Written and designed by the staff of the Center for Teaching and Learning. Reproduce with permission only.

Appendix C

Getting the Most From Your Videotape

Instructions: Characterize your performance on each of the following items using the three-point scale provided.

I = Needs improvement 2 = Satisfactory 3 = Well done

A. Clarity of Presentation. These items reflect teaching practices that prevent confusion and foster better understanding of the subject matter. Some of them apply exclusively to the lecture format.

1. Provides written outline of main points for the day's class (on the blackboard, in handouts, or on an overhead transparency.	1	2	3
2. Regularly defines new terms, concepts, and principles when they are introduced.	1	2	3
3. Explains why particular processes, techniques, or formulae are used in solving problems.	1	2	3
4. Uses many concrete examples to explain concepts.	1	2	3
5. Relates new ideas and concepts to more familiar ones from the course or from student experience.	1	2	3
6. Provides occasional summaries and restatements of important ideas (especially during discussions).	1	2	3
7. Slows the pace of delivery when lecturing on complex and difficult material.	1	2	3
8. Does not allow digressions from the main topic too often.	1	2	3
9. Uses lecture support materials (audiovisuals, blackboard diagrams, etc.)to reinforce and emphasize important points.	1	2	3
10. Writing on the blackboard is organized, legible, and reflects only important material	1	2	3

B. Class Structure. The structure and organization of your class should be clearly evident on the videotape. If they are not evident, your students probably missed them as well.

11. Clearly states the objectives or purposes of the class (what will the students gain from the class today).	1	2	3
12. Relates the day's material to content from previous classes and the underlying themes of the course.	1	2	3
13. Checks frequently with students to ascertain if they are following the logic of the lecture, discussion, or learning activity.	1	2	3
14. Summarizes major points at the conclusion of the class.	1	2	3
15. Shows how this day's class anticipates or lays the groundwork for subsequent classes.	1	2	3

C. Exciting Student Interest. At minimum, students should be alert and paying attention throughout the class, but you should always strive for a higher level of involvement.

16. Provides a change of pace every 15 to 20 minutes to re-excite student interest (e.g., shifting from lecture to class discussion to a written exercise).	1	2	3
17. Uses teaching strategies that require that the students do something in class.	1	2	3
18. Addresses students by name.	1	2	3
19. Class activities center on the important questions and issues in the field, not just factual content.	1	2	3
20. Class activities touch upon the methods and the logic of inquiry in the field.	1	2	3
21. Class activities exploit circumstances that touch on relevant student experiences.	1	2	3
22. Class activities are challenging, forcing students to reach above their previous level of understanding.	1	2	3

D. Questioning Technique. College faculty devote, on average, only 3.65% of class time to questioning, yet questioning enhances student learning in powerful ways. Questions in class challenge students to analyze and synthesize information and to exercise informed judgment.

23. Asks rhetorical questions that pique student interest.	1	2	3
24. Asks factual questions (to determine the level of student preparation for class).	1	2	3
25. Asks questions that require students to apply information or principles from the course.	1	2	3
26. Asks questions that require students to exercise analysis or judgment.	1	2	3
26. Asks questions that require students to exercise analysis or judgment.	1	2	3
27. Asks follow-up questions (to clarify and interpret the concepts under consideration).	1	2	3
28. Directs questions to students by name, randomly, across the entire class. (Note: This technique is necessary to prevent the same few students from answering all the questions.)	1	2	3
29. Waits at least ten seconds for a student to formulate an answer.	1	2	3
30. Rephrases and repeats difficult questions.	1	2	3
31. Praises student answers whenever possible.	1	2	3
32. Responds to confusing (or wrong) answers honestly, but without insulting the students who offered them.	1	2	3
33. Repeats student questions and answers so the entire class can hear them.	1	2	3
34. Solicits and encourages student questions on the material.	1	2	3
35. Redirects some student questions to other members of the class.	1	2	3
36. Defers difficult, irrelevant, or time-consuming student questions for discussion outside of class.	1	2	3

E. Verbal and Nonverbal Communication. The quality of your voice and your body movements and gestures can affect the way students receive and understand information.

37. Voice is audible.	1	2	3
38. Voice level is modulated for variety and emphasis.	1	2	3
39. Speech fillers ("okay," aah," "um," etc.) are not used excessively.	1	2	3
40. The pace of delivery is neither too fast nor too slow.	1	2	3
41. Voice projects the instructor's excitement and enthusiasm about the course material.	1	2	3
42. Establishes eye contact with students at beginning of class.	1	2	3
43. Maintains eye contact throughout the class.	1	2	3
44. Moves about the classroom, but not in a distracting way.	1	2	3
45. Facial expressions and hand gestures animate and lend emphasis to instructor's speech.	1	2	3
46. Listens carefully to student comments and questions. Note: Body language should not reflect annoyance or impatience with student responses.	1	2	3

F. Teaching Goals. When you have finished analyzing your performance and have a list of teaching characteristics that you would like to work on, select five of the most important elements and write them in the first list below. In the second list, note down how you intend to incorporate these techniques into your teaching style (think in terms of practical applications in your courses). If you would like help in planning for improvement or suggestions for ways to develop these techniques, please call 966-1289 for a consultation with a CTL staff member.

Teaching Characteristics

1.

2.

3.

4.

5.

Applications

1.

2.

3.

4.

5.

home / tas and professors | publications / email

Last updated: January 31, 2001