SELECTIVE VERBATIM

Teacher: ___________________________________________________ Date: _________________________

Observer: __________________________________________________ Lesson: _______________________

This technique allows an observer a chance to record what is said within a specific category of concern selected by the intern or
supervisor. The following categories represent a cross-section of verbal behaviors commonly found in classrooms.

Teacher Talk Tally Student Talk Tally

TEACHER QUESTIONS STUDENTS RESPOND TO QUESTIONS

TEACHER RESPONSES TO STUDENT QUESTIONS STUDENT QUESTIONS

TEACHER DIRECTIONS
Giving directions, assignments, general talking

TEACHER ENCOURAGEMENT OR PRAISE PEER PRAISE OR ENCOURAGEMENT

General or Specific

TEACHER CRITICISM OF STUDENT BEHAVIOR STUDENT CRITICISM OF EACH OTHER’S BEHAVIOR

DISCIPLINE ON TASK GENERAL STUDENT TALK

Teacher control of student behavior

OFF TASK GENERAL STUDENT TALK

Questions for further analysis

Who did most of the talking?
Who asked most of the questions?
Who answered all the questions?
Did teacher questions inhibit or encourage student participation?
At what level did students participate – verbally?
 TEACHER QUESTIONING

Teacher: ___________________________________________________ Date: _________________________

Observer: __________________________________________________ Lesson: _______________________

This technique allows an observer a chance to record the frequency of the types of questions asked by the teacher. The following
seven categories are based on Bloom’s Taxonomy.

Question Category Tally Total Percent

Evaluation

Synthesis

Analysis

Application

Interpretation

Translation

Memory

Total Number of Questions Asked =

Notes:
 STUDENT ON TASK AND OFF TASK BEHAVIOR

Teacher: ___________________________________________________ Date: _________________________

Observer: __________________________________________________ Lesson: _______________________

This technique allows an observer a chance to record observed student behaviors at set intervals of time. Behaviors listed
represent a cross-section of actions commonly found in classrooms and can be modified.

Time When Sweep Began

Student
9:00 9:05 9:10

Key
A = on task, listing/watching F = off task, passive
B = on task, writing G = off task, doing work for another class
C = on task, speaking H = off task, listening to others
D = on task, reading I = off task, disturbing others
E = on task, hands on activity J = off task, playing
HUNTER MODEL PERFORMANCE INDICATORS
Teacher: ___________________________________________________ Date: _________________________

Observer: __________________________________________________ Lesson: _______________________

This technique allows an observer a chance to record the presence or absence of the elements in Madeline Hunter’s lesson design
model. This model is well suited for direct instruction.

Element/Response Notes
Anticipatory Set
 Observed  Not Observed  N/A

Statement of Objective and Purpose

 Observed  Not Observed  N/A

Input
 Observed  Not Observed  N/A

Modeling
 Observed  Not Observed  N/A

Checking for Understanding

 Observed  Not Observed  N/A

Guided Practice
 Observed  Not Observed  N/A

Independent Practice
 Observed  Not Observed  N/A

Closure
 Observed  Not Observed  N/A

Madeline Hunter Lesson Design

Objectives
Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the
student be able to do, understand, care about as a result of the teaching.

Anticipatory Set
Anticipatory set or Set Induction is sometimes called a "hook" and is used to grab the student's attention. They are actions and
statements by the teacher used to relate the experiences of the students to the objectives of the lesson, and used to put students
into a receptive frame of mind.

Input
The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures,
etc.

Modeling
Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their
work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level
(problem-solving, comparison, summarizing, etc.).

Checking for Understanding

This step involves determination of whether students have "got it" before proceeding. It is essential that students practice doing it
right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not
understood, the concept/skill should be retaught before practice begins.

Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding… to
ensure memory network binding and transfer. Bloom's Taxonomy of Educational Objectives provides a structure for
questioning that is hierarchical and cumulative. It provides guidance to the teacher in structuring questions at the level of
proximal development, i.e., a level at which the student is prepared to cope. Questions progress from the lowest to the
highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension,
application, analysis, synthesis, and evaluation.

Guided Practice
This is an opportunity for each student to demonstrate their understanding of new learning by working through an activity or
exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to
provide individual remediation as needed.

Independent Practice
Once students have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an
element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may
be applied to any relevant situation...not only the context in which it was originally learned. The failure to do this is responsible for
most student failure to be able to apply something learned.

Closure
Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's
move on" is not closure. Closure is used:
 to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,
 to help organize student learning,
 to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,
 to reinforce the major points to be learned... to help establish the network of thought relationships that provide a number
of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key points of a lesson, tying them
together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual
network.