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Grade/subject

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Circle the number that best indicates what is observed. 0 = unable to observe, 1 = weilk, 2= below
average,3 = overoge, 4=sftong, 5 = superior, 6=outstanding, 7=truly exceptional. N/A if not applicable
Category/item

Evaluation criteria

Ratine
I

AIMS

+sp

1.

Clarity of aims

The purposes of

2.

Appropriateness

The aims are neither too easy nor too difftcult for the pupils.
They are appropriate, and are accepted by the pupils.

0 123 45

The individual parts ofthe lesson are clearly related to each other
in an appropriate way. The total organization facilitates what is

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of aims.

PI-ANNING

3.
4.
5.

Organization
the lesson.
Selection
content.

of

tle lesson are clear.

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67

4s@

to be learned.

of

The content is appropriate for the aims of the lesson, the level of

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the class and the teachins method.

Selectionof

The specific instructional materials and human resources used

are clearly related to,the content of tle lesson and complenent

materials.

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the selected methods of instuction.

PERFORMANCE
Beginning the

6.

lesson

7.

Clarity of
presentation.

Pupils come quickly to attention. They direct tlemselves to tasks

to be accomplished.

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The content of tle lesson is presented so tltat it is understandable

to the pupils. Differentpoints of view and specific illustrations

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are used when appropriate.

8.
9.

Pacing of the

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The movement from one part of the lesson to ttre next is

governed by fhe pupils'achievement. The teacher "stays with the
class" and adiusts the temoo accordinelv.

lesson.

Pupit
participation and

The class is attentive. When appropriate, the pupils actively

participate in the lesson.

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The lesson is ended when the pupils have achieved the aims of
instuction. There is a deliberate attempt to tie together the
planned and chance events of the lesson and relate them to the

{ry

attention.

10.

Ending the
lesson.

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r23 45 67

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imnediate and long.range aims of instruction.

11.

The personal relationships between pupils and the teacher are

harmonious.

Teache.r-pupil

raDDort '

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EVALUATION

12.

Variety of

The teacherdevises,and uses an adequate variety ofprocedures,

both formafand'informal, to evaluateprogress in all of the aims

'evaluative

13.

procedures.

of instruction.

Use of
evaluation to

The results of evaluation are carefully reviewed by teacher and

for
ot inrygvine teaching and learning

lupils

improve

$g,rpqry

teachingAND
learnine.

Comments and Suggestions:

5,3*- {'-'--r

0r234567

r23 45 67