Classroom Observation Form Biology

Classroom Observation Form Biology

Top of Form

Top of Form

Levels/Criteria / 1 / 2 / 3 / 4 / Score/Level /
a. Appropriate content goals and objectives were set and the content was made meaningful for students / Makes serious mistakes when demonstrating biology content knowledge contained in the NSTA standards such as any of the following:• Life processes in living systems including organization of matter and energy
• Similarities and differences among animals, plants, fungi, microorganisms, and viruses
• Principles and practices of biological classification
• Theory and principles of biological evolution
• Ecological systems and relationships
• Population dynamics and population impacts
• General concepts of genetics and heredity
• Cells and multicellular systems
• Behavior of organisms and social systems
• Regulation of biological systems including homeostatic mechanisms
• Fundamental processes of modeling and investigating in the biological sciences
• Applications of biology in environmental quality and in personal and community health
• Bioenergetics and major biochemical pathways
• Biochemical interactions of organisms and their environments
• Molecular basis for evolutionary theory and classification
• Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
• Issues such as genetic modification, uses of biotechnology, cloning, and pollution from farming
• Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
• Applications of biology and biotechnology in society, business, industry, and health fields
• Molecular genetics and heredity and mechanisms of genetic modification
• Demonstrates how to design, conduct, and report research in biology / Makes some mistakes when demonstrating biology content knowledge contained in the NSTA standards such as any of the following:• Life processes in living systems including organization of matter and energy
• Similarities and differences among animals, plants, fungi, microorganisms, and viruses
• Principles and practices of biological classification
• Theory and principles of biological evolution
• Ecological systems and relationships
• Population dynamics and population impacts
• General concepts of genetics and heredity
• Cells and multicellular systems
• Behavior of organisms and social systems
• Regulation of biological systems including homeostatic mechanisms
• Fundamental processes of modeling and investigating in the biological sciences
• Applications of biology in environmental quality and in personal and community health
• Bioenergetics and major biochemical pathways
• Biochemical interactions of organisms and their environments
• Molecular basis for evolutionary theory and classification
• Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
• Issues such as genetic modification, uses of biotechnology, cloning, and pollution from farming
• Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
• Applications of biology and biotechnology in society, business, industry, and health fields
• Molecular genetics and heredity and mechanisms of genetic modification
• Demonstrates how to design, conduct, and report research in biology / Makes few or no mistakes when demonstrating biology content knowledge contained in the NSTA standards such • Life processes in living systems including organization of matter and energy
• Similarities and differences among animals, plants, fungi, microorganisms, and viruses
• Principles and practices of biological classification
• Theory and principles of biological evolution
• Ecological systems and relationships
• Population dynamics and population impacts
• General concepts of genetics and heredity
• Cells and multicellular systems
• Behavior of organisms and social systems
• Regulation of biological systems including homeostatic mechanisms
• Fundamental processes of modeling and investigating in the biological sciences
• Applications of biology in environmental quality and in personal and community health
• Bioenergetics and major biochemical pathways
• Biochemical interactions of organisms and their environments
• Molecular basis for evolutionary theory and classification
• Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
• Issues such as genetic modification, uses of biotechnology, cloning, and pollution from farming
• Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
• Applications of biology and biotechnology in society, business, industry, and health fields
• Molecular genetics and heredity and mechanisms of genetic modification
• Demonstrates how to design, conduct, and report research in biology / Shows strong knowledge and goes beyond memorization in biology content knowledge contained in the NSTA standards such as any of the following• Life processes in living systems including organization of matter and energy
• Similarities and differences among animals, plants, fungi, microorganisms, and viruses
• Principles and practices of biological classification
• Theory and principles of biological evolution
• Ecological systems and relationships
• Population dynamics and population impacts
• General concepts of genetics and heredity
• Cells and multicellular systems
• Behavior of organisms and social systems
• Regulation of biological systems including homeostatic mechanisms
• Fundamental processes of modeling and investigating in the biological sciences
• Applications of biology in environmental quality and in personal and community health
• Bioenergetics and major biochemical pathways
• Biochemical interactions of organisms and their environments
• Molecular basis for evolutionary theory and classification
• Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
• Issues such as genetic modification, uses of biotechnology, cloning, and pollution from farming
• Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
• Applications of biology and biotechnology in society, business, industry, and health fields
• Molecular genetics and heredity and mechanisms of genetic modification
• Demonstrates how to design, conduct, and report research in biology
Standards
USA- NSTA - 2003 Standards for Science Teacher Preparation
Standard: Standard 1: Content Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they:
Indicator a: Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
Indicator b : Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.
Indicator c: Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure.
Indicator d: Understand research and can successfully design, conduct, report and evaluate investigations in science.
Indicator e : Understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
b. Students were encouraged to understand, question, and interpret ideas from diverse perspectives. / Open-ended questions were never used, and diverse perspectives were never explored. / Open-ended questions were sometimes used, and diverse perspectives were never explored. / Open-ended questions were always used when appropriate, and diverse perspectives were sometimes explored. / Open-ended questions were always used when appropriate, and diverse perspectives were always explored and students were encouraged to ask their own questions.
Standards
USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
USA- NSTA - 2003 Standards for Science Teacher Preparation
Standard: Standard 3: InquiryTeachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
Indicator a : Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
Indicator b : Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
c. Higher order thinking skills were used. / Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were never reached / Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were sometimes reached / Higher levels of Bloom’s Taxonomy such as analysis, application, were reached but creating, and evaluation were not reached when appropriate / Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were always reached when appropriate
Standards
USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
USA- NSTA - 2003 Standards for Science Teacher Preparation
Standard: Standard 3: InquiryTeachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
Indicator a : Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
Indicator b : Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
d. Lesson was well paced / Failed to pace lesson so that it was neither too fast for individuals nor too slow for the group / Sometimes paced lesson too fast for some individuals but too slow for the group / Mostly paced the lesson so that it was neither too fast for individuals nor too slow for the group / Always paced the lesson well by individualizing instruction and keeping students from falling behind but also kept the group from going too slow
Standards
USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
USA- NSTA - 2003 Standards for Science Teacher Preparation
Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they:
Indicator a : Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
Indicator b : Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
Indicator c : Successfully organize and engage students in collaborative learning using different student group learning strategies.
Indicator d : Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
Indicator e : Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
Indicator f : Create and maintain a psychologically and socially safe and supportive learning environment.
e. Entire class monitored and more than one activity/group was attended to at a time and classroom management techniques (e.g., proximity) used effectively / Individuals and groups were never kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was not used to keep students on task / Individuals and groups were sometimes kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was used inconsistently to keep students on task / Individuals and groups were mostly kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was always used (but used sometimes unsuccessfully) to keep students on task / Individuals and groups were always kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was used consistently and effectively to keep students on task
Standards
USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)
Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
USA- NSTA - 2003 Standards for Science Teacher Preparation
Standard: Standard 5: General Skills of Teaching Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they:
Indicator a : Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
Indicator b : Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
Indicator c : Successfully organize and engage students in collaborative learning using different student group learning strategies.
Indicator d : Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
Indicator e : Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.