Stawisha Instructional Leadership Institute Homabay
Kenya, 2020 - 2021
Get MicrodataCreated on
Feb 20, 2024
Last modified
Feb 20, 2024
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- Data files
- 2_Instructional_Leadership_Baseline_HB
- 4_Instructional_Leadership_Competency_Rubric_HB
- 5_School_Reopening_Recovery_Baseline_HB
- 7_Literacy_Assessment_HB
- 8_Numeracy_Assessment_HB
- 10_Lesson_Observation_HB
- 11_Instructional_Leadership_Endline_HB
- 12_EO_Coaching_HB
- 3_Lesson_Observation_Coaching_HB
- 6_School_Reopening_Recovery_Endline_HB
- 9_21st_Century_Skills_Assessment_HB
- 1_Lesson_Observation_Baseline_HB
Section Notes6 (BE)
Data file: 3_Lesson_Observation_Coaching_HB
Overview
Valid:
111
Invalid:
36
Type:
Discrete
Decimal:
0
Width:
2
Range:
1 - 81
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | Active class | 1 |
0.7%
|
| 2 | All learners fully involved | 1 |
0.7%
|
| 3 | Ask both and closed ended questions | 1 |
0.7%
|
| 4 | Ask open ended questions | 1 |
0.7%
|
| 5 | Ask questions which dont call for chorus answers | 1 |
0.7%
|
| 6 | Both gender involved | 2 |
1.4%
|
| 7 | Coach learners on reading skills | 1 |
0.7%
|
| 8 | Cognitive questions for critical thinking 15 | 1 |
0.7%
|
| 9 | Commanded the subject mastery | 1 |
0.7%
|
| 10 | Critical thinking | 22 |
15%
|
| 11 | Critical thinking prompts provided | 1 |
0.7%
|
| 12 | Critical thinking 10 | 1 |
0.7%
|
| 13 | Critical thinking 30 | 1 |
0.7%
|
| 14 | Critical thinking is encouraged through questions | 1 |
0.7%
|
| 15 | Critical thinking options | 1 |
0.7%
|
| 16 | Critical thinking very well catered for during the lesson | 1 |
0.7%
|
| 17 | Discussions | 1 |
0.7%
|
| 18 | Effective questioning techniques, how to trigger critical thinking | 1 |
0.7%
|
| 19 | Effective teacher | 1 |
0.7%
|
| 20 | Encourage learners to ask questions | 4 |
2.7%
|
| 21 | Encourage questions from learnets | 1 |
0.7%
|
| 22 | Encouraging cognitive struggle | 1 |
0.7%
|
| 23 | Good formative feedback | 1 |
0.7%
|
| 24 | Good questioning | 1 |
0.7%
|
| 25 | Good questioning technique | 1 |
0.7%
|
| 26 | Good questioning technique used | 1 |
0.7%
|
| 27 | Good questioning techniques used | 1 |
0.7%
|
| 28 | Good questioninh technique | 1 |
0.7%
|
| 29 | Good subject teacher | 1 |
0.7%
|
| 30 | Good teacher pupil interaction | 2 |
1.4%
|
| 31 | Good work | 3 |
2%
|
| 32 | How to trigger critical thinking | 1 |
0.7%
|
| 33 | Infuse cbc aspects | 1 |
0.7%
|
| 34 | Involvi g learners | 1 |
0.7%
|
| 35 | Kazi ya ziada given | 1 |
0.7%
|
| 36 | Learners able to ask questions | 1 |
0.7%
|
| 37 | Learners do not ask questions | 1 |
0.7%
|
| 38 | Learners interact with learning materials but do not ask questions. | 1 |
0.7%
|
| 39 | Learnrs were abit passive | 1 |
0.7%
|
| 40 | More activities that that encourage critical thinking | 1 |
0.7%
|
| 41 | Question and answer | 1 |
0.7%
|
| 42 | Questioning techniques | 3 |
2%
|
| 43 | Questioning techniques prompting critical thinking | 1 |
0.7%
|
| 44 | Questions and answers used | 1 |
0.7%
|
| 45 | Questions are asked by the teacher mostly | 1 |
0.7%
|
| 46 | Rigor & critical thinking | 1 |
0.7%
|
| 47 | Share questions | 1 |
0.7%
|
| 48 | Sharing with learners | 1 |
0.7%
|
| 49 | Teacher articulates issues | 1 |
0.7%
|
| 50 | Teacher asks learners to use the compass and ruler to draw angles | 1 |
0.7%
|
| 51 | Teacher asks loads of questions, not so much the learners | 1 |
0.7%
|
| 52 | Teacher focuses on running the lesson most times and completing it before the period ends.He mostly asks the questions | 1 |
0.7%
|
| 53 | Teacher is the one talking and leading most activities | 1 |
0.7%
|
| 54 | Teachers asks questions, learners mostly listen | 1 |
0.7%
|
| 55 | The homework seems too easy and simple for the learners | 1 |
0.7%
|
| 56 | The learners as questions related to given directions and material distribution. That is, when they got less stones for counting | 1 |
0.7%
|
| 57 | The questions are mixed, more difficult at first then less, the rigorous | 1 |
0.7%
|
| 58 | The questions asked seem simplistic and all learners seem to know the responses | 1 |
0.7%
|
| 59 | The teacher applies alot of questioning techniques to guide learners throughout the lesson | 1 |
0.7%
|
| 60 | The teacher asks alot of questions but most of them are not very challenging to the learners | 1 |
0.7%
|
| 61 | The teacher asks alot of questions. The learners are not however responsive most of the time and remain passive waiting for the teachers next instructions | 1 |
0.7%
|
| 62 | The teacher asks basic questions related to "have you understood" do we understand, children inform the teacher when they don't have enough materials | 1 |
0.7%
|
| 63 | The teacher asks challenging questions on types of marriages in Kenya. He however does not use no opt out and continues even without an answer from learners | 1 |
0.7%
|
| 64 | The teacher asks probing questions and challenges learners to not copy her own responses but to create their own | 1 |
0.7%
|
| 65 | The teacher asks questions related to the vocabulary words but doesn't use no opt out or circle back to learners who are reluctant to respond | 1 |
0.7%
|
| 66 | The teacher asks questions that are easy and understandable to answer | 1 |
0.7%
|
| 67 | The teacher asks questions. Most of them are however close ended | 1 |
0.7%
|
| 68 | The teacher asks the learners to differentiate between artificial and natural manure, advantages and disadvantages etc...he asks for examples where responses are not sufficient | 1 |
0.7%
|
| 69 | The teacher ensures to ask learners the meaning of words that are new to them e.g., eternal, persistence | 1 |
0.7%
|
| 70 | The teacher goes above and beyond to offer opportunities for learners to ask questions but learners only await teachers prompt to respond to her questions | 1 |
0.7%
|
| 71 | The teacher intentionally asks learners to recap on washing procedure. Asks why we dry clothes in the sun. Why we soak the clothes...what the soaking process is? How many minutes we soak and why. | 1 |
0.7%
|
| 72 | The teacher is very knowledgeable in alternating open and close ended questions | 1 |
0.7%
|
| 73 | The teacher needs to allow time and prompt learners to ask questions | 1 |
0.7%
|
| 74 | The teacher needs to ask questions that provoke the learners thoughts to build on critical thinking and problem solving. Most of the questions were close ended | 1 |
0.7%
|
| 75 | The teachers questions to learners are a bit simplistic and less challenging | 1 |
0.7%
|
| 76 | Through discussions | 1 |
0.7%
|
| 77 | Tidy class | 1 |
0.7%
|
| 78 | Triggers critical thinking | 1 |
0.7%
|
| 79 | Use atlasses | 1 |
0.7%
|
| 80 | Use good questio techniques | 1 |
0.7%
|
| 81 | Use question and answer method | 1 |
0.7%
|
| Sysmiss | 36 |
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.