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Guidelines For Demonstration Teaching General Guidelines

The document provides guidelines for demonstration teaching and observation for teachers. It outlines the general guidelines for demonstration teaching, including allotting 1 hour per teacher and 30 minutes for processing. It also provides guide questions for facilitators to evaluate different aspects of the lesson. Finally, it lists very important points for implementing the curriculum and an observation guide for process observers with questions to evaluate classroom organization, instruction, teaching practices, and evaluation.

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Amor Rosario Espina
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1K views2 pages

Guidelines For Demonstration Teaching General Guidelines

The document provides guidelines for demonstration teaching and observation for teachers. It outlines the general guidelines for demonstration teaching, including allotting 1 hour per teacher and 30 minutes for processing. It also provides guide questions for facilitators to evaluate different aspects of the lesson. Finally, it lists very important points for implementing the curriculum and an observation guide for process observers with questions to evaluate classroom organization, instruction, teaching practices, and evaluation.

Uploaded by

Amor Rosario Espina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

REGION VII, CENTRAL VISAVAS


Sudlon Lahug, Cebu City

GUIDELINES FOR DEMONSTRATION TEACHING

GENERAL GUIDELINES

a. Demonstration Teaching is allotted one (1) hour per demonstrator.


b. Processing/critiquing of the teaching demonstration is given 30 minutes.
c. Processing/critiquing of the activity must be done in a constructive and
collegial manner.
d. Organization of process observers and learners for the demonstration
teaching will be done by the facilitators, POs, and class managers

GUIDE QUESTIONS FOR FACILITATORS

1. What can you say about the lesson demonstrated?


2. Which part of the lesson did you appreciate most? Why?
3. Which part of the lesson were you not happy about? Why?
4. If you were to teach the same lesson, how would you do it differently?
5. What preparations are needed to maximize the use of the iPlan/DLP/CIM?
6. What are your insights from this activity?
7. What other issues and concerns do you have regarding the use of unpacked
standards, CG, CIM, and iPlan/DLP?

VERY IMPORTANT POINTS IN THE IMPLEMENTATION OF THE CURRICULUM

1. The teacher should have a clear understanding of the Curriculum Guide to


establish the connection between and among the content and performance
standards, the coded learning competencies, the curriculum implementation
matrix, and the iPian/DLP in the K to 12 Basic Education Program
2. Lesson in the CIM should be followed sequentially; no competencies should
be skipped by the teacher.
3. To attain mastery of the competencies, teachers must give varied exercises to
students.
4. In every lesson, there should always be a motivational activity to set the mood
of the students or an opening statement to link the new lesson to the previous
one.
5. Holistic assessment should be taken into consideration, pre-assessment must
be given at the start of the topic; formative assessment to develop the skill;
and summative assessment to evaluate student learning.
6. Look into the congruency of the activities, the strategies, and the assessment
tools to ensure the attainment of the learning standards.
FOR PROCESS OBSERVERS

OBSERVATION GUIDE

PO No.1- PART 1: OBSERVING CLASSROOM ORGANIZATION

1. Give a general impression on how the teacher manages the class.


2. List the classroom rules as well as rights, expectations, and responsibilities
3. Describe a few classroom routines and procedures.
4. Describe a few individual or group incentives the teacher uses.
5. What verbal and nonverbal rules does the teachers use, and how do
students respond to them?

PO No.2- PART II: OBSERVING INSTRUCTION: LESSONS

6. What "hook" did the teacher use to begin the lesson and capture students'
interest? Was the hook effective?
7. Explain how the teacher makes lesson objectives clear to students
8. Describe instructional strategies the teacher uses that you found effective.
9. Do all students participate in the lesson?
10. Record a few questions the teacher asks students during the observed lesson,
and provide examples of how the teacher responds to student answers.
11. Record how much response time the teacher gives students to answer a
question: Approximately ____seconds
12. Explain how the teacher gives directions to the class.
13. What success-building strategies does the teacher use?
14. Sketch the teacher’s movement during the lesson
15. How does the teacher end/close the lesson?
16. Describe the teacher's use of resources.

PO No.3 - PART Ill: OBSERVING INSTRUCTION: EFFECTIVE TEACHING PRACTICES

17. Give examples of how the teacher praises and encourages students.
18. Observe and record some examples of how the teacher talks to the students
and how the students talk to the teacher and to each other.
19. Give examples of feedback given by the teacher to the students.
20. How does the teacher respond to disruptive behavior?
21. How does the teacher demonstrate high expectations for student learning?
22. Identify the strategies the teacher uses to develop and promote positive
relationships with students.
23. What strategies does the teacher use to develop students' critical thinking
and social skills?
24. Describe any problem-solving or decision-making skills students display.

PO No.4- PART IV: OBSERVING EVALUATION

25. How does the teacher assess student learning during a lesson?
26. What assessment method and activity being used7
27. Describe if the assessment method being used is appropriate, thus contribute
to the attainment of the objectives.

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