EPC 3403 HIGHER COLLEGES OF TECHNOLOGY

Teaching Online Observation and Reflection Task

One of the best ways to learn how to teach is to observe others. During these next two weeks, you have
an amazing opportunity to learn about online teaching and learning. During this TP experience, you will
observe lessons each week and complete observations and reflections that will become evidence of your
learning for your TP report.

When teaching online there are some basic elements of good teaching practice such as:

 Student/teaching interaction
 Effective Instruction
 Active and personalized learning
 Assessment
 Effective use of technology

Instructions:

 Use this observational form to observe the lessons. For each lesson you observe or assist with
please complete this reflection and observation sheet.
 Choose five of the questions in each domain to help with your observation and reflection.
 Keep the name of the teacher anonymous.

Observer Name: __________________________ School: ___________________________

Grade: ___________________________ Platform Used: _________________________

Teacher/Student Interactions:

Did the class promote student interaction via discussions and/or collaborative assignments? Do
students actively participate? Did the teacher encourage students to introduce themselves to one
another informally and to post short bios and photos? Do students engage with one another Did the
teacher encourage all students to participate and ask open-ended questions to prompt engagement
and draw out shyer students? Did the teacher seem to express enthusiasm in engaging with students
and the content? Are the classroom dynamics respectful?  Do the students interact well with each
other?  Is the teacher open and responsive to questions?  

Answers:
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Effective Instruction:
What were the learning objectives of the lesson? Did the teacher present clear objectives or plans for
the lesson? How clearly did the teacher communicate the objectives or plans to the students? How
the instructor carry out the objectives? Did the teacher use various presentation formats (i.e., text,
graphics, digital slides, video), to appeal to different student learning styles and abilities? Does the
teacher approach difficult concepts in a variety of ways: e.g., written English explanations, ASL
explanations, use of photos, animation, graphs or charts? Did the teacher model or explain different
concepts? Was there a clear connection/relationship between the objectives, content and the
material? 

Answer:

Active and Personalized Learning:

1. Active Online Learning: Are students actively signing, writing, typing or utilizing other forms
of self-expression? Did students have opportunities to gather information, synthesize, analyze and
solve problems? Were students engaged in collaborative learning activities?  Are there paired and
small group activities?
2. Reflection: Are students participating in reflection on learning or outcomes?
3. Differentiation: Is there differentiation in the lesson or lessons? Are there some flexibility in
completing assignments in different formats or independence in picking a topic?  
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Assessment:
Were there examples of the assignments provided for the students?  Were students clear on what is
expected from them? What formative assessment was done in the lesson? Were there opportunities
for informal feedback that does not involve grading? (e.g. class discussion, paired feedback, small
group draft presentation). Were there opportunities for students to provide feedback for the teacher
and course throughout the semester?  Does the teacher ask questions and survey students for
feedback? Was there feedback provided to students?

Answer:

Use of technology:
What technology or platform is being used? What special features does it have? How did the teacher
use the technology to teach? How did the technology support student learning? Were there any
challenges experienced by the teacher or student?

Answer: