SESSION GUIDE ON PREPARATION, CONDUCT AND EVALUATION
SESSION TITLE
OF DEMONSTRATION TEACHING
NO. OF PARTICIPANTS
PARTICIPANTS’ PROFILE Teachers
DURATION 1 hour 45 minutes
Based on the prescribed rubric, this session should effectively enable the
participants to execute a demonstration teaching plan. More specifically,
the participants should be able to:
discuss the key understanding and content that serve as
I. OBJECTIVES theoretical basis for demonstration teaching
prepare documents and necessary resources for the conduct of
demonstration teaching
assess the demonstration teaching based on the prescribed rubric
provide feedback on the demonstration teaching
II. KEY ON THE IMPORTANCE OF DEMONSTRATION TEACHING
UNDERSTANDING/ Demonstration teaching or “teacher-to-teacher” observation is an
CONTENT evaluative method for professional development aimed at improving
teaching practices and performance. It is a means of sharing instructional
techniques and ideologies that yields great benefits for teachers,
administrators, and schools. In line with the nature of the “teacher-to-
teacher” observation model, teachers should use one another for
professional development in order to foster a safer and more inclusive
environment in providing feedback.
ON EVALUATION AND IMMEDIATE FEEDBACK
“Evaluation is an intrinsic part of teaching and learning as it provides a
wealth of information to use for the future direction of classroom
practice, for the planning of courses, and for the management of learning
tasks and students (Rea-Dickins & Germaine, 1993).” In the context of
teacher-trainings, evaluation plays a crucial role in ensuring that learnings
are anchored on the desired objectives of the training design. It also paves
the way for comments and feedback aimed at improvement and
adjustment.
In any learning environment, feedback in any form helps learners identify
what needs to be learned and unlearned. Because teacher-trainings are a
social learning environment that encourages collaboration among
participants, feedback is an embedded element. There are various forms
of feedback, but in this context, participants are urged to use responsive
feedback which Wilson (1998) describes as “part of a communication
process which involves observation or other sensory input, interpretation,
and response. It may in addition involve ongoing dialogue.”
ON THE IMPORTANCE OF RUBRICS
Evaluation and rubrics (or performance standards) are inseparable as the
latter ensure that evaluation is executed purposively. A scoring rubric
establishes what constructs the teacher-trainer must focus on during
assessment. According to Simon and Forgette-Giroux (2001), “rubric… is
essentially qualitative and descriptive in nature and relies on criterion-
referenced perspectives.”
Rea-Dickins, Pauline and Germaine, Kevin. (1993). Evaluation. Oxford
University Press, New York.
Fulcher, Glenn and Davidson, Fred. (2007). Language Testing and
III. REFERENCES Assessment. Routledge, New York.
Simon, Marielle and Forgette-Giroux, Renée. (2001). A rubric for scoring
postsecondary academic skills. Practical Assessment, Research &
Evaluation.
IV. SESSION GUIDE
MATERIALS/
OBJECTIVE METHODOLOGY/ ACTIVITY TIME/DURATION
SLIDE NO.
Prepare INTRODUCTION: The trainer ensures that the room Powerpoint 15 minutes
documents and has been arranged based on the design and all Presentation
necessary conditions are observed (sound system, IT
resources for the equipment, presentation materials, etc.)
conduct of
demonstration DO: The trainer greets the participants and makes
teaching them feel comfortable. The trainer also does a roll
(Before) call to check the attendance.
The trainer explains the objectives of the session and
house rules.
PRIMER: The trainer provides two sets of meta-cards
on which the participants will write:
a. the challenges they face in facilitating or
delivering demonstration teaching (pink)
b. what their best practices are (blue)
The participants will be grouped into three and will
share their input to their respective groups for three
minutes. After which, they will be tasked to find the
commonality of all inputs and present this to the
class. Only two minutes will be given for each
presentation.
SAY: “We will validate your answers later as we
discuss the key understanding and concepts for
demonstration teaching.”
DO: The trainer will assign a classroom supervisors
and process observers and provide them with
observation guides. The trainer will also explain the
mechanics of the demonstration teaching and the
tools to be used.
SAY: Using the prescribed tool, the classroom
supervisors and process observers will assess and
evaluate the demonstration teaching and critiquing
process, respectively.
Assess the
demonstration
Teachers will be given 40 minutes to deliver the
teaching based on
lesson while the supervisors assess the 1 hour 15mins
the prescribed
demonstration teaching. The process observers will
rubric
ensure that the protocols in critiquing are followed.
(During)
5 minutes will be provided to the process observers
to finalize their comments. After which, 30 minutes
will be given for feedbacking.
Provide feedback
on the
demonstration
teaching
DO: The trainer will process the inputs of the
classroom supervisors and process observers.
Discuss the key
15mins
understanding
The trainer will then discuss the key
and content that
understanding/concepts and check them against the
serve as
participants’ outputs in the primer activity.
theoretical basis
for demonstration
teaching
(After)
V. FACILITATOR’S NOTES
A. GENERAL GUIDELINES IN CONDUCTING THE SESSION ON DEMONSTRATION TEACHING
BEFORE THE SESSION
- Before the start of the breakout sessions, the trainer shall identify two participants who will
develop DLLs based on the topics that will be discussed in the first and second day of the
training. These DLLs shall be executed in the afternoon of the 2nd day of the training.
DURING THE SESSION
- The trainer shall monitor the attendance of the participants.
- The trainer shall ensure that the materials needed by the teacher, classroom supervisors and
process observers are provided and explained.
- The trainer shall assign 3 process observers and 3 classroom supervisors for each teaching
demonstration, and orient them of their TOR.
DURING THE DEMONSTRATION TEACHING
- The teacher is a given a maximum of 40 minutes to deliver the lesson.
AFTER THE DEMONSTRATION TEACHING
- 5 minutes is provided for the classroom supervisors and process observers to finalize their
comments and suggestions.
- 15 minutes is given to the supervisors to express their comments on the teacher’s performance.
- 15 minutes is given to the process observes to express their comments on the supervisor’s
conduct of critiquing.
B. TERMS OF REFERENCE
TERMS OF REFERENCE MATERIALS NEEDED
PROCESS OBSERVER (3) Ensures that the protocols in Process Observation Guide
the observation teaching are
followed
CLASSROOM SUPERVISOR (3) Evaluates the teacher’s Teacher Observation Guide
execution of the DLL (pedagogy,
classroom management)
Validates the quality of content
TEACHER (1) Delivers the DLL DLL, projector, whiteboard and
marker, laptop, speakers, other
visual aids
TRAINER (1) Ensures that the objectives of
the session are met