Wednesday, 8 August 2012


Mohd.Yazid Deraman.
Pensyarah Cemerlang PJK. IPG.KKB.

  •  Reviews briefly the main ideas from the provious lecture, or asks student to summarize them.
  •   States topic of each lecture.
  • Provides an outline for each lecture,on the board on in a handout.
  • Follows outline and present an orderly progression of ideas.
  • Spells and defines all new or specialized vocabulary and important point in writing.
  • Reinforces information with visual aids.
  • Gives many concrete examples.
  •   Uses analogies frequently so that student can conceptualizeb concepts within a more farmiliar context.
  • Refers to assigned reading when relevant,including the precise place where student s can find the information.
  • Speaks loudly and clearly uses microphone if needed.
  •  Stops to check for comprehensions regulary rather than only at end of lecture.
  • Clearly signals topic shifts and transitions both verbally and non-verbally.
  • Clearly signals digressions : explicitly  indicates how a digression relates (or  does not relate) to the prior points.
  • Makers regular aye contact with all student
  • Uses paralanguage (diction, tone, volume) and body language (hand motion,walking) effectively.
  •  Summsrizes main point of lecture at the end of class
  • Saves time during class for student questations/ comments.
  • Ends class on time
Building Community Through Peer Observation
American Association For Higher Education,Forum on Faculty Role and Rewards
San Diego, CA January 18,1997. Kathleen McEnerney,CSU Dormingguez Hills,mary J Allen CSU,Bakersfield. Ethelynda Harding,CSU Fresno. Cynthia Desrrochers Northridge.

No comments:

Post a Comment