Forms for the Field: Section C 2
FORMS FOR THE FIELD
TABLE OF CONTENTS FOR SELF EVALUATION FORMS
PAGE NUMBER
COMBINED SKILLS FORMS
Instruction 2-3
Classroom Management 4-5
SINGLE SKILL FORMS
Acknowledging Appropriate Behavior 6
Active Participation 7
Behavior Expectations 8
Closing 9
Compliance 10
Demonstration/Modeling 11
Directions 12
Explanations 13
Gaining Attention 14
Key Terms and Vocabulary 15
Logistics 16
Monitoring Behavior 17
Monitoring Progress 18
Opening 19
Partner/Small Group Work 20
Practice 21
Questions and Questioning 22
Room Arrangement 23
Transitions 24
Visual Supports 25
SPECIALTY FORMS
Accommodations/Selected Interventions 26
Content and Diversity 27
English Language Learners 28
Presentations 29
Universal Design/Differentiated Instruction 30
SELF EVALUATION FORM
Chapters 4-9, 19
INSTRUCTION
Name ______Date ______
Lesson/Activity Title ______
COMMENTS
I used an opening for the lesson or activity Ch 4□ I used the opening to prepare students for learning
□ I used strategies to motivate or focus the students
□ I used strategies to help students make connections between current learning and other knowledge/skills
□ I involved all students in the opening
□ I used an opening responsive to student needs / YES NO /
I taught key terms and vocabulary words Ch 5
□ I selected important key terms/vocabulary to teach
□ I taught words at a time when they were needed for lesson/activity
□ I assessed student understanding of key terms/vocabulary words
□ I taught key terms/vocabulary thoroughly
□ I used visual supports to clarify word meaning / YES NO /
I provided clear explanations Ch 5
□ I used complete explanations of key ideas
□ I used explanations that were accurate
□ I used clear and concise explanation
□ I used explanations of key ideas that promoted student understanding (e.g., used CFUs, stopped to summarize)
□ I used explanations that were relevant to students / YES NO /
I used demonstrations and/or modeling Ch 5, Ch 19
□ I demonstrated throughout my lesson/activity
□ I demonstrated accurately (done by expert, multiple examples provided)
□ I demonstrated a product effectively (showed completed product)
□ I demonstrated/modeled a process using a think aloud
□ I modeled behavioral skills correctly (Ch 19) / YES NO /
I gave clear directions Ch 5
□ I gave directions whenever needed
□ I presented directions in multiple ways
□ I presented directions clearly (explained, demonstrated)
□ I clarified directions as needed (pictures, put in writing, referred to as needed)
□ I checked student understanding of directions / YES NO /
I used effective questions/questioning skills Ch 12
□ I planned questions in advance and used them effectively (e.g., called on students equitably)
□ I used a variety of question types
□ I responded appropriately to question answers
□ I used wait-time effectively
□ I used varied response strategies / YES NO /
I provided practice in my lesson/activity Ch 5
□ I provided varying types of student practice for varying purposes
□ I used supervised practice (for accuracy) and extended practice (for fluency)
□ I monitored the practice of every student
□ I planned practice that was congruent with the objective
□ I provided performance practice of behavioral skills
/ YES NO /
I monitored student progress Ch 7
□ I used checks for understanding (CFUs) early and often
□ I used CFUs correctly and for various purposes
□ I used a variety of response strategies to CFU
□ I used an accurate and congruent evaluation
□ I evaluated each student individually and independently / YES NO /
I used a closing for the lesson or activity Ch 4
□ I used a closing to review key information/main ideas
□ I used the closing to tie main ideas together
□ I used the closing to state the importance of the content developed/practiced
□ I used the closing to preview future learning
□ I used the closing to create a smooth transition from the current lesson/activity to the next / YES NO /
I promoted active participation Ch 6
□ I used active participation (AP) strategies effectively
□ I used AP strategies for various purposes
□ I used strategies that required different responses
□ I used strategies frequently throughout lesson/activity
□ I used strategies to meet individual needs of students / YES NO /
I used visual supports Ch 5
□ I used visual supports to increase effectiveness of instruction
□ I used visual supports to make information, explanations, and directions more comprehensible
□ I used visual supports for various purposes
□ I used a variety of types of visual supports
□ I used visual supports that were appealing and professional and could be seen from all parts of the room / YES NO /
I used partner/small group work Ch 8
□ My use of partner/group work was appropriate for my lesson/activity
□ I made thoughtful decisions for pairing/grouping students
□ I communicated clear directions for partner/group work
□ I monitored partner/group work carefully
□ I prevented behavior problems during partner/group work / YES NO /
SELF EVALUATION FORM
Chapters 10 - 12
CLASSROOM MANAGEMENT
Name ______Date ______
Lesson/Activity Title ______
COMMENTS
I gained attention of group Ch 11□ I used an appropriate signal and response for gaining attention
□ I communicated the signal for attention/ response
□ I implemented the signal/response strategy correctly
□ I gained attention whenever needed
□ I supported class/individuals in paying attention / YES NO /
I communicated behavior expectations Ch 11
□ I selected relevant and important expectations
□ I thoroughly communicated expectations (stated, explained, demonstrated, posted)
□ I communicated new expectations at transitions in lesson/activity (just before needed)
□ I acknowledged student for following expectation
□ I followed through with stated expectations consistently / YES NO /
I acknowledged appropriate behavior Ch 11
□ I did so frequently (3 times as often as I responded to inappropriate behavior)
□ I did so specifically (I described the behavior)
□ I did so sincerely (for best efforts)
□ I did so fairly (all students)
□ I did so with an emphasis on important behaviors / YES NO /
Price/Nelson Planning Effective Instruction, 4th edition
Copyright © Cengage Learning. All rights reserved.
Forms for the Field: Section C 2
I monitored student behavior Ch 12□ I scanned the classroom
□ I moved around the classroom
□ I positioned myself to monitor
□ I used monitoring to prevent behavior problems
□ I monitored the behavior of individuals / YES NO /
I arranged room/desks to support teaching and learning Ch 12
□ I arranged the room for visibility
□ I arranged the room to avoid distractions
□ I arranged the room to allow movement
□ I arranged the room/desks to match instructional methods used
□ I arranged the room based on student needs / YES NO /
I planned for logistics Ch 12
□ My equipment and materials were ready
□ Student equipment and materials were ready
□ Procedures for equipment/materials were planned/communicated
□ I effectively arranged setup, cleanup, and assistance
□ I provided structure/support to prevent problems with equipment/materials / YES NO /
I managed transitions Ch 12
□ I prepared in advance for transitions
□ I prepared students for transitions
□ I made transition procedures clear
□ I supported appropriate behavior during transitions
□ I supported individuals in making transitions / YES NO /
I encouraged compliance Ch 10
□ I stated directives clearly
□ I delivered directives effectively
□ I followed through with directives consistently
□ I made it easy for students to comply
□ I shared power and control with students / YES NO /
SELF EVALUATION FORM example
Chapter 11
ACKNOWLEDGING APPROPRIATE BEHAVIOR
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I acknowledged appropriate behavior 3 times more often than I responded to inappropriate behavior/ YES NO /
I acknowledged behavior specifically, by describing the behavior / YES NO /
I acknowledged appropriate behavior in ways that were effective/comfortable for individuals / YES NO /
I used varied phrasing for acknowledgements / YES NO /
I acknowledged students for their best effort / YES NO /
I acknowledged students for improvement in behavior / YES NO /
I acknowledged behavior difficult for individuals / YES NO /
I acknowledged each student at least once by the end of the lesson / YES NO /
I acknowledged a variety of important learning and social behaviors / YES NO /
I acknowledged students for responding quickly and correctly to the signal for attention / YES NO /
I prompted students to self-acknowledge / YES NO /
SELF EVALUATION FORM example
Chapter 6
ACTIVE PARTICIPATION
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I used active participation (AP) strategies that involved all students at once and made sure that all of my students participated / YES NO /I used AP strategies while I presented (explained, demonstrated, reviewed, gave directions) / YES NO /
I used AP strategies for different purposes (involvement, processing, rehearsing) / YES NO /
I used strategies that required a variety of different types of responses (oral, written, signaled) / YES NO /
I used strategies in all parts of my lesson/activity (the opening, lesson body/activity middle, closing) / YES NO /
I met my goal of using strategies at a rate of ______/ YES NO /
I used strategies to meet the needs of my student who has difficulty writing by asking for oral responses / YES NO /
I kept my students on-task by using AP strategies / YES NO /
I taught the AP strategy that was new to my students / YES NO /
I reviewed AP strategies that I have not used recently, so my students knew what to do / YES NO /
SELF EVALUATION FORM example
Chapter 11
BEHAVIOR EXPECTATIONS
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I selected relevant and important behavior expectations for this lesson/activity/ YES NO /
I stated behavior expectations firmly, directly, and politely / YES NO /
I explained and demonstrated behavior expectations / YES NO /
I posted behavior expectations so they were visible to the students and to me / YES NO /
The written behavior expectations were brief, simple / YES NO /
I communicated new expectations at transitions in the lesson/activity (i.e., when the task/situation changed) just before needed / YES NO /
I acknowledged students frequently for following expectations throughout the lesson/activity / YES NO /
I acknowledged students by labeling their behavior using words/phrases from the expectations / YES NO /
I addressed behavior different from the expectations / YES NO /
I supported students, through the use of prompts, in remembering to follow the expectations / YES NO /
SELF EVALUATION FORM example
Chapter 4
CLOSING
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I included a closing at the end of my lesson/activity / YES NO /In the closing, I reviewed the key information and main ideas that I taught in the lesson/activity / YES NO /
I gave specific examples of how the content taught and practiced can be used in real life settings / YES NO /
I referred back to the lesson/activity opening and objective / YES NO /
I provided a preview of lessons/activities that were to come and explained how the current content fits / YES NO /
I used the closing to provide one more opportunity for students to practice the content taught / YES NO /
I provided opportunities for students to draw conclusions about the content taught / YES NO /
I involved all of my students in the closing / YES NO /
SELF EVALUATION FORM example
Chapter 10
ENCOURAGING
COMPLIANCE
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I gained the attention of the group or individual before giving a directive / YES NO /My voice and body language showed confidence and calmness / YES NO /
I avoided giving too many directives at once / YES NO /
I stated directives rather than phrasing them as questions or requests / YES NO /
I gave students enough time to comply with directives, before repeating or reprimanding / YES NO /
I praised/rewarded compliance / YES NO /
I fairly and consistently implemented planned negative consequences for noncompliance / YES NO /
I avoided giving directives with which students were unlikely to comply (I picked my battles) / YES NO /
I turned away/gave time for individuals to comply / YES NO /
I gave choices whenever possible / YES NO /
I prepared students for change rather than giving an abrupt directive/command / YES NO /
SELF EVALUATION FORM example
Chapter 5
DEMONSTRATION
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
When I demonstrated/modeled a process /I pointed to the steps of the written task analysis as I demonstrated each / YES NO /
I demonstrated every step of the process thoroughly / YES NO /
I demonstrated multiple examples of the process / YES NO /
I used a think aloud as I worked the steps of the process (instead of just talking about what should be done with the content analysis) / YES NO /
I consistently referred back to the content analysis / YES NO /
I used wording that was clear and easy for students to understand / YES NO /
I checked for understanding while I demonstrated / YES NO /
I involved students while I demonstrated / YES NO /
When I demonstrated a product /
I showed a completed product, visible to all / YES NO /
I showed samples of each completed step of the product / YES NO /
I referred back to the content analysis while showing the product / YES NO /
SELF EVALUATION FORM example
Chapter 5
DIRECTIONS
NAME ______DATE ______
LESSON/ACTIVITY TITLE ______
COMMENTS
I gave directions whenever needed (e.g., transitions, tasks, working with peers, homework) / YES NO /I explained directions using vocabulary that all of my students could easily understand / YES NO /
I emphasized key words in oral directions, e.g., “This is very important” / YES NO /
I demonstrated the directions / YES NO /
I clarified written directions with pictures / YES NO /
I highlighted key words in written directions / YES NO /
I wrote directions in as few words as needed / YES NO /
I referred to the written directions as I explained and demonstrated them / YES NO /
I placed the written directions where students could refer to them as needed / YES NO /
I checked the understanding of directions of each student / YES NO /
I adjusted directions to meet individual student needs, e.g., gave fewer directions at a time / YES NO /
SELF EVALUATION FORM example