Questions to Guide In-Class Observation

  • Are the goals for the class clear to the students? Is it clear to students why the class activities are structured as they are?
  • In the case of lectures or instructions for activities, is the presentation of the material clear? Does the observer understand what the instructor is trying to convey? What evidence is there to suggest that the students understand the material?
  • Do students appear to be aware of connections between the material for that day and other material for the course? Do students appear to be aware of connections between the material for that day and the students’ experience outside the classroom? Are connections made to students’ prior knowledge or experience?
  • To better understand the student experience, the observer might choose to adopt a student persona by asking him or herself, if I were a student in this class, what would I experience? At what points in the class might I be confused? Challenged? Motivated? Angry? Enthused? Intimidated? Intrigued? Distracted? Bored?
  • Who appears to own the learning? That is, who is actually doing the work, solving the problem, going to the board, reading the passage?
  • What do you observe about the relationship between the instructor and the students? Do all students appear to feel free to ask questions or interject comments? Are students’ comments constructive? How does the instructor respond to student questions or comments?
  • What do you observe about the interactions among students? During discussions, do they direct comments, questions, and requests for clarification to one another or to the instructor? Do students appear to value the contributions of their classmates? What evidence do you have to suggest that?
  • To collect observations about the pacing of the course or about the students’ perceptions about relationship between theory and examples, describe what you observe about student activities. Who is taking notes? Who appears to be attentive? Who asks questions? Are students in some areas of the room more engaged than those in others? Describe any patterns you see.


These questions were exerpted from "A Class Visit Model", by Rick Holmgren, Allegheny College.