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In-class Evaluation Guideline

I.

Instructional Strategies (Please list the instructional strategies of the development unit and
relevance of the strategies to objectives)

Instructional strategies
Definition presentation using text and audio
Providing examples of See Statements
Provided non-examples of See Statements

Objectives/Sub Objectives
Define SEE statements

Unsure

Provide examples of observations

Prompt students to
communicate what they see
Identify relevant and irrelevant
statements

Provide examples of teacher-feedback for redirecting


observations

Compare and contrast see vs think statements


Explain importance of distinguishing see and
think
Drag and drop see and think statements
Description of good open-ended questions
Shows teachers examples of how to encourage
students to discriminate between items

II.
Clarity, Impact and Feasibility*
Clarity: Is the content or what is being
presented, clear to individual target
learners?

Distinguish best responses for


relevant and irrelevant
statements
Encourage thoughtful opinions
and comparisons based on their
observations

Some of the objectives on the 2nd


Module are not clearly linked to the
objectives shown.
Objective two is mixed with objective
one. On the Purpose screen, when
Todd says See, he then says
Communicate what they observe. It
sounds like he is defining Objective one
by stating objective 2
Define see statements blends into
prompt students to communicate what
they see. We cant tell where one stops
and the other begins.

Impact: How does the content presented


impact learners achievements? For
example, schema construction?

We feel that the first objective Define


SEE statements could be clarified
significantly. See above with blending
into the next objective.
Good compare and contrast between
module 2 and module 3
Gives clear examples of questions
teachers can use

Feasibility: How feasible is the instruction


given the available resources?

Definitely feasible. Teachers can complete the


training online at their convenience.

* For the functional definition of clarity, impact and feasibility please see the Appendix I

III. Overall Check


Is the content interesting?

Irrelevant is spelled wrong on Objective 2 slide


Strategy is spelled trategy on purpose slide
Yes, especially the glass of water causes
learners to reevaluate their knowledge and
assumptions.

What/which motivational components are


being implemented to motivate learners?

Give teachers tools to help make the most out


of their visit to the museum, which benefits
the students and class as a whole.

Do learners understand what they suppose


to do?

Yes, easy to progress from one slide to the


next.
Table of contents sidebar seems unnecessary
since users cant go forward without
completing the previous slides only.

Are the materials directly related to the


objectives? Please list the objectives and
the content.

Yes, see objectives listed in the table above.

Are sufficient practice exercises included?


Please describe the practice exercises.

Drag and drop, examples. However, the


examples and drag and drop do not provide
feedback at this point.

Are practice exercises relevant? Please


describe how relevant the practice
exercises to the content.

Practice exercises tie directly to the content. If


there was feedback, there would probably be
enough.

Do the tests really measure what learners


knowledge of the objectives?

Yes, they are relevant. Just need feedback.

Do the learner receive clear and intelligent


feedback on his/her practice exercises?
Please describe the feedback strategies.

On practice prompt activity, there is no


feedback when you click submit. I dont know
if I did it right or not. Are the prompts in order
(first three are good, last three are poor)? It
seems like it.

Appendix I

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