02 November, 2009

Checklist of Teaching Skills

Facilitator: _______________________ Class: ____________
Observer: _______________________ Date: _____________

Directions: Respond to each of the following statements by ticking(√) Sl. No. for observed, 'X' for not observed; would have been appropriate and Circle (O) for not applicable.

Importance and Suitability of Content:
1. Students seemed to have the necessary background to understand the lecture material.
2. The examples used drew upon student experiences.
3. When appropriate, a distinction was made between factual material and opinions.
4. When applicable, appropriate authorities were cited to support statements.
5. When appropriate, divergent viewpoints were presented.
6. A sufficient amount of material was included in the lecture.

Organisation and Clarity:

7. Stated the purpose of the class session.
8. Presented a brief overview of the content.
9. Made explicit the relationship between today's and the previous class session.
10. Defined new terms, concepts and principles.
11. Arranged and discussed the content in a systematic and organised fashion.
12. Asked questions periodically to determine whether too much or too little information was being presented.
13. Presented clear and simple examples to clarify very abstract and difficult ideas.
14. Used alternate explanations when necessary.
15. Explicitly stated the relationships among various ideas.
16. Periodically summarised the most important ideas.
17. Slowed the word flow when ideas were complex and difficult.
18. Did not often deviate from the main topic.
19. Summarized the main ideas.
20. Related the day's material to upcoming sessions.

Use of Media/Teaching Aids:
21. Writing on board/overhead/slides was legible.
22. Information presented on board/overhead/ slides/Smart Board was organized and easy to follow.
23. The AV-materials used added to the students' comprehension of the concept(s) being taught.
24. The AV-materials were handled competently (e.g., the instructor did not walk in front of the image for overhead or slide projector; the instructor spoke to the class, not the screen or board; etc.).
Use of Questions:
25. Asked questions to see what the students knew about the lecture topic.
26. Addressed questions to individual students as well as the group at large.
27. Used questions to gain students' attention.
28. Paused after all questions to allow students time to think of an answer.
29. Encouraged students to answer difficult questions by providing cues or rephrasing.
30. When necessary, asked students to clarify their questions.
31. Asked probing questions if a student's answer was incomplete or superficial.
32. Repeated answers when necessary so the entire class could hear.
33. Received student questions politely and enthusiastically.
34. Requested that very difficult, time-consuming questions of limited interest be discussed before or after class or during office hours.

35. Established and maintained eye contact with the class.
36. Listened carefully to student comments and questions.
37. Facial and body movements did not contradict speech or expressed intentions (e.g., waited for responses after asking for questions).
38. Noted and responded to signs of puzzlement, boredom, curiosity, etc.
39. Encouraged student questions.

Individual Style:
40. Voice could be easily heard.
41. Voice was raised or lowered for variety and emphasis.
42. Speech was neither too formal nor too casual.
43. Speech fillers (e.g., "ok now", "ahmm", etc.) were not distracting.
44. Rate of speech was neither too fast nor too slow.
45. Wasn't too stiff and formal in appearance.
46. Wasn't too casual in appearance.
47. Varied the pace of the lecture to keep students alert.
48. Spoke at a rate which allowed students time to take notes

Overall Comments: