NAME OF INSTITUTE ‘Teaching Demonstration Evaluation Form Demonstrator Name__ Related Education Training, __Date & Time___/ Subjectof demo____ Grade Topic Length of demo_ ce Cotter by [Rating Key: I= unsatisfactory 2=Tfair _3=satisfactory —4= very good 5 = excellent ‘Attributes and Performance | Rating (cirdle) | Comments (ifany) Introduction given (of both, self and topic) ‘Dress, neatness and appearance. Writing on the board, figures / diagrams (visual aids) Usage of classroom language “Circulated during class to check all the students Gesture and posture ‘Spoke loudly and clearly ‘Communication (language, choive of words, gramimar and fluency) | Aroused stidants”inierest and encourages them for participation Encouraged students to ask questions Used words and expressions within the student level of understanding ‘Was there any element of creativity (by way of certain examples) ‘Subject matter knowledge /command on subjecVtopic Presented subject matter clearly and systematically ‘Aptitude abil ‘and talent) displayed “Methodology, taught for student understanding “Answered the questions ‘Class contol “Time management Was organized one ‘Conclusion / summarization made; or lecture abrup ly ended Confidence evel exhibited ‘Showed dynamism and enthusiasm Recommended [Not recommended ADDITIONAL COMMENTS: (tick appropriate one) Evaluator’s signanure and date‘Document the ways the teachor communicates looting targets and the erite ‘of quality with students. You ean use notes to expand on your observations, for success/oloments “The teacher used the following communication modes to share the learning targets and criteria for succoss/oloments of quality: D ora written 1 Displays: I Demonstrations medeling ‘Tha teacher used the following formats to share the learning targets and the criteria for success: G Rubric i Contract 1 Checklist of Al Anchor papers, ‘expectations and models, or other requirements ‘exemplars of quality When did the teacher communicate the learning targets and the criteria for success? U Before instruction A During instruction/onaoing | -4 At the conclusion of Instruction How aid the toachor help tho students to understand the learning targets and the criteria for succoss/ ‘elements of quality? | Conducted discussion and | Sd Discussederiteria, rubrics, —_| Sk Showed! stucient work, med review checklists led responses, examined ex- femplars or anchors of quality |G Helped students apply the | 2 Involved stuctents in Provided feedback to criteria to their own work or | generating criteria/elements |” students that focused on toa model of quality the learning target and the criteria for success In what ways did the Reacher engage the students in applying the criteria for success/elements of ‘quality? U Helped students Helped students Used rubrics, check- | 1 Helped students compare their Identity anchors or lists, or other tools develop eriteria for work to anchors or models based on the | toassist in assess- success/elements of exemplars criteria ments of quality quality In what ways did the teacher engage the students in developing/identifying criteria for success and/or elements of quality? | Brainstormed/discussed I Discussed elements of i Diseussed elements of criteria quality directly related to ‘8 quality answer, paper. the learning target and response, A work performance task/product requirements,