overview

• Do films, websites, and other audiovisual materials have a clear purpose?• Are handouts appropriate in number and subject?• Since the text may be pre-selected, does the professor give help with

reading or using the text, if necessary?

• Are students AND the professor interested and enthusiastic?• Does the professor use student names?• Is humor used appropriately?• Is the atmosphere of the classroom participative?• Did the professor have eye contact with students?

• Do students know what preparation (reading or other assignments) theyshould have completed prior to class?

• List the teaching activities.• Did the opening gain the class’s attention? Did it establish rapport?• Did the opening outline the topic and purpose of the lecture?• Is the delivery paced to students’ needs?• Does the professor introduce topic, state goals, present material or activity

effectively, summarize, and give assignment or suggest an idea to considerbefore the next class?

• Are key points emphasized? Are explanations clear to students?• Are examples, metaphors, and analogies appropriate?• Is the lecture stimulating and thought-provoking?

• List the students’ activities.• Does the professor encourage students to summarize and add to others’

summaries?• Does the professor help quieter students interact with others?

• Is the professor paying attention to cues of boredom and confusion? Doesthe professor encourage or discourage questions (dissension)?

• Does the professor provide students opportunities to mention problems/concerns with the class, either verbally or in writing?

3. Educationalclimate for learning

4. Preparation forclass session

5. Instructionalmethods/Teachingstrategies

6. Opportunity forstudent participation

7. Responsiveness tostudent feedback

• Are students able to see visual aids?• Does one group dominate discussion and hinder others’ participation?

8. Learning aids

3

1. Learning outcomes and lesson objectives

Sample questions for reflections: • Are objectives for the class given verbally, written, or not at all?• Are specific instructional outcomes used?• Are learning outcomes of the subject discussed at any time during the class?

Comments:

2. Selection and use of instructional materials

Sample questions for reflections: • Do films, websites, and other audiovisual materials have a clear purpose?• Are handouts appropriate in number and subject?• Since the text may be pre-selected, does the professor give help with reading or using the text, if

necessary?Comments:

4

*A substitute form may be used, if applicable.

3. Educational climate for learning

Sample questions for reflections: • Are students AND the professor interested and enthusiastic?• Does the professor use student names?• Is humor used appropriately?• Is the atmosphere of the classroom participative?• Did the professor have eye contact with students?

Comments:

• Do students know what preparation (reading or other assignments) they should have completed priorto class?

Comments:

4. Preparation for class session

Sample questions for reflections:

5

5. Instructional methods/Teaching strategies

Sample questions for reflections: • List the teaching activities.• Did the opening gain the class’s attention? Did it establish rapport?• Did the opening outline the topic and purpose of the lecture?• Is the delivery paced to students’ needs?• Does the professor introduce topic, state goals, present material or activity effectively, summarize, and

give assignment or suggest an idea to consider before the next class?• Are key points emphasized?• Are explanations clear to students?• Are examples, metaphors, and analogies appropriate?• Is the lecture stimulating and thought-provoking?

Comments:

6

6. Opportunity for student participation

Sample questions for reflections: • List the students’ activities.• Does the professor encourage students to summarize and add to others’ summaries?• Does the professor help quieter students interact with others?

Comments:

7. Responsiveness to student feedback

Sample questions for reflections: • Is the professor paying attention to cues of boredom and confusion? Does the professor encourage or

discourage questions (dissension)?• Does the professor provide students opportunities to mention problems/concerns with the class, either

verbally or in writing?Comments:

7

8. Learning aids

Sample questions for reflections: • Are students able to see visual aids?• Does one group dominate discussion and hinder others’ participation?

Comments:

Faculty Member’s Comments

_____________________________________ Date

_____________________________________ Chair’s Signature

_____________________________________ Faculty Member’s Signature