OBSERVATION SCHEDULE

OBSERVATION SCHEDULE FOR THE

SKILL OF ILLUSTRATING WITH EXAMPLES

Names of the Student ­­­­­­­­­­­­­­­­­­____________________________________ Roll No.___________

Topic ______________________________________ Class ________________

Name of supervisor ______________________________________

Date ____________________ Time Duration ________________ Teach/ Reteach

The glossary of the terms used in this observation schedule is given below.

Formulating simple examples : Simple example is one that is related to the previous knowledge of pupils which can be judged from their participation.

Formulating examples relevant to the rule or concept : An example is said to be relevant to a concept or rule when the concept or rule can be applied to it.

Formulating interesting examples : An example is said to be interesting if it can arouse curiosity and interest in pupils and this can be judged by observing attending behavior of pupils.

Using appropriate media for examples : Appropriateness of media refers to its suitability to age level, maturity level and to the unit taught. It can be (a) verbal or (b) non-verbal.

Using examples by inducto-deductive approach : This involves teacher eliciting examples related to the concept or rule to clarify it, pupils’ stating concept or rule and teacher seeking examples from pupils for verifying their understanding.

Instructions: Mark tallies for occurrence of instances against each of the components of the skill of illustrating with example.

OBSERVATION SCHEDULE FOR THE

SKILL OF ILLUSTRATING WITH EXAMPLES

Names of the Student ­­­­­­­­­­­­­­­­­­_____________________________________ Roll No.___________

Topic _________________________________________ Class ________________

Name of supervisor ______________________________________

Date ____________________ Time Duration _____________ Teach/ Reteach

Instructions: This proforma is meant to ascertain the extent to which the student teacher exhibit or uses the skill, namely, skill of illustrating with examples. Judgments have to be given on a seven point scale for the various aspects of the skill, Indicate the extent of acquisition of the various aspects of the skill by crossing (X) the appropriate number you deem fit. The scale value ‘0’ indicates that the student teacher did not use the concerned aspect(s) of the skill at all; whereas the scale value ‘6’ means that the student teacher used/ practiced the skill aspect (s) very much. Keeping these two extremes in view, examine carefully the teacher behaviour related to the various given aspects of the skill and cross (‘X) the appropriate scale value ranging from zero to six.