COURSE TUTOR
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The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
COURSE TUTOR
- 1. Teaching Observation Form 2013/14 Part 1: PLANNING A copy of the Observation form with this part completed will need to be given/sent to the observer prior to the session. Trainee’s name Paul Archenoul Observation Date 07/10/2013 Observation Time 9:00 AM -10:15AM Course taught/subject Plastering Diploma 1 No of students expected 14 Observation no. 1- 8 5 Module 4 Professional Development Observer’s name Alison Blackhall Observer Status Mentor, Tutor, Co-ordinator * Course tutor NB Please note here if dual observation for training or QA purposes Consortium College CCCU / LeSoCo *Delete as appropriate, or add relevant status Documentation checklist Group profile Y All previous Observation reports and documentation are within my Observation file and available for observer to read at this Observation Register if appropriate Y I have completed the general information section Y SoW and Lesson Plan Y I have identified my targets and completed this form Y
- 3. General Information: 1. Session context (environment, group size, gender balance, support needs, group dynamics etc.) Theory session ( MW205) / 14 learners Male, (3 Apprentices) /Dyslexia/Skills Upgrade in place. 16-18 year of age. 2. How does this session relate to the focus of the current module? Professional Development. • To discuss, compare and distinguish different type’s plasterboard • To be able to list tools and equipment for fixing plasterboard. • To be able to explain the process of cutting and fixing plasterboard. • To determine the location of different types of plasterboard in a house. • To complete bingo activity regarding plaster boarding. 4. Explain and justify your teaching approaches and strategies. (Include specific reference to supporting learners’ language, literacy, numeracy and ICT skills as appropriate). In this session I decided to use a PowerPoint presentation for my visual learners and I will use the flipchart / activities to identify LNN. 5. How you will assess the students learning? (including explicit reference to subject learning, literacy, numeracy and ICT). Learners will be given the opportunity to engage in peer assessment and to independently check their learning. The whole group can analyse/scrutinise each other’s decisions as Self-Assessment. Question and answer/ discussions will be used throughout the session. Each learners input will be analysed by tutor and peers. Visual observations will be done by myself. Learners must discuss and share information and ideas. The group can also evaluate what they have learnt. 6. What resources do you intend to use and why? PowerPoint presentation, Flipchart, and activity sheets.
- 4. Developmental targets: You MUST include ALL targets from previous STEs. If this is your first STE, include self-assessment targets. Targets are identified and informed through self evaluation, peer evaluation, student feedback, mentor feedback and/or CCCU observer feedback during your teaching practice. These should form part of your on-going action plan in section D of your PDP. Targe t No. Target Identified by? How will you address this in this lesson? Examples of evidence of achievement 1. The introduction and use of range of questioning techniques. Observer Start of Lesson 2. Clear learner Outcomes Observer Start of Lesson Evidence attached 3. Learners are aware of the progress they are making, and what they need to do to improve and pass the 6218 qualification. End of Lesson 4. Work on your learning outcomes to make sure they are SMART and relevant to the session. Observer/observ ee discussion State clear differentiated outcomes (at appropriate level) at the start of the lesson, check learning and feedback throughout. Use formative feedback, questioning and peer observation. 5. Try the pose-pause- pounce-bounce questioning method. Observer Attempt this type of questioning technique. Good use of questioning technique. 6. If you have development targets from previous observations these should be cut and pasted or copied into the following table. Developmental targets: You MUST include ALL targets from previous observations. If this is your first observation, include self-development targets. Targets are identified and informed through self-evaluation, peer evaluation, student feedback, mentor feedback and /or CCCU observer feedback during your teaching practice. These should
- 5. form part of your on-going action plan and be recorded in the Progress Log Targe t No. Target How will you address this in this lesson? Comment from observer on progress for this target 1 To use varied timed activities throughout the lesson to maintain learners’ interest and engagement. I have planned several activities and have allocated set times for each task. Good use of timing and getting learner feedback about how much time they still needed (please see comment below). 2 To incorporate English functional skills into elements of the lesson. Student will scribe (On flip chart ) through listing tools activity You also embedded maths with a quick discussion around remembering the difference between mm and cm (30mm between). 3 4 5 Part 2: OBSERVATION: To be completed by the observer. Comment on strengths and areas for development. Include explicit reference to trainee’s targets and use of strategies relating to literacy, numeracy and ICT where appropriate. Planning planning and sequencing of activities, links to scheme of work, variety of teaching and learning activities; planned use of resources; differentiation; planned assessment of learning. Excellent planning with clear learning outcomes for the session. Differentiated outcomes are set to challenge individual learners. A range of activities planned that incorporate group work, peer teaching and assessment, and individual work. Learning and Teaching management of learning environment; clear expectations for learning and behaviour; activities match learning outcomes; effective use of resources; learners challenged; learners engaged; flexibility and adaptability; effective communication; quality of dialogue; consideration of barriers to learning; supporting learners’ language, literacy, numeracy and ICT skills as appropriate; appropriate use of technology. Excellent introduction with learners having to identify what was wrong with the picture on your opening slide. They were all engaged looking at it and eager to find the answer. It tied into work they had already covered.
- 6. Nice creative activities to apply theory. These were also discovery learning activities that encouraged learners to work things out themselves before being taught them. Specialist Learning and Teaching evidence of secure subject knowledge that develops learners’ understanding and skills, use of subject knowledge to find different ways of explaining or teaching approaches to ensure that all learners make expected progress, use of teaching and learning strategies appropriate to the subject specialism. Good professional tips shared around working on site. Nice variety of activities and theory that gave learners a range of ways to learn the theory. Theory was constantly applied to practice which kept the learners focussed on their goal – to plaster, as one learner said. Excellent practice of getting learner feedback around the pace of the lesson. You said they had a couple of minutes left to complete the activity and then asked if they’d had enough of that activity. When a learner said he had then you gave him a short target to meet by the end of the few minutes. This kept him engaged and gave the rest of the group a time limit for the activity. Outstanding bit of homework given to research online new gypsum boards on the market and what they would be used for. This keeps learners’ knowledge current and gets them into the good professional habit of keeping in touch with latest technology. Assessment for Learning evidence of a range of appropriate and differentiated assessment methods matched to intended learning outcomes, evidence of learner progress, use of formative feedback in assessment for learning; Very good questioning technique used at the beginning of the session to introduce the topic and skill. Learners were engaged and most learners answered questions. When learners didn’t participate you nominated them for reading and answering easier questions. You also used questioning to lead learner to higher thinking skills: “Why would we use tapered edged boards?” and “Why do we plasterboard in the opposite direction to the joists?” Outstanding use of peer assessment and peer teaching. This was done in a very subtle way so that learners were not intimidated by each other: “Can you tell your colleagues how to do that?” Outstanding discussion with learner around timber and stud fixings for plasterboard. You encouraged the learner to formulate a good argument around why timber by asking specific questions around speed, ease and fire risk. Professional Values awareness of inclusive practice in relation to learners, including supporting learners’ language, literacy, numeracy and ICT skills as appropriate, appropriate links to workforce and community, evidence of differentiation in planning and delivery. You modelled very good communication skills and professional manners to the learners. It was obvious that you were treating them respectfully and they responded well to you. It was clear that even learners who were reluctant to participate responded positively to you, for example the learner who didn’t want to work in a group politely declined rather than making a show of
- 7. power. Overall Summative Comments commitment to improvement of personal and teaching skills. Please also complete observer comments on all relevant developmental targets on page 3. You have demonstrated outstanding commitment to improving your teaching skills. You work conscientiously, managing your own learning (booking observations without being chased for them) and sending you prepared material and STE form well in advance of the observation. In spite of a power failure in the building you should have been teaching in, the lesson still started on time in another room. This shows a commitment to professional practice, by getting in early enough to organise another room and text all the learners about the room change before 9am. New developmental targets agreed with trainee following this Observation should be added to the existing table on page 3 to be carried forward to the next Observation Part 3: THIS SECTION IS RESERVED FOR MENTOR OBSERVATIONS ONLY (NOT TO BE COMPLETED BY COLLEGE AND CCCU TUTORS) For mentor only to complete I confirm that the lesson was at least satisfactory (please indicate with X) YES NO Signed – Mentor Date Signed – Trainee Reflect upon the Observation, for example, did you meet your original objectives? (learning outcomes, focus, approach etc.) Did you implement and/or meet your Diploma targets? How? Why not? How did you deal with the ‘unexpected’? What did you learn from the experience? Would you do anything differently? Why or why not? How would you do this? You will need to justify your answers fully. This session I decided to deliver the topic of plasterboarding relating to unit my main aim was for them to have a deeper understanding .I was very anxious at the start of the lesson despite the unexpected of a power failure in the building when I checked the classroom. I checked timetables on the system and found out suitable room that was free; I rushed to organise a booking and managed to promptly text all the learners regarding the room change
- 8. before 9 o clock. I have learnt from this experience that an adequate check needs to be made to the room before delivering a session. I feel I met my diploma targets, aims and learner outcomes in refection of my observation grading. A few learners needed encouraging but I feel they were uncomfortable due to the late room change.
- 9. PART 5: THIS SECTION IS RESERVED FOR COLLEGE AND CCCU TUTORS (NOT TO BE COMPLETED BY MENTORS) X Outstanding The trainee has performed to a high standard consistently during the observation. X Good The trainee has performed to a good standard consistently during the observation. Needs improvement The trainee has performed to a satisfactory standard during the observation but requires further development. Unsatisfactory The trainee has not consistently performed to a satisfactory standard during the observation and requires significant development. Signed – Tutor Alison Blackhall Date 7/10/2013 Signed – Trainee Paul Achenoul Date 07/10/13
- 10. For College tutors and CCCU tutors only (not applicable to Mentors) -Guide to grading based on the Teachers’ /LLUK standards Minimum standards achieved. Requires improvement to be good. Good (in addition to points in “requires improvement”) Outstanding (in addition to points in “requires improvement” and “good”) Planning Plan individual lessons that are appropriately structured to support learning. (4) Plan for use of a range of teaching strategies and resources. (4) Plan a range of approaches to teaching and learning (4) Plan to take into account the needs of groups of learners and individuals. (4) Use well-chosen, imaginative and creative strategies that match individuals’ needs and interests. (4) Plan flexibly to respond to learner progress during the lesson. (4) Teaching and Learning (including specialist) Set appropriate expectations of learners and most learners are engaged in their learning.(1) All learners make at least satisfactory progress in lesson. (2) Show sufficiently secure knowledge and understanding of subject and subject pedagogy. (3) Some support for learners to develop English and mathematics (3) A range of teaching strategies and resources are employed (4) Learners are usually engaged (4) Some use of distinctive strategies to support Consistently set high expectations of learners and most learners are enthused and motivated. (1) The majority of learners make good progress in the lesson (2) Make good use of their secure subject knowledge to deep learners’ knowledge and understanding. (3) Support learners to develop English and mathematics (3) A range of approaches to teaching and learning are used (4) Learning is sufficiently differentiated to support individuals to achieve learning Create an atmosphere highly conducive to learning and generate high levels of participation and commitment to learning. (1) The majority of learners make very good progress in the lesson (2) Draw on in- depth subject knowledge and subject pedagogy to capture learners’ interest. (3) Successfully exploit opportunities to develop learners English and mathematics (3) Imaginative and creative strategies are used and thy match individuals’ needs and interest. (4)
- 11. learners with additional needs and reduce barriers to learning (5) Acknowledge equality and diversity in teaching strategies and resources (5) Apply strategies appropriately to promote positive behaviour (7) outcomes (4) Use of a range of effective strategies to support learners with additional needs and reduce barriers to learning (5) Support learners in developing awareness of equality and diversity (5) Manage behaviour effectively so that disruption is unusual (7) Use of effective and different teaching approaches to support learners with additional needs and reduce barriers to learning. (5) Fully incorporate social and cultural diversity (5) Manage behaviour with ease to that there are high levels of engagement and co- operation (7) Assessment Use a range of formative and summative assessment strategies designed to support learners in making progress. (6) Use a range of assessment strategies and adapt teaching within the lesson in the light of learners’ responses. (6) Systematically and effectively check learner’ understanding throughout lessons, anticipating where intervention may be needed and by intervening, make notable impact on the quality of learning (6) Professional values Review and reflect on own planning and teaching to make changes so that learners progress is sustained. (4) Show an awareness of the challenges and opportunities of teaching in a diverse society (5) Carry out systematic evaluation of the effectiveness of the lesson including its impact on learning through the use of the Observation documentation and through this improve practice (4) Show a good understanding of the challenges and opportunities of teaching in a diverse society (5) Engage in highly reflective and critical evaluation of their lesson through the use of the Observation targets and completion of the Observation paperwork prior to the lesson. Use this reflection for further improvement (4) Show a full understanding of the challenges and opportunities of teaching in a diverse society (5)