Lecture/tutorial Observation Checklist (Structured comment)
Criteria / Comments· Learning Design
· Structures learning experiences to assist student understanding, e.g.
· Identifies expected learning outcomes
· Provides a clear overview of the lecture/tutorial
· Presents material in a way that it is clear and logical to students
· Summarizes key points and links to next/future learning experiences / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
· Arouses learners’ curiosity, e.g.
· Encourages student involvement/curiosity through problem based questions/activities
· Varies the presentation of material to maintain interest
· Uses real world stimuli
· Challenges assumptions / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
· Designs learning experiences which cater for diversity among the student group, e.g.
· Plans a variety of engagement activities / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
· Builds bridges between teacher understanding and student learning, e.g.
· Connects with tasks from previous tutorials/lectures
· Uses examples, case studies and/or additional resources to illustrate concepts
· Checks student understanding, e.g. uses ‘clickers’ etc. / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
Student Engagement, e.g.
· Builds active learning experiences into the plan
· Opportunities are provided for students to engage in the learning experience (e.g. ask questions, discuss with neighbour, etc.)
· Input and feedback is sought from students / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
Presentation skills, e.g.
· Voice can be clearly heard, varied, appropriate speed
· Uses voice/non-verbal cues to convey energy and enthusiasm
· Non-verbal communication (eye contact with the whole audience, body posture, movement)
· Media well integrated into the session:
̶ selected media add value to students’ learning
̶ PowerPoint slides (if used) do not dominate
̶ good skills demonstrated with chosen media / disagree disagree agree agree
strongly somewhat somewhat strongly
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Comments
Adapted from Source: Nash, Barnard, Bolt, Shannon, McEvoy, Rochester & Waters (2013)