Observation Protocol

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What does the most engaging and effective instruction look like?

generated 9.8.10 from video observation
  • connect to current/relevant events for students
  • use visual aid
  • positive during student interactions (positive, patient)
  • call on lots of students
  • acknowledge student responses, lead to better answer
  • anticipate student responses
  • use wait time
  • use varied instructional methods (not just lecture and questioning)
  • establish base knowledge (e.g. "mile a minute")
  • check for understanding
  • give students processing time before being called upon
  • use relevant set to focus students on topic
  • use student-friendly body language
  • scaffold student responses to encourage academic language


generated 9.8.10 from group discussion

Things related to routines:
  • Structured class time (clear objectives, plan to get there)
    • a beg., middle, & end of lesson episode
    • flexible agenda (reteaching when necessary, teachable moments)
  • Teacher well prepared (materials ready, knowing where things are, routines are practiced)
  • Provide opportunities for varied learning styles to help all types of students (hands-on, auditory & visual...)
  • Allow time for reflection and processing so lessons can be committed to memory; (repetition, review games, reflecting, partner work, closure/summary activities, time)
  • environment (physical) conducive to learning (free from distraction, content-appropriate, safe, aids management)
  • positive (affect) learning environment (inviting for students, non-threatening, teacher body language)
  • teacher brings in outside resources such as interesting insight in the subject (e.g. unique information, stories, materials, etc.)
  • teacher demonstrates enthusiasm for subject
  • information is chunked into manageable bits
  • teacher provides opportunities for student questioning
  • higher level project over the long term (purpose, authenticity)
  • teacher provides logical step by step procedure (content, skills)
  • learning basics and then applying (scope, sequence, progression of skills)
  • showed an example first (providing models of behaviors, rubric first)
  • all students involved with objective/content (time on task)
  • clear behavioral objectives
  • routines for student behaviors are well-established (identified, taught, modeled, practiced, expected)

Things related to content or skills:
  • clear purpose/big picture
  • Group Work/Projects-teacher as a facilitator, limited interaction where students could learn and discover mostly on their own
  • Short, but thorough instruction (avoid over-teaching, checking for understanding, realizing feedback)
  • Provide good background info (visuals, knowing subject, set)
  • Have an anchor or model (student products, content, skills)
  • relate content/skills to student experience
  • students talking with professionals/hands-on real content experiences


Things that are enacted on the spot:
  • Varied learning styles to help all types of students (hands-on, auditory & visual...)
  • Learning more student directed, not as much teacher directed
  • Give lots of support, and permission to fail (positive reinforcement, allowing students to make mistakes/take risks, coaching to correct answers, making look good in front of peers)
  • Allow time for reflection and processing so lessons can be committed to memory; repetition
  • use state changes (10-2)
  • stories - paint a picture first
  • encouragement to talk with others (peer work/group processing)