POST-OBSERVATION TALKING POINTS, aka

iItems to be considered when discussing thea classroom observation.

As soon after the full-period observation as possible, please have a friendly discussion acknowledging and respecting the fact that you are professionals, problem-solvers, and colleagues. Cover as many of the following questions as you wish to. Add others as you see fit. The actual answers to these questions – and to the expected follow-up questions, such as, “why/why not” and “how do you know” are, in fact, less important that the reflection and discussion involved; nothing need be written on this paper other than the names, dates, class info, and signatures.

As soon after the full-period observation as possible, please have a friendly discussion, acknowledging and respecting the fact that both of you are Professionals, Problem Solvers, and Partners. Cover as many of the following questions as you wish to. Add others as you see fit. The actual answers to these questions, and to the expected follow-up questions “why/why not?,” “how do you know?,” etc. are, in fact, less important than the reflection and discussion involved, and nothing need be written on this paper other than the names, dates and signatures.

A

1.  Were the learning objectives clear and appropriate?

2.  Were there cross-curricular aspects to the lesson material?

3.  Were the methods, techniques, materials, and activities varied and appropriate?

4.  Was the class climate optimal for learning?

5.  Was the instructor’s mastery of the subject matter clear and thorough?

6.  Was it clear to all that learning is individual, active, and collaborative?

7.  Were there opportunities for problem-solving, critical thinking, and
experimentation?

8.  Was the lesson obviously a bridge between past and future lessons?

9.  Was there clear evidence of learning?

10.  Was this a typical class?


B

11.  What was excellent?

12.  What was surprising?

13.  What was humorous?

14.  What was unfortunate?

What needs improvement?

15.  How effectively was class time used?

a.  What was the ratio of teacher talk to student talk?

What impediments were there to the optimal use of class time?

17.  How useful has this discussion been?