Appropriate content Class content is too easy or difficult Class content appropriately Instructor engages students The instructor spends the for student knowledge level. challenges students. in higher-order thinking majority of class time or level skills during class. leading students in Instructor does not encourage Class content promotes 1c, 2a, 2b, 3a* thinking activities. higher-order thinking. mastery of course learning objectives. Active learning Instructor uses no active-learning Class session contains at Instructor uses Instructor uses exercises. least one active-learning exercises no exercises no 2a, 2b, 2c, 2d, 2e, 3d, exercise to apply course more than 30 consecutive more than 15 consecutive Instructor has unrealistic 4b* content. minutes of lecture. minutes of lecture. expectations for active-learning exercises. Instructor monitors and Instructor ensures that all Instructor requires students manages active-learning students are on-task. to submit or present Instructor uses inappropriate or exercises. work by end of class. offensive active-learning exercises. Instructor is responsive to Instructor uses active-learning student engagement and Where appropriate, exercises that are not accessible to adjusts strategy instructor leverages student everyone in the class. accordingly. use of electronic technology to facilitate Instructor facilitates active learning. student-led explanations and/or discussions. Formative Instructor violates FERPA by Instructor provides Instructor provides Instructor leads students in publicly sharing student grades. students constructive and information to students structured reflection on assessment/feedback encouraging feedback on about their performance on class learning activities. Instructor provides 1b, 2f, 6a, 6b, 6c, 6d* how to improve their class activities compared to and/or discouraging comprehension or a pre-established standard. feedback. performance in class. Instructor compares student work to an ambiguous or unrealistic standard.
Appropriate content or level 1c, 2a, 2b, 3a* Class content is too easy or difficult for student knowledge level. Instructor does not encourage higher-order thinking. Class content appropriately challenges students. Class content promotes mastery of course learning objectives. Instructor engages students in higher-order thinking skills during class. The instructor spends the majority of class time leading students in thinking activities. Active learning 2a, 2b, 2c, 2d, 2e, 3d, 4b* Instructor uses no active-learning exercises. Instructor has unrealistic expectations for active-learning exercises. Instructor uses inappropriate or offensive active-learning exercises. Instructor uses active-learning exercises that are not accessible to everyone in the class. Class session contains at least one active-learning exercise to apply course content. Instructor monitors and manages active-learning exercises. Instructor uses exercises no more than 30 consecutive minutes of lecture. Instructor ensures that all students are on-task. Instructor is responsive to student engagement and adjusts strategy accordingly. Instructor facilitates student-led explanations and/or discussions. Instructor uses exercises no more than 15 consecutive minutes of lecture. Instructor requires students to submit or present work by end of class. Where appropriate, instructor leverages student use of electronic technology to facilitate active learning. Formative assessment/feedback 1b, 2f, 6a, 6b, 6c, 6d* Instructor violates FERPA by publicly sharing student grades. Instructor provides and/or discouraging feedback. Instructor compares student work to an ambiguous or unrealistic standard. Instructor provides students constructive and encouraging feedback on how to improve their comprehension or performance in class. Instructor provides information to students about their performance on class activities compared to a pre-established standard. Instructor leads students in structured reflection on class learning activities.
CET-Classroom-Teaching-Observation-Checklist.docx