Online and Classroom Observation Forms - Special Academic Support

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Online and Classroom Observation Forms

Table of Contents

Introduction
Classroom Observation Form
On Line Classroom Observation Form
Specific Reasons and Examples from the Classroom Observation Form
Specific Reasons and Examples from the Online Observation Form
Conclusion and Recommendations
References

Introduction

The rationale for the development of the online classroom observational form is to support SPS faculty in their teaching. This form has the review activities section which includes the physical aspects of the classroom, personal, and teaching methods. For example, the online classroom observation form describes teaching methods as using the relevant technology, and using precise, clear, and appropriate online examples. The categories of evidence and artifacts in this form are described in the organizational and personal activities sections.

The rationale for the classroom observational form development is to improve the student outcome in class. For example, the physical aspects of the classroom in this form are the physical attributes of the classroom such. They include the number of students in attendance and the classroom layout. From this form, the layout of the classroom should be in a place where there are no distractions. The evidence and artifacts are in the organizational and personal activity categories respectively.

Classroom Observation Form

Instructor: ______JD________________________________ Course __Spirometry____________________________

Peer/Observer: ____GB______________________________ Date and Time ____________________________

Use criteria that apply to format of course observed. Grade Effective or Ineffective:

Review Activities Section	Description/Comments
SUBJECT MATTER CONTENT	Effective Instructor shows good command and knowledge of subject matter; demonstrates breadth and depth of mastery
ORGANIZATION	Effective Evidence: The instruction read the previous class results about the reading of a Pulmonary Function test report correctly. He commented that all the students complied with their tube selection report for corresponding test last week
RAPPORT	Effective Instructor holds interest of students; is respectful, fair, and impartial; provides feedback, encourages participation; interacts with students, shows enthusiasm)
TEACHING METHODS	Effective Instructor 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
PRESENTATION	Effective instructor establishes online course environment conducive to learning; maintains eye contact; Ask for video activity no only audio uses a clear voice, strong projection, proper enunciation, and standard English
MANAGEMENT	Effective Instructor uses time wisely; attends to course interaction; demonstrates leadership ability; maintains discipline and control; maintains effective e-platform management)
SENSITIVITY	Effective Instructor exhibits sensitivity to students personal culture, gender differences and disabilities, responds appropriately in a non-threatening, pro-active learning environment
ASSISTANCE TO STUDENTS	Effective Instructor assists students with academic problems
PERSONAL	Effective Artifacts: Instruction help the student explain who to teach the patient to breath correctly during a pulmonary function test instructor induces self-confidence; maintains professional comportment and appearance
PHYSICAL ASPECTS OF CLASSROOM	Effective The state location and physical attributes of classroom, number of students in attendance, layout of room, No distractions

Strengths observed:_________________________

Suggestions for improvement:___________________________________

Overall impression of teaching effectiveness:______________________________________

On Line Classroom Observation Form

Instructor: ______JD________________________________ Course ___Phlebotomy____________________________

Peer/Observer: ____GB______________________________ Date and Time ____________________________

Use criteria that apply to format of course observed. Grade Effective or Ineffective:

Review Activities Section	Description/Comments
SUBJECT MATTER CONTENT	Effective Instructor shows good command and knowledge of subject matter; demonstrates breadth and depth of mastery
ORGANIZATION	Effective Evidence: The instruction read the previous class results. He commented that all the students complied with their tube selection report for corresponding test last week
RAPPORT	Effective Instructor holds interest of students; is respectful, fair, and impartial; provides feedback, encourages participation; interacts with students, shows enthusiasm)
TEACHING METHODS	Effective Intructor 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
PRESENTATION	Effective Instructor establishes online course environment conducive to learning; maintains eye contact; Ask for video activity no only audio uses a clear voice, strong projection, proper enunciation, and standard English
MANAGEMENT	Effective Instructor uses time wisely; attends to course interaction; demonstrates leadership ability; maintains discipline and control; maintains effective e-platform management)
SENSITIVITY	Effective Instructor exhibits sensitivity to students personal culture, gender differences and disabilities, responds appropriately in a non-threatening, pro-active learning environment
ASSISTANCE TO STUDENTS	Effective Instructor assists students with academic problems
PERSONAL	Effective Artifacts: Instruction help the student explain what color of tube is selected according to the clinical test ordered by the physician. self-confidence; maintains professional comportment and appearance
PHYSICAL ASPECTS OF CLASSROOM	Effective The on line platform and the background are appropriate for the videoconferences Audio and tools work correctly

Strengths observed:______________________________

Suggestions for improvement:_______________________________________

Overall impression of teaching effectiveness:_________________________________________

Specific Reasons and Examples from the Classroom Observation Form

The reason for the classroom observation form is to provide effective activities, evidence and artifacts for the development of these classes. One example of an activity in the classroom activities is one that involves obtaining the subject matter content (Leinhardt, 2019). For example, the instructor demonstrates good knowledge and command of the subject matter and mastery in depth and breadth regarding the topic. The evidence supporting the development of organizational activities involves the instructor reading previous class results (Robinson, et al., 2021).The teacher then suggests that all students comply with their tube selection report for corresponding tests from the previous week.

Lastly, under the personal activities review section, the artifacts include the instructor helping their students to determine the color of the tube to be used based on the clinical test suggested by the physician. In addition, self-confidence among the students helps them maintain professional appearance and comportment (Sukmaindrayana & Yulianeu, 2022). Another activity in the classroom involves creating rapport whereby the teacher holds students interests. For example, the teacher demonstrates enthusiasm by providing feeding to the students questions, interacting with the students, and encouraging them to participate in the class (Woolfolk & Hoy, 2003). The last reviewed activity in the classroom observation form is the provision of assistance to students. In this activity, instructors and students prefer physically attending class to the online class because the teacher can physically help the students with all their academic problems.

Specific Reasons and Examples from the Online Observation Form

The reason for the online classroom observation form is to provide effective activities, evidence and artifacts for the development of online classes. An example of an activity in the online classroom observation form is the physical aspects of a classroom (Ding et al., 2019). These aspects include digital teaching methods such as audio and video conferences, online whiteboards, and screen sharing aid teachers conduct online lectures and discussions with students (Johnson et al., 2019). In addition, online classrooms aim to replicate the experiences in a physical classroom but with various added advantages such as instant feedback, interaction, and file sharing, which are significant in distance learning circumstances.

Additionally, in the online class, the teacher maintains eye contact and asks for a video and audio activity with the students. In the video and audio activity, the teacher uses a clear voice, Standard English, strong projection, and proper pronunciation. The instructor demonstrates certain online teaching management qualities through these online learning activities (Gacs et al., 2020). These qualities include; using time wisely by setting an automatic starting and ending time for the class. The teacher also maintains successful e-platform management by demonstrating leadership qualities and maintaining control and discipline while teaching (Nilson, 2003). Lastly, the last activity observed among teachers of online classes is sensitivity. For example, instructors tend to pay more attention to the cultures of individual students, their disabilities, and gender differences, as well as provide an appropriate response in a proactive, non-threatening online learning platform.

Conclusion and Recommendations

In conclusion, from the evaluation of the online classroom observation form, certain recommendations for improving the effectiveness of online classes include; establishing norms, creating accessible content, and strengthening relationships. Establishing norms involves online instruction of learners other than face-to-face instruction. These norms might include when to mute and unmute, how to use backgrounds, and when to use the chat. Additionally, creating accessible content refers to reducing comprehension barriers and ensuring that the content is accessible to everyone, including the disabled and those with limited English proficiency. Lastly, strengthening the relationship between teachers and students is very important. When instructing online, teachers should consider incorporating the techniques and tools that help them connect with their students.

From the evaluation in the classroom observation form, ways of improving classroom learning include differentiating between students, using the flipped classroom model, and encouraging cooperative learning. Differentiating between students is crucial as it provides various activities that would be challenging to the brightest students. Under the flipped classroom model, engage in readings and activities, often set as homework in the classroom. This technique improves the student-teacher relationship and encourages active collaboration among students. Finally, encouraging cooperative learning is when students work in groups to complete a certain task or assignment. As a result, the students develop teamwork skills by relying on each other to achieve the outcome.

References

Ding, S., Chen, W. H., Mei, K., & Murray-Smith, D. J. (2019). Disturbance observer design for nonlinear systems represented by inputoutput models. IEEE Transactions on Industrial Electronics, 67(2), 1222-1232.

Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisisprompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392.

Johnson, N. F., Leahy, R., Restrepo, N. J., Velásquez, N., Zheng, M., Manrique, P. & Wuchty, S. (2019). Hidden resilience and adaptive dynamics of the global online hate ecology. Nature, 573(7773), 261-265.

Leinhardt, G. (2019). On teaching. In Advances in instructional psychology (pp. 1-54). Routledge.

Nilson, L. B.. (2003). Teaching at its best: A research-based resource for college instructors (3rd ed.). 9780470401040 Chapter 28: Assessing Student Learning in Progress.

Robinson, A., Shore, B. M., & Enersen, D. L. (2021). Best practices in gifted education: An evidence-based guide. Routledge.

Sukmaindrayana, A., & Yulianeu, A. (2022). The roles of information and communication technology (ICT) in transforming students learning outcomes at STMIK DCI Tasikmalaya. Jurnal Iqra: Kajian Ilmu Pendidikan, 7(2), 89-104.

Woolfolk, A. & Hoy, W. K. (2003). Instructional leadership: A research based guide to learning in schools.

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