COLLEGE OF TEACHER EDUCATION

DEMONSTRATION TEACHING OBSERVATION SHEET

Name of Pre-service Teacher: ______________________________________ Date: __________________________

Yr Level & Subject Taught: ______________________________________ School: __________________________

INDICATORS 4 3 2 1 REMARKS

LESSON PLANNING & PREPARATION (12)

Selecting Instructional Objectives
Mapping Coherent Instruction
Instructional Materials, Resources & Technology
CLASSROOM MANAGEMENT (8)
Managing Classroom Procedures
Organizing Physical Space
TEACHING-LEARNING PROCESS (20)
Knowledge of Content & Pedagogy
Questioning & Discussion Skills
Students Learning
Students’ Response to Activities
Learning Activities
LANGUAGE PROFICIENCY (8)
Use of Language
Conveyance of Information & Ideas
ASSESSMENT OF LEARNING OUTCOMES (8)
Congruence with Instructional Objectives
Assessing Student Learning
OVERALL EFFECTIVENESS (4)

TOTAL SCORE

Final Rating: _______________ *TO COMPUTE THE RATING: TOTAL SCORE / 60 x 50 + 50

Observer’s Notes:

OBSERVER’S SIGNATURE: ___________________________________________ DATE: ________________________

PRE-SERVICE TEACHER’S SIGNATURE: ________________________________ DATE: ________________________
 COLLEGE OF TEACHER EDUCATION

TEACHING DEMONSTRATION RUBRIC

A. Lesson Planning and Transforming Developing Emerging Beginning

Preparation 4 points 3 points 2 points 1 point

1. Selecting Instructional Teacher's objectives Teacher’s objectives Teacher's objectives are Teacher's objectives
Objectives reflect high level learning represent valuable of moderate value or represent trivial learning,
related to curriculum learning and are suitable suitability for students in are unsuitable for
frameworks and for most students in the the class, consisting of a students, or are stated
standards; they are class; they reflect combination of objectives only as instructional
adapted, where opportunities for and activities, some of activities, and they do not
necessary, to the needs of integration and permit which permit practical/ permit practical/ workable
individual students, and practical/ workable workable methods of methods of assessment.
permit practical/ workable methods of assessment. assessment.
methods of assessment.

2. Mapping Coherent All of the elements of the Most of the elements of Some of the elements of The various elements of
Instruction instructional design the instructional design the instructional design the instructional design do
support the stated support the stated support the stated not support the stated
instructional objectives, instructional objectives instructional objectives instructional objectives or
engage students in and engage students in and engage students in engage students in
meaningful learning, and meaningful learning and meaningful learning, while meaningful learning and
show evidence of student the lesson or unit has a others do not. Teacher's the lesson or unit has no
input. Teacher's lesson or clearly defined structure. lesson or unit has a defined structure.
unit is highly coherent and recognizable structure.
has a clear structure.

3. Instructional Materials, All materials and All materials and Some of the materials and Materials and resources
Resources, and resources support the resources support the resources support the do not support the
Technology instructional objectives instructional objectives instructional objectives instructional objectives
and key concepts, and and key concepts, and and key concepts, and and key concepts or
most engage students in most engage student in some engage students in engage students in
meaningful learning. meaningful learning. meaningful learning. meaningful learning.
Technology used to
There is evidence of enhance and support
student participation in instruction.
selecting or adapting
materials.

B. Classroom Transforming Developing Emerging Beginning

Management 4 points 3 points 2 points 1 point

1. Managing Classroom Classroom routines and Classroom routines and Classroom routines and Classroom routines and
Procedures procedures are seamless procedures have been procedures have been procedures are partly
in their operation, and established and function established, but function inefficient, resulting in the
students assume smoothly for the most unevenly or inconsistently, loss of much instructional
considerable responsibility part, with little loss of with some loss of time.
for their smooth instruction time. instruction time.
functioning.

2. Organizing Physical Teacher’s classroom is Teacher's classroom is Teacher's classroom is Teacher makes poor
Space safe, and students safe, and learning is safe and essential use of the physical
contribute to ensuring accessible to all learning accessible to environment resulting in
that the physical students; the teacher all students, but the unsafe or inaccessible
environment supports uses physical resources future arrangement only conditions for some
the learning of all well and ensures that partially supports the students. There is poor
students. the physical learning activities. alignment between the
arrangement supports physical arrangement
the learning activities. and the lesson
activities.
 COLLEGE OF TEACHER EDUCATION

C. Teaching-Learning Transforming Developing Emerging Beginning

Process 4 points 3 points 2 points 1 point

1. Knowledge of Teacher's knowledge of Teacher demonstrates Teacher's content and Teacher displays little
Content and Pedagogy content and pedagogy solid understanding of pedagogical knowledge understanding of the
is extensive, showing the content and its represents basic subject or structure of
evidence of a prerequisite understanding but does the discipline, or of
continuing search for relationships and not extend to content-related
improved practice. connections with other connections with other pedagogy.
Teacher actively builds disciplines. Teacher's disciplines or to
on knowledge of instructional practices possible student
prerequisites and reflect current misconceptions.
misconceptions when pedagogical
describing instruction or knowledge.
seeking causes for
student
misunderstanding.

2. Questioning and Teacher formulates Teacher's use of Teacher's use of Teacher makes poor
Discussion Skills many of the high-level questioning and questioning and use of questioning and
questions and assumes discussion techniques discussion techniques discussion techniques,
responsibility for the reflects high-level is uneven, with some with low-level
participation of all questions, true high-level questions, questions, limited
students in the discussion, and full attempts at true student participation,
discussion. participation by all discussion, and and little true
students. moderate student discussion.

3. Students’ Learning Students are The learning tasks and The learning tasks or The learning tasks and
intellectually engaged in activities are aligned prompts are partially activities, materials,
challenging content, with the instructional aligned with the resources, instructional
through well-designed outcomes and are instructional outcomes groups and/or
learning tasks, and designed to challenge but require only minimal technology are poorly
suitable scaffolding by student thinking, thinking by students, aligned with the
the teacher, and fully resulting in active allowing most students instructional outcomes
aligned with the intellectual engagement to be passive or merely or require only rote
instructional outcomes. by most students with compliant. The pacing responses. The pace of
There is evidence of important and of the lesson may not the lesson is too slow or
some student initiation challenging content, provide students the rushed. Few students
of inquiry, and student and with teacher time needed to be are intellectually
contributions to the scaffolding to support intellectually engaged. engaged or interested.
exploration of important that engagement. The
content. The pacing of pacing of the lesson is
the lesson provides appropriate, providing
students the time most students the time
needed to intellectually needed to be
engage with and reflect intellectually engaged.
upon their learning and
to consolidate their
understanding,

4. Students' Response All students are Most activities are Some activities are Activities are
to Activities cognitively engaged in appropriate to students. appropriate to students inappropriate for
the activities and in Almost all students are and engage them students in terms of
their exploration of cognitively engaged in cognitively, but others their age or
content. Students them. do not. backgrounds. Students
initiate or adapt are not engaged
activities and projects to mentally.
enhance
understanding.
 COLLEGE OF TEACHER EDUCATION

5. Learning Activities Learning activities are Most of the learning Only some of the Learning activities are
highly relevant to activities are suitable to learning activities are not suitable to students
students and students and suitable to students or or instructional
instructional objectives instructional objectives instructional objectives objectives and key
and key concepts. They and key concepts. and key concepts. concepts. They do not
progress coherently, Progression of activities Progression of activities follow an organized
producing a unified in the unit is fairly even, in the unit is uneven, progression and do not
whole and reflecting and most activities and only some activities reflect recent
recent professional reflect recent reflect recent professional research.
research. professional research. professional research.

D. Language Transforming Developing Emerging Beginning

Proficiency 4 points 3 points 2 points 1 point

1. Use of language Teacher's spoken and Teacher's spoken and Teacher's spoken Teacher's spoken
written language is written language is language is audible, language is inaudible,
correct and expressive, clear and correct. and written language is or written language is
with well-chosen Vocabulary is legible. Both are used illegible.
vocabulary that appropriate to students' correctly. Vocabulary is
enriches the lesson. age and interests. correct but limited or is Spoken or written
not appropriate to language may contain
students' ages or many grammar and
backgrounds. syntax errors:
vocabulary may be
inappropriate, vague, or
used incorrectly,
leaving students
confused.

2. Conveyance of Conveys information Conveys information Conveys information Presents orally using
Information and Ideas and ideas with clarity. and ideas with and ideas with limited correct intonation and
considerable clarity. clarity. body language to clarify
a message.

E. Assessment of Transforming Developing Emerging Beginning

Learning Outcomes 4 points 3 points 2 points 1 point

1. Congruence with The assessment is All the instructional Some of the Content and methods of
Instructional Objectives completely congruent objectives and key instructional objectives assessment lack
with the instructional concepts are assessed and key concepts are congruence with
objectives and key through the proposed assessed through the instructional objectives
concepts, both in plan, but the approach proposed approach, but and key concepts.
content and process. is more suitable to many are not.
some goals than to
others.

2. Assessing Student Teacher's plan for Teacher's plan for Teacher's plan for Teacher's approach to
Learning student assessment is student assessment is student assessment is assessing student
fully aligned with the aligned with the partially aligned with the learning contains no
instructional outcomes, instructional outcomes, instructional outcomes, clear criteria or
with clear criteria and using clear criteria, is without clear criteria, standards and lacks
standards that show appropriate to the and inappropriate for at congruence with the
evidence of student needs of students. least some students. instructional objectives.
contribution to their Teacher intends to use Teacher intends to use
development. assessment results to assessment results to The results of
plan for future plan for future assessment have
instruction for groups of instruction for the class minimal impact on the
students. as a whole. design of future
instruction.

*TO COMPUTE THE RATING: TOTAL SCORE / 60 x 50 + 50