Clinical/Field Teaching Observation Checklist (Structured comment) Criteria Comments Learning Design disagree disagree agree Structures learning strongly somewhat somewhat strongly experiences to assist student understanding, e.g. Comments Provides a clear overview which includes expected learning outcomes Provides clear task descriptions, procedures, purpose Presents information in a way that it is clear and logical to students Ensures students are aware of safety and/or other issues relevant to the particular environment Arouses learners’ disagree disagree agree curiosity, e.g. strongly somewhat somewhat strongly Encourages student involvement/curiosity through problem Comments based questions/activities Challenges assumptions Designs learning disagree disagree agree experiences which cater strongly somewhat somewhat strongly for diversity among the student group, e.g. Fosters an inclusive Comments and supportive learning environment Considers students’ aspirations and priorities Builds bridges between disagree disagree agree teacher understanding strongly somewhat somewhat strongly and student learning, e.g. Makes clear links to previous/future Comments learning Models critical thinking, problem solving etc. Demonstrates use of equipment (where appropriate) Student Engagement, disagree disagree agree e.g. strongly somewhat somewhat strongly Opportunities are provided for students to engage in the Comments learning experience (e.g. ask questions, explore issues etc.)
Clinical/Field Teaching Observation Checklist (Structured comment) Criteria Comments Learning Design Structures learning experiences to assist student understanding, e.g. Provides a clear overview which includes expected learning outcomes Provides clear task descriptions, procedures, purpose Presents information in a way that it is clear and logical to students Ensures students are aware of safety and/or other issues relevant to the particular environment disagree disagree agree strongly somewhat somewhat strongly Comments Arouses learners’ curiosity, e.g. Encourages student involvement/curiosity through problem based questions/activities Challenges assumptions disagree disagree agree strongly somewhat somewhat strongly Comments Designs learning experiences which cater for diversity among the student group, e.g. Fosters an inclusive and supportive learning environment Considers students’ aspirations and priorities disagree disagree agree strongly somewhat somewhat strongly Comments Builds bridges between teacher understanding and student learning, e.g. Makes clear links to previous/future learning Models critical thinking, problem solving etc. Demonstrates use of equipment (where appropriate) disagree disagree agree strongly somewhat somewhat strongly Comments Student Engagement, e.g. Opportunities are provided for students to engage in the learning experience (e.g. ask questions, explore issues etc.) disagree disagree agree strongly somewhat somewhat strongly Comments