Classroom Observation Form
Instructor: John Sorenson
Peer/Observer: Patrick Boekhoud
Use criteria that apply to format of course observed. Criteria in red were observed directly
Review Section
1. SUBJECT MATTER CONTENT
(shows good command and knowledge of subject matter;
demonstrates breadth and depth of mastery)
2. ORGANIZATION
(organizes subject matter; evidences preparation; is thorough;
states clear objectives; emphasizes and summarizes main points,
meets class at scheduled time, regularly monitors on-line course)
3. RAPPORT
(holds interest of students; is respectful, fair, and impartial; provides
feedback, encourages participation; interacts with students, shows
enthusiasm)
4. TEACHING METHODS
(uses relevant teaching methods, aids, materials, techniques, and
technology; includes variety, balance, imagination, group
involvement; uses examples that are simple, clear, precise, and
appropriate; stays focused on and meets stated objectives)
5. PRESENTATION
(establishes online course or classroom environment conducive to
learning; maintains eye contact; uses a clear voice, strong
projection, proper enunciation, and standard English)
Course: MYP I&S
Date and Time: Oct 24, 2017
Description/Comments
• Good introduction on mosquito device, leading to deeper thinking regarding label and ethics of using
the device (why and how it could be used)
• Could emphasize command terms when explaining assessment and expectations
• Could tie in to unit more by emphasizing how lesson relates to concepts/context/inquiry (or having
students make those connections)
• Students referenced prior knowledge (scaffolding) regarding human rights (referenced poster in
class) – learning building upon what students know and can do
• Lesson objectives or goals could be communicated at start of lesson so students are aware (tie into
unit more explicitly)
• Good progression of lesson from brainstorming to informing to applying
• Could use brainstorming activity as a ‘Do Now’ activity at start of class so students arrive and begin
to work on something rather than waiting for others to be ready
• Good use of OneNote as teaching tool
• Good interaction with students and rapport
• Variety of students included in discussions
• Start with brainstorming activity to tune in students (5 minutes)
• Use of a variety of activities/resources during lesson
• Good discussions regarding video watched and ethics/fairness (principled)
• Clear instructions given for students
• Some students off-task during discussions and/or brainstorming activity
• Good overview of assignment and marking criteria for summative assessment so all students are
clear on expectations
• Clear and concise instructions and presentation to students
 Review Section Description/Comments

6. MANAGEMENT • Grouping of students at start of lesson (ability grouping or behavior management?)

(uses time wisely; attends to course interaction; demonstrates
leadership ability; maintains discipline and control; maintains
effective e-platform management)
• Could circulate more to ensure students are on task
• Ensure all students are listening before giving instructions for next task
• Encouraged students to take responsibility for own actions (being principled/reflective/respect)

7. SENSITIVITY
(exhibits sensitivity to students' personal culture, gender differences • All students included and catered to
and disabilities, responds appropriately in a non-threatening, pro- • Differentiation for EAL students could be more prominent
active learning environment)

8. ASSISTANCE TO STUDENTS
• Checked in with several students throughout lesson
(assists students with academic problems)

9. PERSONAL
(evidences self-confidence; maintains professional comportment and • Good all around
appearance)

10. PHYSICAL ASPECTS OF CLASSROOM (optional)
(state location and physical attributes of classroom, number of
students in attendance, layout of room, distractions if any; list any
observations of how physical aspects affected content delivery)
• Statement of inquiry, concepts and global contexts all posted in classroom (could be more prominent
or referenced during lessons so students are reminded of focus of unit)
• Key command terms for I&S could be posted around room so they’re emphasized more (analyze,
define, summarize, etc.) and also referenced often for EAL students (help them learn vocab and
meaning)

Strengths observed:
Good interaction with students and facilitating discussions regarding topic of lesson. Strong content knowledge and progression during lesson from tuning in to informing to applying knowledge. Critical
thinking skills developed during student discussions and presenting of different perspectives regarding the topic. Clear instructions and overview of assessment and success criteria. Good use of ICT
involving SMART board, OneNote and completing assessments digitally.

Suggestions for improvement:

Good overall, but perhaps clearer differentiation/accommodations for EAL students. Some students off-task during lesson but could be due to the classroom dynamics. Clearer ties to the overall unit
concepts/context/inquiry would keep students focused on the goals of the unit and how the individual lessons relate to the overarching concepts they’re exploring. Good circulating during the observed
lesson, but ensure it happens regularly in classroom (some teachers have switched to standing desks to encourage this). Overall great lesson and addition to our staff!