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

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