Interview sheet

Teacher’s Name :
School :
Grade / Year Level :
Subject Area :
Date :

Guiding Principles Related to Teaching Behavior/s which Prove/s Observance of the Guiding
Lesson Objectives / Intended Principle
Learning Outcomes
1. Begin with an end of mind
2. Share lesson objective with
students
3. Lesson objectives /
Intended Learning
outcomes are Specific,
Measurable, Attainable,
Result – oriented and Time
bound (SMART)

Ask a copy of one lesson plan of your interviewee and answer the question that follows:

1. Did his/her lesson objectives serve as guiding star in the sense that the development of the lesson
was guided by his/her lesson objectives/intended learning outcomes?
2. Using the lesson plan of your interviewee, complete the table below:

Intended Learning Subject Matter or Teaching / Learning Assessment / Evaluation

Outcomes Learning Content Methods

Make a Reflection from your activity. Make sure that your reflection has introduction, body and conclusion.
Be guided of the following questions:

1. Why is it sound teaching practice for a teacher to “begin with an end in mind” and to share his/her
lesson objectives or intended learning outcomes with his/her students?
2. Did you find the lesson objective/s or intended learning outcome/s SMART?
3. Do SMART objectives help the lesson become more focused?
4. Were the lesson objective/s intended learning outcomes in the cognitive, psychomotor and
affective domains?
5. Is it necessary to have objectives always in the 3 domains – cognitive, psychomotor and affective?
Why or why not?
 Interview Sheet

Teacher’s Name :
School :
Grade / Year Level :
Subject Area :
Date :

Types of Questions

Ask your interviewee about his/her questions asked in related to the types of questions asked:

Types of Questions Examples of Questions that the Teacher Asked

1. Factual / Convergent / Low Level
2. Divergent / Higher – order / Open – ended /
Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem – solving
3. Affective

Questioning Behavior

Ask your interviewee about how often he/she used the following questioning behavior. Use the
rating below:

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Questioning Behavior Rate

1. Varying type of questions
2. Asking non-directed questions (ask the
question first before calling a student to
answer)
3. Calling on non-volunteers
4. Prompting by rephrasing or by providing
 partial answer
5. Probing (to seek more details for
clarification)
6. Requiring abstract thinking (not just simple
recall but require HOTS)
7. Asking open-ended questions (divergent)
8. Allowing sufficient time
9. Involving as many as possible

Questioning Behavior

Ask your interviewee about how often he/she demonstrate any of the following reactin behavior.
Use the rating below:

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Reacting Behavior Rate

1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the
answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Overusing expressions such as “okay”,
“right”

Base from the data and observation, answer the following questions in essay form:

1. For information processing at a higher level, which types of questions should you ask more?
 2. Which type/s of questions was/were most asked?
3. Which type/s of questions was/were least asked?
4. Which questioning techniques were most employed? Least employed?
5. Which reacting was most commonly used? Least commonly used?

Make a Reflection from your activity. Make sure that your reflection has introduction, body and conclusion.
Be guided of the following questions:

1. What types of questions should a teacher employ or use in the classroom to keep the students
engaged?
2. Is questioning important?
3. Niel Postman once said “Children go to school as question marks and leave school as periods!”
does this have something to do with the type of questions that teachers ask and the questioning
and reacting techniques that they employ?
 Interview sheet

Teacher’s Name :
School :
Grade / Year Level :
Subject Area :
Date :

Use the following guide questions in your interview:

1. What type of assessment are you using to assess the learning of your students considering your
LDM?
2. Can paper – pencil test measure the learnings of the students considering your learning modality?
Why or why not? Elaborate?
3. How do you develop assessments considering your learning modality?