100 hours in Guided Learning Hours (GLH)-Diploma in Education and Training

BCOB TEACHING OBSERVATION 2010-2011

PGCE PCET (DTTLS)

TEACHING OBSERVATION FORM

To be completed by the observer

Trainee: …………………. Date/Time: ………………….

Observer: …………………. Location: ………………….

Group: …………………. No of learners: ………………….

Subject Specialism: …………………. Topic of this session: ………………….

Observation number: …………………. Current DTLLS Module: ………………….

A. Professional values and practice Encourage learner progress and development (AP1.1); take opportunities to help learners see the wider benefits of learning to individuals and communities (AP2); deliver and promote inclusive learning, equality and diversity (AP3); demonstrate commitment to reflection on and improvement of own practice (AP4); communicate with colleagues about learners (AP5); use safe practices which conform to the statutory codes of practice (AP6); maintain accurate records of learner assessment, and contribute to quality processes (AP7)

			Planning identifies responses to
This documentation must be available to the observer	•	Health and safety	Y / N
• Up to date Teaching File	Y / N	•	Differentiation	Y / N
•	Lesson Plan	Y / N	•	Outcomes of initial assessment	Y / N
•	Scheme of Work	Y / N	•	Equal Opportunities	Y / N
•	IDP	Y / N	•	Minimum Core	Y / N
			•	Every Child Matters	Y / N
Where appropriate		•	Use of ILT	Y / N
•	LSA Lesson Plan	NA	•	LLUK Professional Standards	Y / N
• Examples of assessed work	NA
•

D. Planning for learning Plan well structured and inclusive sessions that promote equality and diversity and meet curriculum requirements (DP1); negotiate learning goals with learners and provide opportunities for learner review and feedback (DP2); evaluate effectiveness of own planning and contribution to their team (DP3)

DP1.1 – The planning for this lesson met the required standards and included the promotion of equality and diversity. The planning met the needs of the learners so that they could all participate in the planned activities.

DP1.2 – The lesson used a range of resources, teaching methods, and discussed new technologies in use around the world. This promoted varied development of learning styles within the group.

The session was based on sound planning for learning and a good range of teaching/learning strategies. This supported student development outside of the lesson subject as there was clear identification of Every Child Matters, Functional Skills and Differentiation.

BCOB TEACHING OBSERVATION 2010-2011

PGCE PCET (DTTLS)

B. Learning and Teaching Establish a purposeful , motivating and safe learning environment with effective management of the classroom and the learners (BP1); deliver effective teaching and learning using an appropriate range of approaches to engage and motivate learners and develop skills and greater learner autonomy (BP2); communicate effectively with all learners (BP3)

BP1.1 – The start of the lesson was clear and allowed students to be introduced to a safe and comfortable environment which continued for the duration of the lesson.

BP1.2 – For most of the lesson the behaviour of students was well managed and allowed them to know the ‘boundaries’. There were occasional moments, however, where language was not challenged (a ground rule broken)

BP2.1 – The learning activities within this lesson were varied and engaging. All students were engaged across the range of activities and learning was clearly visible throughout.

BP2.2 & BP2.4 – TEACHERS NAME used a wide range of methods and styles to develop the content through the lesson. This clearly developed student engagement and learning and could clearly be seen to be beneficial

BP2.5 – TEACHERS NAME encouraged some learners to use their own life experiences during this lesson. Some students commented on how they had experienced elements of good and poor HCI during their lives and this was implemented in to the lesson. This included the example of social networking and the Iranian elections.

BP3.1 – This lesson included a range of communication formats which all supported the delivery of teaching and learning in the lesson. Formats included poster presentations, slideshow, verbal, and written.

BP3.2 – At various points in the lesson TEACHERS NAME used Q&A to develop understanding and learning. This was effective for the most part although could be firmed up to help reinforce learning further.

BP3.3 – The lesson was well structured and information was clearly presented; using a range of communications skills and opportunities to develop learning (although be careful to proof read all the resources).

This was a good session within which TEACHERS NAME was able to show his ability to develop teaching and learning strategies within the classroom which actively develops student learning.

C. Specialist learning and teaching Deliver relevant and current subject knowledge, relate it to the wider social, economic, environmental context (CP1); use appropriate strategies which are motivating and sometimes innovative (CP2); use specific strategies to support and develop individuals and demonstrate confidence in personal literacy, numeracy and ICT skills (CP3); maintain up-to-date subject skills and knowledge and encourage learners to identify own skills development (CP4)

CP1.2 – The latter part of this lesson allowed TEACHERS NAME to show students how HCI can impact upon the world within which we live. This included an activity where students needed to select the answer to a question. The questions focussed on technology in third world countries.

CP2.2 – TEACHERS NAME used a range of techniques to get information across to learners. These included presentation, Q&A, a game and a poster.

CP3.5 – The session did not necessarily include the use of new technologies, but there was a brief discussion on the use of social networking to spread news during the riots following the Iranian elections in 2009.

This was a good session all-in-all but this area of the delivery could be developed further to strengthen the cross-curricular approach and to contextualise the subject within the course. There was a good use of activities to communicate information and these linked in to various aspects/situations which have existed in the world (i.e. technology in third world countries and social networking in the Iranian elections)

EXAMPLE TEACHING OBSERVATION 2010-2011

PGCE PCET (DTTLS)

E. Assessment for learning Devise or adapt, and evaluate an assessment strategy that meets the needs of the curriculum and the learners; encourage peer and self assessment; use of new technologies where appropriate (EP1); apply appropriate valid and reliable assessments fairly and equitably and collaborate with others to ensure standardisation (EP2); assessment informs constructive and specific feedback (EP3); communicate assessment data required for awarding bodies, to colleagues and to the organisation (EP4)

EP1.2 – The assessment tools being used within the session were appropriate to the subject and the group and this supported learning within the group.

EP1.3 – The assessment met the needs of the curriculum and the group; although the peer assessment piece could have been supported through a discussion about ‘why’ grades are given and students justifying their comments regards others’ work. This would also have developed an understanding of assessment in the group.

· EP3.1 – Learners were clearly involved in the assessment of their own learning during this lesson and this showed as some learners took this rather seriously. The peer assessment piece was well used as a trail but reinforcing the learning from this task would be beneficial.

EP4.1 – All assessment used during the session provided a level of feedback to the students. This was then added to by TEACHERS NAME who further developed student learning through the feedback from this assessment. This was clearly seen when TEACHERS NAME clarified a point to a student after he informed her that he disagreed. This was well handled.

The session had a range of teaching practices in use with the most obvious being the assessment of student knowledge for learning and development. TEACHERS NAME conducted this well and used it to support his session so that students could be seen to be developing in their own learning style. This assessment was used in a supporting manner which is often hard to do. Well Done.

F: Access and progression Provide or refer learners to relevant progression information (FP1); provide effective learning support, within the bounds of their ability and teaching role, (FP2); Refer learners to relevant internal or external support services (F3)

FP2.1 – TEACHERS NAME provided all students with the required learning support throughout the lesson. At times he also provided group support to one group whilst they worked on a task which was particularly challenging to them. This support was well done as it prompted the students rather than gave them the answers.

This session did allow TEACHERS NAME to show his ability to actively, and supportively, work with students at various stages of a task throughout the lesson.

Strengths and examples of good practice

· Wide range of activities delivered in small time-slots which allowed students to be continually doing something different. This allowed the group to (for the most part) remain engaged with the lesson and subject

· Peer assessment was conducted and this supported the development of the lesson content. This needs to be reinforced through asking ‘why did you give that grade?’.

· A good variety of activities which led to ‘formative assessment and feedback’ during the lesson. This (in turn) led to students asking further questions to develop learning

Targets to be incorporated into trainee’s IDP

· Remember that the classroom is your domain during the lesson. This will help you develop classroom management to support the students’ focus on you.

· Check all learning materials for mistakes or inaccuracies.

BCOB TEACHING OBSERVATION 2010-2011

PGCE PCET (DTTLS)

· Consistently challenge and follow up poor behaviour or broken rules.

· Reinforce all learning opportunities through explaining a task in greater detail if a student is to become a learning resource for the rest of the group.

Observation by Tutor □ Mentor □ (please tick)	Observer name (print): …………………
Grade:	Pass Mentor observations only	Observer’s signature: ……………………
Tutor observations only

Preparation for Teaching Observation (TO 1)

This form must be completed by the Student Teacher before each teaching observation

Teaching Observation: (please circle) 1 2 3 4 5 6 7 8	Trainee Teacher’s name:
Date:	Observing Tutor:
Time:	Subject/Topic:

Give some background information on the session. Also indicate particular points on which you would like feedback: Discuss how you will assess the learning taking place during this session, and how feedback will be given to learners: Discuss how you will support differentiated learning during the session, and how you will promote an inclusive learning environment Identify the literacy and numeracy and ICT issues that will arise during the session and discuss how you will address them:

Please continue on the back of this form if there are other salient points about the session that are not covered above.

Tutor Feedback on Teaching Observation (TO 2)

The Student Teacher must provide you with a copy of their session/lesson plan before the teaching observation commences

Teaching Observation: (please circle) 1 2 3 4 5 6 7 8	Trainee Teacher’s name:
Date: 22/11/16	Observing Subject Specialist Tutor/Mentor:
Duration of Observation: 60 min	Subject/Topic & Level: Maths Fractions
Location of Observation:	Number in Group and Age Range: FS Maths 16+

Summary of Key Strengths and Development Points: The observing tutor will complete this section towards the end of the session, noting your strengths and the main areas where you need to develop. Strengths: Development points / other points for consideration: (actions responding to these suggestions to be recorded in your TO3 Form)

Planning and Preparation for the Learning Session: Feedback may include comments on the lesson plan (e.g. aims and objectives, learning activities, topic sequencing); teaching and learning resources; the quality of learning materials used; identification of the needs of the group and individual learners within it; the physical environment; health and safety issues etc. How would the session be evaluated? D. Planning for learning Plan well-structured and inclusive sessions that promote equality and diversity and meet curriculum requirements (DP1); negotiate learning goals with learners and provide opportunities for learner review and feedback (DP2); evaluate effectiveness of own planning and contribution to their team (DP3)

Opening/Introduction of the Learning Session: How clearly was the learning session introduced? What impact was made? How was previous learning assessed? Administrative aspects? (e.g. registration/notices etc.). B. Learning and Teaching Establish a purposeful, motivating and safe learning environment with effective management of the classroom and the learners (BP1); deliver effective teaching and learning using an appropriate range of approaches to engage and motivate learners and develop skills and greater learner autonomy (BP2); communicate effectively with all learners (BP3)

Quality of Communication: Feedback may include comments on the pace, clarity, fluency, tone and audibility of speech; the appropriateness of language used to the level/nature/context of the group/topic; inclusiveness of language; the quality of whiteboard work and/or acetates; body language and use of gesture; eye contact; listening and observation skills; dynamism; confidence/”presence”.

Interaction With and Between Learners in the Session Observed: How effective was interaction with and within the group? Use of question and answer; ability to enthuse and motivate learners within curriculum requirements; evidence of active learning; handling of class management & behavioural issues; inclusive learning environment maintained?

Teaching & Learning Methods: Materials Used in the Session: [tick to indicate use]

Assignment Work ( ) Audio Tape ( )

Buzz Groups ( ) Computers ( )

Computer Based Learning ( ) Electronic Board ( )

Case Study ( ) Flip Chart ( )

Demonstration ( / ) Handouts ( )

Games ( ) I-pods ( )

Group Discussion ( / ) Magnetic Board ( )

Ideas-storming ( /) Mobile Phones/PDAs ( )

Illustrated Talk ( / ) Models ( )

Internet/VLE ( ) Overhead Projector ( )

Lecture ( ) Posters ( )

Role Play ( ) Photographs ( )

Seminar ( ) PowerPoint Presentation ( )

Student Presentations ( / ) Real Objects ( )

Small Group Work ( / ) Textbooks ( )

Tutorials ( / ) Video/DVD ( )

Whole Group Teaching ( / ) White Board ( )

Worksheets ( )

Other(s): ____________________________ Other(s):_____________________________

Comments:

Assessment and Provision of Feedback to Learners, in the Session: Including records and reports on learner progress and achievement. E. Assessment for learning Devise or adapt, and evaluate an assessment strategy that meets the needs of the curriculum and the learners; encourage peer and self assessment; use of new technologies where appropriate (EP1); apply appropriate valid and reliable assessments fairly and equitably and collaborate with others to ensure standardisation (EP2); assessment informs constructive and specific feedback (EP3); communicate assessment data required for awarding bodies, to colleagues and to the organisation (EP4)

Differentiation and Inclusiveness: Induction of learners (where appropriate); how individual needs were recognised and addressed; cultural and language related issues; disability awareness/issues; learner support; key skills; focus on equality of opportunity etc.

Support for Language, Literacy & Numeracy Needs of Learners: Language, literacy & numeracy issues arising from the session; the way in which the trainee supports learners in addressing these issues; how the trainee uses opportunities for developing skills in the context of the subject etc.

Subject Knowledge Apparent in the Session Observed: C. Specialist learning and teaching Deliver relevant and current subject knowledge, relate it to the wider social, economic, environmental context (CP1); use appropriate strategies which are motivating and sometimes innovative (CP2); use specific strategies to support and develop individuals and demonstrate confidence in personal literacy, numeracy and ICT skills (CP3); maintain up-to-date subject skills and knowledge and encourage learners to identify own skills development (CP4)

Consolidation of the Learning Session: Evidence of extension activities? How effectively was the learning session concluded?

F: Access and progression Provide or refer learners to relevant progression information (FP1); provide effective learning support, within the bounds of their ability and teaching role, (FP2); Refer learners to relevant internal or external support services (F3)

Overall Quality of Student Learning in the Session Observed:

______________________________________________________________________________

CONFIRMATION OF SATISFACTORY ACHIEVEMENT, WITHIN THE SESSION OBSERVED:

The trainee has, on the basis of the session observed, demonstrated progress towards acceptable professional standards of practical teaching.

YES ( ) NO ( ) [please tick]

Assessor’s signature _________________________________

Overall Assessment: Outstanding (1), Good (2), Requires Improvement (3), Inadequate (4)
1. Set high expectations which inspire, motivate and challenge pupils.	2	5. Adapt teaching to respond to the strengths and needs of all pupils.	2
2. Promote good progress and outcomes by pupils.	2	6. Make accurate and productive use of assessment.	2
3. Demonstrate good subject and curriculum knowledge.	2	7. Manage behaviour effectively to ensure a good and safe learning environment.	2
4. Plan and teach well-structured lessons.	3	8. Fulfil wider professional responsibilities.	N/A
Code of Conduct	2	Overall grade	2

Reflections on Teaching Observation (TO 3)

This form must be completed by the Student Teacher after each teaching observation

Teaching Observation: (please circle) 1 2 3 4 5 6 7 8	Trainee Teacher’s name:
Date:	Observing Tutor:
Time:	Subject/Topic:

Record here your own reflections on the session and on the feedback you received: Action points: