OBSERVATION SCHEDULE

OBSERVATION SCHEDULE FOR THE SKILL OF PROBING QUESTIONS

Names of the Student ­­­­­­­­­­­­­­­­­­____________________________________ Roll No.___________

Topic ________________________________________ Class ________________

Name of supervisor ______________________________________

Date ___________________ Time Duration _______________ Teach/ Reteach

The glossary of the terms is given below.

Prompting Questions : Questions where there is a hint for the pupil/s which helps in reaching expected response.

Seeking Further Information Questions : Questions where more information is sought, asking ‘how’ and ‘why’ of correct or wrong part of the partially correct answer.

Refocusing Questions : Questions which seek the pupil to compare the phenomenon in his response with other phenomena either for similarity or contrast or for any other relationship.

Redirected Questions : Questions which are directed to more than one pupil for response.

Increasing Critical Awareness Questions : Questions which seek ‘how’ and ‘why’ of a completely correct or expected response.

Instructions: Mark tallies for each of the components of probing question in the appropriate cells as they occur during the lesson.

OBSERVATION SCHEDULE FOR THE SKILL OF PROBING QUESTIONS

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 of probing questioning. 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.