1. Standards and Objectives: 3 Teacher explained and demonstrated how to clap and sing the
Aligned; Connected to previous learning, and 6/8 rhythm patterns.
Communicated; Evidence of Mastery of the
Objective.
2. Motivating Students: 3 Students were engaged ( all raised their hands to answer
Content is Relevant, Engaging, and Meaningful. teacher's questions)and content was relevant in that it was
required to understand the content to be able to play the
musical passage.
3. Presenting Instructional Content: 3 Teacher demonstrated the rhythm by counting and clapping
Clear and concise information in a logical sequence; and writing the rhythm patterns on the board.
Examples given; Expectations modeled by teacher.
4. Lesson Structure and Pacing: 4 Pacing was appropriate and transitions were efficient. Teacher
Appropriate Beginning, Middle, End; used a countdown clock to assure students would be on time
Efficient transitions and material distribution, for the varied activities.
Timely pacing.
5. Activities and Materials: 3 Teacher used several methods some with and some without
Varied, Relevant, Challenging, Support lesson Technology.
objectives; Technology is used by teacher and/or
students
6. Questioning: 3 Questions remained on the basic level since this was new
Variety of Bloom’s levels that are linked to SLO, material.
Wait time evident; Teacher generates High Order
Questions.
7. Academic feedback: 3 Teacher asked students to count rhythms and monitored that
Specific, meaningful, frequent, used for instructional all understood the concept.
monitoring and adjusting
8. Guided Practice: 4 Teacher demonstrated and had the students demonstrate the
Enhance learning; Roles assigned; Goals set and time counting examples.
learning evaluated; Accountability for individuals is
evident
9. Teacher Content Knowledge: 3 Teacher was knowledgeable and he did connect the 6/8
Accurate knowledge of material taught; counting to other learning. For example he explained how the
top number was how many beats there were in a measure and
NGU College of Education - Domain 1 + Domain 3 Checklist Report
Subject-specific strategies utilized; Sufficient depth the bottom number indicated what kind of note got one beat.
of content.
10. Teacher Knowledge of Students: 3 There was no evidence of differentiation of instruction because
Understands and anticipates needs; Differentiates of interests or cultural heritage. Teacher did seem to be
and makes accommodations in instruction; knowledgeable of his students and their needs.
incorporates cultural heritage.
11. Thinking/Problem Solving: Provides 3 Teacher provided a worksheet that each was to complete that
opportunities to: generate a variety of covered analyzing the material of the lesson.
ideas/solutions,
analyze problems and share information
NGU College of Education - Domain 1 + Domain 3 Checklist Report
Overall Lesson Comments: Was a very good lesson and the teacher was a more engaged. Much improved over the last
observation.