LESSON OBSERVATION FORM

Interns Name

Date

Observers Name

Role: Mentor College Supervisor

This observation form is to be used by the mentor teacher for daily lessons and observations. It may also be used
by the college supervisor for visits to the interns classes. All the criteria are applicable to diploma students and to
students in the Special Education program in both classroom and resource room settings.
Please check the most appropriate box:
Mark Freq Obs (Frequently Observed) if the behavior was incorporated throughout the lesson.
Mark Obs (Observed) if you specifically saw the behavior.
Mark Not Obs (Not Observed) if you did not see the behavior at all during the lesson.
Pre-observation Planning

Yes

No

Obs

Not Obs

Lesson plans are submitted to mentor and supervisor with enough time for
feedback.

Lesson plans address all elements of the QU LP/IEP format.

Classroom Observation

Freq Obs

Preparation, Organization, and Management

Beginning of the lesson

Materials are prepared and ready to use.

Is prepared to begin class on time.
Quickly focuses students attention on the topic.
States lesson objectives at the beginning of class.
Reviews material from previous class.
During the lesson

Encourages students to question and respond.

Provides constructive feedback.
Calls on and responds to students by name.
Encourages students as well as prevents or handles misbehavior by continually
moving around the classroom.
Finishing the lesson

Summarizes main points of the lesson.

Reminds students of assignments, etc.
Ends lesson without rushing.

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Instruction and Strategies

Content

Explains concepts clearly.

Presents the same information more than once and in various modes.
Relates information to previous knowledge.
Relates information to past, present, and/or future.
Presents information in the context of students lives.
Demonstrates relationships between different concepts.
Distinguishes between factual and nonfactual information.
Clearly identifies opinions.
Shares up-to-date information in the subject area.
Strategies and Processes

Explains difficult content in more than one way.

Type(s) of learning groups observed: (Mark all that apply)
Individual
Pair
Small group
Whole class

Evidence of differentiation: Identify specific evidence on a separate sheet (Mark

all that apply)
Content: e.g., materials with varied readability levels, multiple ways to
access ideas or information
Process: e.g., different homework, tasks in multiple formats, options about
how to work (alone, in pairs, etc.)
Products: e.g., choice of multiple ways of demonstrating learning (essay,
model, etc.), variety of assessment tasks

Asks questions to gain and hold students attention.

Uses sufficient wait-time when asking questions of students.
Encourages students to answer each others questions.
Provides frequent feedback.
Demonstrates enthusiasm for the class and the subject.
Supports students use of technology.
Teaches content that matches the students developmental level.
Applies teaching strategies that are appropriate to the content identified in the
lesson plan.

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Teaching /Learning technique(s) observed: (Mark all that apply)

Lecture
Group work (any size group)
Student presentations
Teacher-student discussion
Interactive lab or activity (With worksheets related to hands-on activity)
In-class writing (Not worksheets)
Individual worksheets
Assessments and Evaluations

Misunderstandings and gaps in information are diagnosed through frequent

questioning.

Questions are drawn from a variety of cognitive levels (Blooms Taxonomy).

Assessments (formative and summative) match standards, instruction, and lesson
plan/IEP objectives.

Test (if present) matches standards, instruction, and lesson plan/IEP objectives.
Observer comments:

Interns Name

Observers Signature

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