Observation Forms
Observation Forms
Ratio of Positive to Corrective Feedback
Use this form to identify how often you praise your students for appropriate behavior versus how often you correct students. Put a tally on the "+" side any time you watch yourself give positive feedback, and a tally on the "-" side any time you watch yourself give corrective feedback.
Feedback that Fosters a Growth Mindset vs. a Fixed Mindset
Use this form to identify how often your praise reinforces a fixed mindset versus a growth mindset. Write your comment to the student(s), then check whether it supports a fixed mindset or a growth mindset.
Consistency of Correction for Student Behavior
Write down student behaviors that require correction, and indicate if you observed the behavior and if you corrected the behavior. A possible goal is 90% correction of correctible behaviors.
Average Opportunities to Respond (OTR) Per Minute
Put a tally down every time you give students an opportunity to respond. Divide the total number of tallies by the number of minutes you observed to determine the number of OTRs per minute.
Types, Kinds, and Depth of Knowledge (DOK) of Questions
Write down the questions you ask. Indicate if they are open (infinite responses) or closed (finite answers); what kind they are (opinion or right/wrong); and what depth of knowledge (DOK) or Bloom's level they are.
Instructional vs. Non-Instructional Time
As you observe, use a stopwatch to time each transition. Subtract the total transition time from the total time of the observation. A possible goal is a total transition time of less than 5%. You can also include any other "down time" in your calculations.
Amount of Teacher Talk vs. Student Talk
Record the number of minutes you talk about learning versus the number of minutes your students spend talking about learning. You can compare these totals to each other, to the total time of the class, etc. in order to help you gain insight about your style of instruction.
Engagement
Pause the video every five minutes and count how many students are off task, strategically compliant (engaged because they have to do it), and authentically engaged (engaged because they find the material worthwhile, meaningful, or enjoyable). There is also the IPOP active vs. passive engagement option, about which you can get details from your evaluating supervisor or Achievement Coach.