Phil Coombe's Lesson Observation (Official Copy in Folder)
30th June 2016
Key points from overview meeting:- A lot of my teaching points and learning intentions are implicit. To get the students to make the most out of these, make them explicit at the start of the lesson. Students will then know the point of the lesson
- Get students to identify or create their own success criteria, this way they will know if they have been successful
- Create links as to why this topic is important and how it relates to other aspects of life e.g. interpersonal skills can e taken into team environments, social settings and group work within other classes
LESSON OBSERVATION: Miss M Bish
DATE: 16 June 2016
SUBJECT: 11
PED. Physical Education and Health
Encouraging and Supporting (Moonball)
Environment
Observation:
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Suggestion – Aim for:
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A very positive, purposeful
atmosphere evident in all aspects of learning and behaviour within the class. Effective beginning to the lesson.
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Consideration
to the time element for the formal beginning of the class.
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All
planning is thorough and detailed; subject links are clear; assessment
opportunities could be identified and developed; an integrated approach
through the lesson.
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Look
for cross-curricular links; self and peer assessment by students in a more
explicit way.
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Full
range of classroom resources and specific lesson resources are effectively
prepared, available and distributed, routines lead to minimal disruption.
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Learning
Observation:
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Suggestion – Aim for:
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Learning objectives permeate all aspects of
the lesson; effective routine for sharing, reflecting and assessing the
learning objectives are in place.
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Success criteria are
shared, and children are not given clear indications of what constitutes
success, although this was implicit in the lesson
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Students
are actively involved in developing effective success criteria before the
task commences. Success criteria are
referred to throughout whole lesson and used for group/peer/self-evaluation.
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Clear links are drawn
between previous learning and how the lesson builds on this.
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There
is a shared and understood link between previous learning and the lesson;
preparation is made to link learning to next/previous lesson, although this
was the final lesson in the module.
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Tasks
are carefully designed, chosen and adapted to meet the full range of learners
needs; a range of effective strategies is employed.
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Learning objectives and
success criteria form the basis for praise; reasons for success are
articulated and explained.
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Reference is not made to
cross-curricular links.
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Specific
links are made to how skills, knowledge and understanding can and will be used
in other areas.
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All students make progress
against their previous learning and most fully meet or exceed the
expectations of the lesson.
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All students engage fully
with the learning and demonstrate that progress has been made in their
learning.
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Miss Bish:
Observation:
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Suggestion – Aim for:
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Able to use subject
knowledge beyond that being taught to support learning.
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Uses her in-depth subject knowledge to
support learning, support able students and extend learning for all.
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Asks students questions in the
course of the lesson.
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Carefully chosen closed
questions are used strategically to explore, for example, levels of
understanding, misconceptions and for assessment.
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Asks carefully chosen open
questions to encourage thinking skills and discussion.
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Uses carefully chosen open
questions to extend students learning and understanding.
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Completes examples of what
the students might be expected to do.
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Clearly models student
expectations through modelling, and indicates how to both meet and exceed
expectations in learning objectives and success criteria.
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Makes effective use of
speaking and listening strategies to support learning.
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Effectively uses a range of
carefully chosen, effective speaking and listening strategies to enhance
student learning.
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The lesson has a clear,
appropriate structure that ensures each section is built on the last and
supports the next at a pace that continues to engage the students throughout.
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The lesson has an effective
structure that injects a sense of determination and perseverance into the
lesson.
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Student’s Habits
Observation:
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Suggestion – Aim for:
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The lesson is planned and
presented in such a way that the students are actively involved throughout
the lesson.
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Opportunities for dialogue
are planned in the lesson and used to promote learning.
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Effective use of dialogue,
including modelling, within the classroom ensures that all children have
opportunities to express and discuss aspects of their learning, including
with the teacher.
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The students have
opportunities to use skills of independence in the course of a lesson.
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Work in the class is
organised in a way that the students must use skills of independence to
succeed, while support mechanisms are also effectively used.
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Opportunities for students
to demonstrate are planned and used to support learning.
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Students demonstrations are
used effectively by the teacher to encourage, praise, support learning, model
and support self-review, and to provide opportunities to extend learning.
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The students have some
opportunity to assess their own work.
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The students use the
learning objectives and success criteria to effectively assess their own
work, identify strengths and weaknesses and set targets.
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A well structured lesson,
which was well designed. The students
enjoyed the lesson and developed encouragement and support strategies as the
lesson progressed. Ensuring that the
objectives of the lesson and the measures of success are more explicit will
focus the students on learning behaviours that they can then transfer. There is clear progression in terms of
overall lesson planning as well as planning for the student group as
learners. Emphasising learning concepts
and areas of externsion are two areas of recommended focus for the future to
provide an expert teaching and learning environment.
________________________________________________________________
Philip Coombe
Director of Studies
22 June 2016
