Criterios de Observación y Evaluación

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

Virginia Adult Learning Resource Center 2003 1-800-237-0178


Teaching Analysis Form – revised 3-03

OBSERVER: TEACHER:

PROGRAM: CLASS TYPE:

NUMBER OF STUDENTS PRESENT: DATE:

Observation Overview (environment, lesson objective, activities, etc.):


Indicators Findings/Observations Examples (teacher/learners)

Curriculum:

Teacher and learners work

within a curriculum framework.

The purpose and objectives

of the framework are shared.

The content is drawn from the

real needs (goals and

problems) of the learners.

To support this content, the

teacher has selected authentic

real-life materials that are

connected with what students

need to do outside the

classroom.

Learning Experiences:

The teacher makes lesson

objectives explicit, and

learners understand the

purpose of lesson activities.

The teacher provides clear

directions and explanations.

Lessons include a variety of

methods and strategies, and

multi-sensory activities. The

teacher chooses strategies to

match the learning objectives

and situation: large or small

group work, tutoring, computerassisted

instruction, direct

teaching or discovery learning,

etc. as appropriate.

The teacher introduces skills in

appropriate sequence,

teaching less

difficult/prerequisites before

more difficult skills and breaking

complex tasks into smaller

parts.

Lesson activities are


appropriately sequenced:

introduction, background

knowledge, modeling of skills,

guided practice, independent

practice.

The teacher asks questions at

different thinking levels and

directly teaches thinking and

problem-solving skills. The

teacher models his/her own

thinking: “think-alouds.”

When appropriate, lessons are

problem-based, involving

group work to solve real

problems in learners’ lives.


Assessment:

Assessment is the basis of

instruction. Assessment

information is available for easy

reference, and the teacher uses

it to design group activities and

individualize instruction. The

teacher continuously

monitors learning and

understanding and adjusts

instruction as needed. The

learners receive feedback on

their work and are encouraged

to reflect on and evaluate their

own efforts and achievements.

Transfer:

The teacher makes frequent

connections between lesson

activities and learners’ reallife

goals. The teacher

introduces skills in meaningful

contexts, selects authentic

materials related to learners’

goals, and suggests/teaches

how to transfer to other

contexts.



Management:

Systems and Resources

Learners know classroom

routines, and learning

continues with minimal

interruptions when adults

arrive late to class or attend

sporadically. If the program has

an open-entry policy, new

enrollees are smoothly

integrated into the class. The

teacher manages time

efficiently, maintains learning

momentum and appropriate

pacing. If applicable, the

teacher makes good use of

volunteers.

Engaged Learners

The teacher knows the

learners, keeps their

attention on learning activities,

addresses all skill levels, and

paces activities

appropriately.

She/he builds rapport with

learners and interacts

equitably with everyone in the

class.

Teen Learning Environment

The teacher acts as facilitator

of learning. Learners are free

to ask questions and access

classroom resources.

Communication is multidirectional:

Learners’ voices

are heard. Learners participate

in classroom decisionmaking.

The teacher

addresses collaboration

strategies when learners work

together. She/he is sensitive to

personal issues that may

create barriers to learning.

Questions:

Suggestions/recommendations (related to the indicators of good teaching):