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    Instrument For Instruction-Maryrose P

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    Jie
    This document provides criteria for evaluating teaching effectiveness. Effective teaching is summarized as: 1) Being based on principles of learning psychology and ensuring understanding through varied, goal-directed experiences that stimulate thinking. 2) Being well-planned and making evaluation and review integral to the learning process. 3) Governing instruction with democratic principles and supplementing teaching with helpful materials.

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    Instrument For Instruction-Maryrose P

    Uploaded by

    Jie
    38 views11 pages
    This document provides criteria for evaluating teaching effectiveness. Effective teaching is summarized as: 1) Being based on principles of learning psychology and ensuring understanding through varied, goal-directed experiences that stimulate thinking. 2) Being well-planned and making evaluation and review integral to the learning process. 3) Governing instruction with democratic principles and supplementing teaching with helpful materials.

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    INSTRUMENT FOR INSTRUCTION-MARYROSE P.pptx

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    This document provides criteria for evaluating teaching effectiveness. Effective teaching is summarized as: 1) Being based on principles of learning psychology and ensuring understanding through varied, goal-directed experiences that stimulate thinking. 2) Being well-planned and making evaluation and review integral to the learning process. 3) Governing instruction with democratic principles and supplementing teaching with helpful materials.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    38 views11 pages

    Instrument For Instruction-Maryrose P

    Uploaded by

    Jie
    This document provides criteria for evaluating teaching effectiveness. Effective teaching is summarized as: 1) Being based on principles of learning psychology and ensuring understanding through varied, goal-directed experiences that stimulate thinking. 2) Being well-planned and making evaluation and review integral to the learning process. 3) Governing instruction with democratic principles and supplementing teaching with helpful materials.

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    INSTRUMENT FOR

    INSTRUCTION/TEACHI
    NG EFFECTIVENESS
    Prepared by: Ms. Maryrose C.
    Palattao
    Ms. Anjie M. Pasaraba
    When is Teaching effective?
    When it is based on the psychology of
    learning.
    When it is well-planned.
    When it is goal-directed.
    When it is made psychological rather than
    logical.
    When it is provides varied experiences that
    will ensure understanding.
    When it is utilizes the primary laws of
    learning-Readiness, Effect, and Exercise.
    When it is the past experiences of the
    students in the process.
    When the learner is stimulated to think
    and reason.
    When it is governed by democratic
    principles.
    When there is humor that evokes
    laughter in the room.
    When EVALUATION is made an
    integral part of the learning process.
    When it offers opportunity to the
    students to be creative.
    When it is supplemented with
    teaching methods and instructional
    materials.
    When REVIEW is made an integral
    part of the learning process.
    QCE of the NBC No. 461
    Instrument for Instruction/Teaching
    Effectiveness
    Rating Period: ________ Sem. SY 20____ to 20____
     
    Evaluators: ( ) Self ( ) Peer ( ) Supervisor
      Name of Faculty: _________________
    Academic Rank___________________
     
    Instruction: Please evaluate the faculty using the scale
    below. Encircle your rating.
    Scale: 5-Outstanding 4-Very Satisfactory3-Satisfactory
    2-Fair 1-Poor
    A. Commitment Scale
    1. Demonstrate sensitivity to students’ ability 5 4 3 2 1
    to attend and absorb content information.
    1. Integrates sensitively his/her learning 5 4 3 2 1
    objectives with those of the students in a
    collaboration process.
    1. Makes self available to students beyond 5 4 3 2 1
    official time.
    1. Regularly comes to class on time, well- 5 4 3 2 1
    groomed and well-prepared to complete
    assigned responsibilities.
    1. Keeps accurate records of students’ 5 4 3 2 1
    performance and prompt submission of the
    same.
    Total Score          
    B. Knowledge of Subject          
    1. Demonstrate master of the subject matter 5 4 3 2 1
    (explain the subject without relying solely
    on the prescribed textbook).
    1. Draws and shares information on the 5 4 3 2 1
    state of the art of theory and practice in
    his/her discipline.
    1. Integrates subject to practical 5 4 3 2 1
    circumstances and learning
    intents/purposes of students.
    1. Explain the relevance of the present 5 4 3 2 1
    topics to the previous lessons, and elates
    the subject matter to relevant current
    issues and/or daily life activities.
    1. Demonstrates up-to-date knowledge 5 4 3 2 1
    and/or awareness on current trends and
    issues of the subject.
    Total Score          
    C. Teaching for Independent Learning          
    1. Creates teaching strategies that allows students to 5 4 3 2 1
    practice using concepts they need to understand
    (interactive discussion).
    1. Enhances student self esteem and/or gives due 5 4 3 2 1
    recognition to students’ performance/potentials.
    1. Allows students to create their own course with 5 4 3 2 1
    objectives and realistically defined student-
    professor rules and make them accountable for their
    performance.
    1. Allows students to think independently and make 5 4 3 2 1
    their own decisions and holding them accountable
    for their performance based largely on their success
    in executing decisions.
    1. Encourages students to lean beyond what is required 5 4 3 2 1
    and help/guide the students how to apply the
    concepts learned.
    Total Score          
    D. Management of Learning          
    1. Creates opportunities for intensive and/or extensive 5 4 3 2 1
    contribution of students in the class activities (e.g.
    breaks class into diads, triads or buzz/task groups).
    1. Assumes roles as facilitator, resource person, coach, 5 4 3 2 1
    inquisitor, integrator, referee in drawing students to
    contribute to knowledge and understanding of the
    concepts at hand.
    1. Designs and implements learning conditions and 5 4 3 2 1
    experience that promotes healthy exchange and/o
    confrontations.
    1. Structures/re-structures leaning context to enhance 5 4 3 2 1
    attainment of collective learning objectives.

    1. Use of instructional materials (audio/video 5 4 3 2 1


    materials, field trips, film showing, computer aided
    instruction and etc.) to reinforce learning processes.
    Total Score          
    Signature of Evaluator : ______
    Position of Evaluator: _______
    Name of Evaluator : _________
    Date: __________________
    THANK YOU
    FOR
    LISTENING
    AND GOD
    BLESS

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