Classroom Observation Guide
Date of Observation:
_________________________________
Faculty Member:
_________________________________
Course:
_________________________________
Chair:
_________________________________
This form, adapted from the Community College of Aurora’s Mentor Program Handbook and Staffordshire
University’s “Guidelines for the Observation of Teaching,” provides areas for observation. Each area includes
prompts regarding what should be observed.
Note: A substitute form may be used, if applicable
2
Classroom Observation Overview
Component
Sample Questions for Reflection
1. Learning outcomes
and lesson objectives
• Are objectives for the class given verbally, written, or not at all?
• Are specific instructional outcomes used?
• Are learning outcomes of the subject discussed at any time during the class?
2. Selection and use
of instructional
materials
• Do films, websites, and other audiovisual materials have a clear purpose?
• Are handouts appropriate in number and subject?
• Since the text may be pre-selected, does the professor give help with
reading or using the text, if necessary?
3. Educational
climate for learning
•
•
•
•
•
4. Preparation for
class session
• Do students know what preparation (reading or other assignments) they
should have completed prior to class?
5. Instructional
methods/Teaching
strategies
•
•
•
•
•
6. Opportunity for
student participation
• List the students’ activities.
• Does the professor encourage students to summarize and add to others’
summaries?
• Does the professor help quieter students interact with others?
7. Responsiveness to
student feedback
• Is the professor paying attention to cues of boredom and confusion? Does
the professor encourage or discourage questions (dissension)?
• Does the professor provide students opportunities to mention problems/
concerns with the class, either verbally or in writing?
8. Learning aids
• Are students able to see visual aids?
• Does one group dominate discussion and hinder others’ participation?
Are students AND the professor interested and enthusiastic?
Does the professor use student names?
Is humor used appropriately?
Is the atmosphere of the classroom participative?
Did the professor have eye contact with students?
List the teaching activities.
Did the opening gain the class’s attention? Did it establish rapport?
Did the opening outline the topic and purpose of the lecture?
Is the delivery paced to students’ needs?
Does the professor introduce topic, state goals, present material or activity
effectively, summarize, and give assignment or suggest an idea to consider
before the next class?
• Are key points emphasized? Are explanations clear to students?
• Are examples, metaphors, and analogies appropriate?
• Is the lecture stimulating and thought-provoking?
3
1. Learning outcomes and lesson objectives
Sample questions for reflections:
• Are objectives for the class given verbally, written, or not at all?
• Are specific instructional outcomes used?
• Are learning outcomes of the subject discussed at any time during the class?
Comments:
2. Selection and use of instructional materials
Sample questions for reflections:
• Do films, websites, and other audiovisual materials have a clear purpose?
• Are handouts appropriate in number and subject?
• Since the text may be pre-selected, does the professor give help with reading or using the text, if
necessary?
Comments:
4
3. Educational climate for learning
Sample questions for reflections:
• Are students AND the professor interested and enthusiastic?
• Does the professor use student names?
• Is humor used appropriately?
• Is the atmosphere of the classroom participative?
• Did the professor have eye contact with students?
Comments:
4. Preparation for class session
Sample questions for reflections:
• Do students know what preparation (reading or other assignments) they should have completed prior
to class?
Comments:
5
5. Instructional methods/Teaching strategies
Sample questions for reflections:
• List the teaching activities.
• Did the opening gain the class’s attention? Did it establish rapport?
• Did the opening outline the topic and purpose of the lecture?
• Is the delivery paced to students’ needs?
• Does the professor introduce topic, state goals, present material or activity effectively, summarize, and
give assignment or suggest an idea to consider before the next class?
• Are key points emphasized?
• Are explanations clear to students?
• Are examples, metaphors, and analogies appropriate?
• Is the lecture stimulating and thought-provoking?
Comments:
6
6. Opportunity for student participation
Sample questions for reflections:
• List the students’ activities.
• Does the professor encourage students to summarize and add to others’ summaries?
• Does the professor help quieter students interact with others?
Comments:
7. Responsiveness to student feedback
Sample questions for reflections:
• Is the professor paying attention to cues of boredom and confusion? Does the professor encourage or
discourage questions (dissension)?
• Does the professor provide students opportunities to mention problems/concerns with the class, either
verbally or in writing?
Comments:
7
8. Learning aids
Sample questions for reflections:
• Are students able to see visual aids?
• Does one group dominate discussion and hinder others’ participation?
Comments:
Faculty Member’s Comments
_____________________________________
Date
_____________________________________
Chair’s Signature
_____________________________________
Faculty Member’s Signature