observing lessons, assessing learning
1. How do I conduct myself…?
- try to be as unobtrusive as possible
- as you enter, take time to get a feel for what’s going on
- listen to pupil conversations
- don’t talk to pupils while the teacher is teaching
- look at pupils’ work – it’s key evidence
- remember to take brief notes
2. Focus on the learning not just the teaching….
3. Consider Planning and Preparation:
- Differentiation
- Challenge for all
- Use of resources
- Deployment of additional adults
- Needs of all learners and groups
- Cross curricular links
- Literacy and language development
- Subject knowledge
4. Consider behaviour for learning:
- Motivation?
- Engagement?
- Enthusiasm?
And the teacher’s role in securing the above.
5. How effective are the selected Teaching and Learning strategies in supporting learning? Is there a better strategy that could have been selected…? Think about:
- Questioning - high order, challenging, open, targeted
- Pupil talk – opportunities and expectations
- Opportunities for independence
- Teacher demonstration or modelling
- Guided work
6. What opportunities can you see to develop pupil independence and resilience?
- Learning environment – display
- Access to resources
- Encouraging pupil talk
- Problem solving
- Learning from mistakes
- Teacher modelling
7. Are all children making progress and how do we know?
- Look in books
- Talk to pupils
- Pace
- In the lesson…? Over time…?
- Groups (eg SEND, pupil premium, more able…?)
8. Ask pupils:
- What are they learning today? (not what are they doing…)
- How do they know if they are making progress?
- How do they receive feedback? How useful?
- How do they act upon feedback?
- Do they know what they need to do next to improve?
9. What is the climate for learning?
- Relationships..?
- Quality of resources...?
- Environment..?
- Atmosphere..?
10. Does the lesson reflect the policies/ethos and priorities of the school?
e.g. Evidence of:
- Marking and feedback..?
- Seating plans..?
- Questioning...?
- Learning Walls…?