Recognizing a good lesson
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The document provides a checklist for evaluating a student teacher's lesson, including whether the lesson stimulates interest, is age-appropriate, demonstrates subject knowledge, allows for flexibility and active learning through techniques like questions, debates and experiments. It also addresses whether materials are appropriately used, different learning styles are engaged, all pupils are involved, and evaluation strategies are clear. Overall, the evaluation focuses on actively engaging pupils through developmentally appropriate lessons taught with knowledge and flexibility.
Recognizing a good lesson
- 1. 1. Does the lesson stimulate and interest the pupils? 2. Is it appropriate to the age and grade of the pupils? 3. Does the student teacher has a good knowledge of the subject matter? 4. Is the lesson plan and presentation flexible?
- 2. 5. Are there opportunities for active leaning? e.g. questions and answers, debates, role play , discussion, dramatization, song, and dance, experimentation etc. 6. Is there dialogue between the pupils and the student teacher? (Not just closed questions with ‘right’ answers? Does the student teacher listen to the pupils’ Ideas
- 3. 7. Are instructional materials appropriate? If so, are they used well? 8. Is a range of learning styles used in the lesson? (e.g. visual, kinaesthetic, oral-to-engage Different pupils) 9. Does the lesson involves all the pupils? Or are some pupils not encouraged to participate?
- 4. 10.Is the class organized effectively? How well is the class managed and controlled? 11.Does the student teacher have clear strategies for evaluating the achievement of objectives? e.g. practice, demonstrative, tests, questions and answers etc.
- 5. • The whole class is listening and taking part • Subject – matter practicalized and appropriate to learners age and grade • The resources have been well planned, prepared and instrumental to the active of the learners. • Range of learning styles called upon in the activitity, visual through the reading of the cards, oral through listening to the clue, verbal through the answers and next clue given and kinaesthetic through the standing up and showing of card.
- 6. • What to do during visit- list of things to be done • Average time spend • Read resident supervisor’s views • Compare views and think of aspirations of decision • Compare your view with other supervisors • Teaching practice supervisor lesson observation form