Services and Staff - Videotaping Self-Evaluation Guide

The following are some questions to consider about your class before and after you are videotaped.

Preteaching:

Did you prepare a presentation plan/outline?
Will you be able to stick to it? Why or why not?
Have you considered your objectives for the session?
Have you anticipated the kinds of student questions that might arise?
Do you have multiple examples for each new concept you are introducing? Do these examples relate to your students lives in anyway?

Organization:

Do you plan to give the class a preview of the content to be covered at the beginning
of class?
Will you put an outline/agenda on the board or on an overhead?
Are you going to review the preceding session and/or place this day's session into the big picture of the course?
Will you provide internal summaries of the material being covered?
Will you be using the board or an overhead or other visuals for clarity/emphasis?
Do you plan to summarize important points at the close of class?

Content:

Rapport:

How are you going to encourage questions/discussion?
For the questions you are presenting to your students - to what level of critical thinking are you challenging them?
Do you repeat/paraphrase/clarify questions that have been asked?

Teaching Strategies:

Will you be using a variety of teaching techniques to conduct the class (small groups, paired learning, whole group discussion, silent writing and reflection, feedback discussion)?
What techniques will you use to freshen the energy and attention of your students periodically during the class - especially if the class lasts two hours.
What are your goals for class participation and how will you achieve them?

Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified: 03/18/10