EDUC 200
V
IDEO
L
ESSON
E
VALUATION
F
ORM
Use the template below to complete this assignment. All sections below must be addressed with
thorough responses; phrases and incomplete sentences are not acceptable. Key words such as
“since,” “because,” “through,” “using,” etc., must be used throughout the document to explain
the ways in which various competencies were met. Each response must include at least 30 words.
Topic
Response
Preparation
Do you feel that the teacher in
the presentation was
adequately prepared? Why or
why not?
The teacher was prepared with an activity and a learning model
and she sounded confident in her teach and instruction. The
teacher prepared her students for the lesson.Through reminding
them when they last talked about the topic she was able to remind
them that they know the information and the point of the lesson is
to expand on the topic.
Set/Closure
Describe the teacher’s “set”
(the way he/she opened the
lesson). How did he/she begin
the lesson in order to gain
student interest? Was it
effective? Why or why not?
How did the teacher close the
lesson and summarize/solidify
the important concept(s) for
the students?
The teacher started the lesson by reminding the students of what
they already know so that she could set the stage for the way she
woulf expand that knowledge within the lesson at hand. The
teacher held student interest by gathering the students on the
carpet and using visuals, she also allowed them to repeat certain
words in order to fully engage the students. This method was
effective because the students had their focus solely on the
teacher and the lesson. The teacher summarized the lesson by
quizzing the children out loud at the end. She would give them a
clue and then they would answer what kind of shape she was
teaching about.
Instructional
Strategies/Diversity/
Differentiation
How did the teacher’s chosen
strategies affect the learning
and involvement of students?
How did he/she differentiate
instruction to meet needs of
diverse learners? How did
his/her instruction
demonstrate sensitivity to
his/her culturally diverse
students? What
recommendations would you
give him/her to help address
the needs of diverse learners?
The teacher’s strategy allowed the students to engage and
participate in the lesson. The students were able to answer
questions, repeat basic information and familiarize themselves
with new material in a comfortable setting such as the carpeted
floor. The teacher did not display a way in which she catered to
diverse learners, but I think through repetition and the pace at
which she taught the lesson, she allowed students to process the
information and feel the ability to ask questions if necessary. The
teacher did not need to touch on culturally diverse students
through the teaching of this lesson. I thought the lesson was
perfect for learners of all backgrounds and learning styles.
EDUC 200
Topic
Response
Teacher/Student
Involvement and Interaction
Was the teacher able to
involve all students in the
learning process? How? Why
or why not? How was his/her
rapport among students? Was
he/she able to interact? Why
or why not?
The teacher was able to involve all students in the learning
process by opening up the floor throughout the lesson by allowing
the students to repeat after her, and answer questions. The teacher
quizzed the students at the end of the lesson which allowed
students to test their knowledge. The students were able to
intereact as well as the teacher by allowing an open floor.
Student Achievement
How can the teacher prove
that students met the objective
of the lesson?
I believe that the teacher proved that the students met the
objective by quizzing them in the end. The teacher can look
around and make sure that each student is answering the question
to show that they know the material Further, the teacher could call
the student up one by one and perform a verbal quiz to ensure her
students understand.
Classroom Management
What strategies did the
teacher use to make sure
students stayed on task and
achieved the objective? Was
he/she able to involve all
students in the learning
process? How? Why or why
not?
The teacher was sure that students were paying attention and not
socializing with their peers next to them. The students stayed on
task without being asked and were engaged in the lesson the
entire time. All students were able to be involved in the learning
process.
Voice
Was the volume of the
teacher’s voice appropriate
during the lesson? If not, what
change is needed? What filler
words did he/she use? How
frequently did he/she use filler
words?
The volume of the teacher’s voice was perfect. Her tone was
excited and it encouraged the students. The teacher used the word
ok a lot as a filler word. She used this word a lot but I don’t
necessarily think it was a negative thing because she used it to
make sure her students were retaining and understanding the
information.
EDUC 200
Topic
Response
Professionalism
Did the teacher demonstrate
professionalism in his/her
dress? In disposition? In
interactions?
The teacher’s dress was appropriate and modest. The teacher was
professional in their tone of voice, language and body language.
The teacher was able to bring herself to the level of the students
she was instructing.
Areas of Strength
List and describe 3 or more
areas of strength.
The first area of strength was her interaction with the students, the
teacher was able to interact and engage her students while also
doing fun activities.
The second strength was the way in which she organized the
setting of the lesson. It was a safe space in which students felt
comfortable enough to engage and participate.
Third, the teacher did an excellent job at making sure the students
met the learning objective by quizzing them at the end.
Improvements for
Effectiveness
Describe what you would
have done differently to
improve the effectiveness of
this lesson presentation.
I do not believe I would have done anything differently. I really
admired the way the teacher went about this lesson and really
gleaned some helpful strategies. The lesson was well coordinated
from start to finish.
