Constructive Peer-Observation Feedback
Name:
Adult Education Centre:
CCBE/DBE Course:
Comments and Suggestions
A) Lesson:
( learning situation, activities,
tasks )
1. Communicates clearly stated
measurable goals and
objectives
2. Meaningful, relevant and
varied learning activities
3. Effective sequencing of
different parts of the lesson,
including an introduction
(hook), a learning phase and
closure or
reinvestment/production
4. Demonstrates awareness of
learner diversity and needs
5. Evidence of teacher
creativity when using or
adapting material (texts,
images, sounds, etc.)
6. Provides a good model of
language (correct grammar,
pronunciation, lexical choice,
register, orthography)
7. Good voice projection and
variation in tone and clear
articulation
B) Personal and Professional
Skills:
1. Promotes a positive/safe
learning environment
( respectful, fair, attentive,
encouraging)
2. Willingness to adjust
teaching practices
accordingly (the ability to
think on your feet)
3. Professionalism displayed in
relation to the program’s
educational aims and the
courses’ outcomes
C) Andragogical Skills:
1. Ability to convey information
about the subject/topic
through contextualized
examples and explanations
( i.e. learning situation)
2. Language adjusted to
learners’ level of ability
3. Uses effective elicitation
techniques to get information
from learners (activating
prior knowledge,
questioning, predicting,
graphic organizer, learner
interaction, etc)
4. Ability to give clear
instructions, including
modeling and other
techniques to clarify task
expectations
5. Appropriate and useful
corrective feedback and
reaction to learner error
6. Effective management of
classroom organization
(grouping of learners ,
manipulating materials)
7. Demonstrates effective
ability to engage learners
and keep them on task
8. Effective use of AV aids,
board, ICT and teaching
materials
9. Offers learners the
opportunity to reflect
(checklists/self-evaluation
grid/co-evaluation grid)on
their learning and
engagement in the tasks
D) Impact of Lesson:
1. Appropriate adaptation of
activities ( relevance of topic
to learner’s lives,
experiences, goals)
2. Have the learners been
made aware of why they are
doing this learning situation
and/or tasks?
3. Effective pace and use of
time with adjustments to
respond to learners’ needs,
interest and abilities
4. Effort to maximize
opportunities for learning
( minimal teacher talking
time, reinvestment/transfer of
knowledge to new situations,
personalization)
5. Attempts to maximize learner
participation through a
balance of individual, pair
and group work
6. Clear evidence that teacher
has assessed learning with
respect to the lessons’ goals
and objectives