TEACHING DEMO FORM
HRDF - 003
HUMAN RESOURCE OFFICE
APPLICANT’S NAME: _________________________________
A. Lesson Planning and OBSERVABLE INDICATORS AND CORRESPONDING POINTS
Preparation 4 points
Teacher's objectives reflect
high level learning related to
curriculum frameworks and
standards; they are
1. Selecting Instructional adapted, where necessary,
Objectives to the needs of individual
students, and permit
practical/workable methods
of assessment.
________
All of the elements of the
instructional design support
the stated instructional
objectives, engage students
2. Mapping Coherent in meaningful learning, and
Instruction show evidence of student
input. Teacher's lesson or
unit is highly coherent and
has a clear structure.
________
All materials and resources
support the instructional
objectives and key
concepts, and most engage
3. Instructional Materials, students in meaningful
Resources, and learning. There is evidence
Technology of student participation in
selecting or adapting
materials.
________
B. Classroom OBSERVABLE INDICATORS AND CORRESPONDING POINTS
Management 4 points
Classroom routines and
procedures are seamless in
their operation, and
1. Managing Classroom students assume
Procedures considerable responsibility
for their smooth functioning.
________
Teacher's classroom is safe
and students contribute to
ensuring that the physical
2. Organizing Physical environment supports the
Space learning of all students.
________
C. Teaching-Learning OBSERVABLE INDICATORS AND CORRESPONDING POINTS
Process 4 points
Teacher's knowledge of
1. Knowledge of Content content and pedagogy is
and Pedagogy extensive, showing
evidence of a continuing
DATE: ________________________________
3 points 2 points 1 point
Teacher's objectives
are of moderate value Teacher's objectives
Teacher's objectives
or suitability for represent trivial
represent valuable
students in the class, learning, are unsuitable
learning and are suitable
consisting of a for students, or more
for most students in the
combination of stated only as
class; they reflect
objectives and instructional activities,
opportunities for
activities, some of and they do not permit
integration and permit
which permit practical/workable
practical/workable
practical/workable methods of
methods of assessment.
methods of assessment.
________
assessment. ________
________
Some of the elements
The various elements
Most of the elements of of the instructional
of the instructional
the instructional design design support the
design do not support
support the stated stated instructional
the stated instructional
instructional objectives objectives and engage
objectives or engage
and engage students in students in meaningful
students in meaningful
meaningful learning and learning, while others
learning and the lesson
the lesson or unit has a do not. Teacher's
or unit has no defined
clearly defined structure. lesson or unit has a
structure.
recognizable structure.
________
________
________
All materials and Materials and
Some of the materials
resources support the resources do not
and resources support
instructional objectives support the
the instructional
and key concepts, and instructional objectives
objectives and key
most engage student in and key concepts or
concepts, and some
meaningful learning engage students in
engage students in
Technology used to meaningful learning.
meaningful learning.
enhance and support
instruction.
________
________ ________
3 points 2 points 1 point
Classroom routines Classroom routines
Classroom routines and and procedures have and procedures are
procedures have been been established, but partly inefficient,
established and function function unevenly or resulting in the loss of
smoothly for the most inconsistently, with much instructional
part, with little loss of some loss of time.
instruction time. instruction time.
________
________ ________
Teacher makes poor
Teacher's classroom is use of the physical
Teacher's classroom is
safe and learning is environment resulting
safe and essential
accessible to all in unsafe or
learning accessible to
students; the teacher inaccessible conditions
all students but the
uses physical resources for some students.
physical arrangement
well and ensures that There is poor
only partially supports
the physical alignment between the
the learning activities.
arrangement supports physical arrangement
the learning activities. and the lesson
________
________ activities.
________
3 points 2 points 1 point
Teacher demonstrates Teacher’s content and Teacher displays little
solid understanding of pedagogical understanding of the
the content and its knowledge represents subject or structure of
prerequisite basic understanding the discipline, or of
1
 search for improved
practice. Teacher actively
builds on knowledge of
prerequisites and
misconceptions when
describing instruction or
seeking causes for student
misunderstanding.
________
Teacher formulates many of
the high-level questions and
assumes responsibility for
2. Questioning and the participation of all
Discussion Skills students in the discussion.
________
Students are intellectually
engaged in challenging
content, through well-
designed learning tasks,
and suitable scaffolding by
the teacher, and fully
aligned with the instructional
outcomes. There is
evidence of some student
initiation of inquiry, and
3. Students' Learning student contributions to the
exploration of important
content. The pacing of
lesson provides students
the time needed to
intellectually engage with
and reflect upon their
learning and to consolidate
their understanding.
_________
All students are cognitively
engaged in the activities
and in their exploration of
4. Student's Response to
content. Students initiate or
Activities
adapt activities and projects
to enhance understanding.
_________
Learning activities are
highly relevant to students
and instructional objectives
and key concepts. They
progress coherently,
5. Learning Activities
producing a unified whole
and reflecting recent
professional research.
_________
_________
OBSERVABLE INDICATORS AND CORRESPONDING POINTS
D. Language Proficiency
4 points
Teacher’s spoken and
Teacher’s spoken and
written language is clear
written language is correct
and correct. Vocabulary
and expressive, with well-
is appropriate to
1. Use of Language chosen vocabulary that
students' age and
enriches the lesson.
interest.
_________
_________
relationships and
connections with other
disciplines. Teacher's
instructional practices
reflect current
pedagogical knowledge.
________
Teacher's use of
questioning and
discussion techniques
reflects high-level
questions, true
discussion, and full
participation by all
students.
________
The learning tasks and
activities are aligned
with the instructional
outcomes and are
designed to challenge
student thinking,
resulting in active
intellectual engagement
by most students with
important and
challenging content, and
with teacher scaffolding
to support that
engagement. The
pacing of the lesson is
appropriate, providing
most students the time
needed to be
intellectually engaged.
_________
Most activities are
appropriate to students.
Almost all students are
cognitively engaged in
them.
_________
Most of the learning
activities are suitable to
students and
instructional objectives
and key concepts.
Progression of activities
in the unit is fairly even,
and most activities
reflect recent
professional research.
3 points 2 points
Teacher’s spoken
language is audible,
and written language is
legible. Both are used
correctly. Vocabulary is
correct but limited or is
not appropriate to
students' ages or
background.
_________
but do not extend to content-related
connections with other pedagogy.
disciplines or to
possible students
misconception.
________
________
Teacher's use of
Teacher makes poor
questioning and
use of questioning and
discussion techniques
discussion techniques,
is uneven, with some
with low-level
high-level questions,
questions, limited
attempts at true
student participation,
discussion, and
and little true
moderate student
discussion.
participation.
________
________
The learning tasks or The learning tasks and
prompts are partially activities, materials,
aligned with the resources, instructional
instructional outcomes groups and/or
but require only technology are poorly
minimal thinking by aligned with the
students, allowing most instructional outcomes,
students to be passive or require only rote
or merely compliant. responses. The pace
The pacing of the of the lesson is too
lesson may not provide slow or rushed. Few
students the time students are
needed to be intellectually engaged
intellectually engaged. or interested.
_________ _________
Activities are
Some activities are
inappropriate for
appropriate to students
students in terms of
and engage them
their age or
cognitively but other
backgrounds. Students
does not.
are not engaged
mentally.
_________
_________
Only some of the Learning activities are
learning activities are not suitable to students
suitable to students or or instructional
instructional objectives objectives and key
and key concepts. concepts. They do not
Progression of follow an organized
activities in the unit is progression and do not
uneven, and only some reflect recent
activities reflect recent professional research.
professional research.
_________ _________
1 point
Teacher’s spoken
language is inaudible,
or written language is
illegible. Spoken or
written language may
contain many grammar
and syntax errors:
vocabulary may be
inappropriate, vague,
or used incorrectly,
leaving students
confused.
_________
2

Conveys information and
2. Conveyance of ideas with clarity.
Information and Ideas
_________
E. Assessment of OBSERVABLE INDICATORS AND CORRESPONDING POINTS
Learning Outcomes 4 points
The assessment is
completely congruent with
the instructional objectives
1. Congruence with
and key concepts, both in
Instructional Objectives
content and process.
_________
Teacher’s plan for student
assessment is fully aligned
with the instructional
outcomes, with clear criteria
2. Assessing Student and standards that show
Learning evidence of student
contribution to their
development.
_________
F. Reinforcement of OBSERVABLE INDICATORS AND CORRESPONDING POINTS
Learning 4 points
The teacher integrated and
carried out the plan for
1. Providing Opportunities
reinforcing learning through
to Strengthen Students’
well-defined agreement and
Written Work, Performance
established connection to
Tasks, and Quarterly
next lesson.
Assessment
_________
COMMENTS AND SUGGESTIONS:
Evaluated by:
____________________________________
Signature over Printed Name
Conveys information
and ideas with
considerable clarity.
_________
3 points
All the instructional
objectives and key
concepts are assessed
through the proposed
plan, but the approach is
more suitable to some
goals than to others.
_________
Teacher’s plan for
student assessment is
aligned with the
instructional outcomes,
using clear criteria, is
appropriate to the needs
of students. Teacher
intends to use
assessment results to
plan for future instruction
for groups of students.
_________
_________
3 points
The teacher integrated
and carried out the plan
for reinforcing learning
through well-defined
task as an agreement
and but unable to
establish connection to
the next lesson.
_________
Presents orally using
Conveys information correct intonation and
and ideas with limited body language to
clarity. clarify a message.
_________ _________
2 points 1 point
Some of the
Content and methods
instructional objectives
of assessment lack
and key concepts are
congruence with
assessed through the
instructional objectives
proposed approach,
and key concepts.
but many are not.
_________
_________
Teacher’s plan for
student assessment is
Teacher’s approach to
partially aligned with
assessing student
the instructional
learning contains no
outcomes, without
clear criteria or
clear criteria, and
standards, and lacks
inappropriate for at
congruence with the
least some students.
instructional objectives.
Teacher intends to use
The results of minimal
to plan for future
impact on the design of
assessment results
future instruction.
instruction for the class
as a whole.
_________
2 points 1 point
The teacher integrated
The teacher failed to
agreement in the plan
integrate and carry out
without traces of
the provision for
reinforcing learning
reinforcing learning of
and connecting it to the
the lesson taught.
next lesson.
_________
_________