mfll class observation form
TRANSCRIPT
The Department of Modern Foreign Languages and Literatures class observation process for faculty teaching 100- and 200-level courses
1. The observation must take place on a day agreed upon by the instructor and the reviewer.2. The instructor must provide a copy of the course syllabus before the observation and anyrelevant materials during the class period.3. The reviewer must arrive on time and stay for the entire class period, taking notes asnecessary, in as inconspicuous a manner as possible, although the instructor may brieflyintroduce the observer to the students.4. The reviewer must offer to meet with the instructor soon after the observation, in order toallow discussion of the reviewer's comments on the instructor's teaching.5. After this meeting, the observation will be furnished both to the department office and to theinstructor (if the observation is undertaken as part of a peer-assessment team review for tenureline faculty, the document will also be sent to the chair of the team, for inclusion in the writtenteam report).
General guidelines for evaluating teaching of lower-division courses:
Organization. The class begins and ends on time; if students arrive late, they are incorporated into class activities. The goals or objectives for the period are stated at the beginning; new material is presented in a clear sequence and through a variety of activities; and previous material is periodically incorporated into the discussion, when relevant. An introduction to the next period's activities is given at the end of the period, when appropriate.
Presentation. The instructor speaks clearly and listens carefully to student comments, questions, and answers. The instructor demonstrates a thorough knowledge of the material and answers student questions appropriately. The most important points of the session are clearly highlighted. Student involvement is solicited regularly. Students are treated in a courteous manner and an attempt is made to include all students in the classroom activities.
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MFLL Class observation form
Peer Observer: Bernard Issa
Faculty Member Observed: Kimberly Stafford
Course Number and Name: SPAN 123
Date of Observation: 2/13/19
Number of Students Present:
Please use this checklist insofar as you find it
helpful in forming and conveying your opinions
about the class.
1 - was well prepared 2 - was knowledgeable about the subject matter 3 - conveyed enthusiasm about the subject matter 4 - spoke clearly, audibly, and confidently 5 - used a variety of activities 6 - used board, a/v, images, etc., if applicable 7 - asked stimulating and challenging questions 8 - effectively held students' attention 9 - solicited active student involvement 10 - treated students with respect 11 - used target language (if applicable)
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On a separate sheet, please give a short narrative evaluation IN ENGLISH of the class as a whole, and conclude by addressing the following points in some detail:
1. What worked well?2. What could have been improved, and how?
8 Classroom Observation of Kimberly Stafford 2 of 3
Instructor: Kimberly Stafford Observer: Bernard Issa Course: SPAN 123 Date: 2/13/2019
THE UNIVERSITY OF
TENNESSEE KNOXVILLE
This serves as a narrative summary of Kimberly Stafford's Spanish 123 course, which I observed on February 13, 2019. Kimberly's class was well organized, pedagogically sound and very engaging for students. Kimberly started the class with a warm up that required students to speak to one another in Spanish about various topics (which she outlined in a PowerPoint which also included page numbers from the book for reference). Following this brief warm up Kimberly moved through a series of input presentations followed by meaningful and/or communicative activities from the book as well as some activities she had created. These activities covered the vocabulary and grammar for the day (comparatives, superlatives, parties and invitations). The input presentations that Kimberly employed included both visual and aural input and incorporated images and references to pop culture. The activities that Kimberly employed pushed students to engage with one anqther and use the target grammar forms and vocabulary to exchange meaningful information with each other. Overall, the flow of input presentation and speaking activity highlighted Kimberly's pedagogical prowess and her understanding of critical processes in second language acquisition. Furthermore, these activities were enjoyable and interesting to the students in her class (as evidenced by their enthusiasm and participatory nature).
An additional dimension of Kimberly's teaching style that has worked well in past observations and continues to be a success is her use of a reward system for participation. Every time a student participates (by volunteering an answer, by staying on task in their group work, etc.) they receive a ticket which they write their names on which Kimberly uses to keep track of participation. This incentive keeps students active and engaged in the class material, pushes them to use Spanish and appears to help create a relaxed atmosphere in the class as students are less anxious about making mistakes and more interested getting tickets as a reward for their participation.
Overall, this was a strong class that was clearly well thought out, well prepared and effective. Kimberly exhibits a high degree of professionalism while creating a fun and dynamic atmosphere in her classroom. Kimberly's teaching exceeds expectations laid out by the LPDs in Modern Foreign Language and Li ratures.
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First-Year Spanish Language Program Director
Assistant Professor of Spanish
Department of Modem Foreign Languages and Literatures
701 McClung Tower Knoxville, TN 37996-0470
865-974-2311 865-974-7096 fax mfll.utk.edu
BIG ORANGE. BIG IDEAS.
Flagship Campu.s of the Unit•ersity of "fomess�e System 131" 8 Classroom Observation of Kimberly Stafford 3 of 3