Observation on Learning - Feedback FormPurpose of the                                 Professional             Performance...
PROFESSIONAL STANDARDS FOR TEACHING AND LEARNING OBSERVATIONSA. SUBJECT KNOWLEDGE                                         ...
6. Regular focused marking is positive & constructive and includes  advice to students and parents about `next steps’7. A ...
SATISFACTORY ENJOYMENT AND PROGRESS OF THE LEARNERSTHE LESSON IS IN                                                       ...
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Lessonobservationformnbs

  1. 1. Observation on Learning - Feedback FormPurpose of the Professional Performanceobservation Development Management Monitoring(tick appropriate box)Teacher Observed: Status: Observed by:Date and Lesson: Subject:Teaching/ Year Group: Type of group:No of girls/boys: Teaching Assistant:Context: Focus:What were the students’ views of the learning? (not just on this lesson but over a series of lessons)Good Practice Observed:Areas for Development: Urgent or mid-term Resource/training needs?Signed (observer)…………………………………………………Teacher’s Comments: Actions agreed By when?Signed (teacher)………………………Judgment on the overall quality of the lesson: 1= outstanding, 2 = good 3 = satisfactory 4= Inadequate
  2. 2. PROFESSIONAL STANDARDS FOR TEACHING AND LEARNING OBSERVATIONSA. SUBJECT KNOWLEDGE TEACHING AND LEARNING COMMENTS1. Teaching stems from expert knowledge of the curriculum, how to teach it and how students learn2. The teacher confidently uses National Curriculum levels or GCSE grades3. Questioning is perceptive and based on secure subject knowledge.4. Demonstrations and explanations of new ideas are accurate and clear5. Key subject vocabulary is accurately used by the teacher and recycled by the studentsB. PLANNING TEACHING AND LEARNING COMMENTS1. Planning shows clear evidence of how learning is to be structured and progressed2. Planning takes account of different learning styles3. The needs of SEN/EAL/G&T students are well catered for through clear differentiated tasks.4. Learning objectives are clear, specific and concise5. Planning clearly highlights the expected outcomes of the lesson6. Planning takes account of students prior levels of attainment7. Planning incorporates opportunities to develop key skills and understanding of bigger connectionsC. EXPECTATION, CHALLENGE, ENTHUSIASM, INTEREST TEACHING AND LEARNING COMMENTS1. Teacher has high expectations of the students in terms of the quality and presentation of their work2. Students create their own hypothesis, ask their own questions, coach one another, set goals for themselves. And experiment with taking risks.3. Teacher delivers lesson with appropriate pace4. Teaching enthuses the learners and engages their interest in learning5. Teaching methods are imaginative (good use of IWB), engaging, challenging and incorporate the Arts strategies (if applicable)6. Teaching identifies, explores and corrects misconceptions7. Teacher provides access to and makes use of additional resources which students use independently to support or enhance their learning8. Teacher regularly uses praise and rewards to provide feedback and further challenge9. Teacher uses a range of questioning styles (blooms taxonomy)10. Classroom displays demonstrate enthusiasm and expectations for the subjectD. ASSESSMENT FOR LEARNING TEACHING AND LEARNING COMMENTS1. Students have a clear understanding of what they are trying to learn (sharing learning objectives)2. Students know what good learning looks like (success criteria) and why they are learning this in the first place (the bigger picture and connecting learning).3. Classroom dialogue (whole class, group or paired discussion) enables students to develop their thinking and to learn from each other4. Students are involved in judging the success of their own and others’ work and setting targets to improve.5. Students know their targets and current level and how to improve
  3. 3. 6. Regular focused marking is positive & constructive and includes advice to students and parents about `next steps’7. A range of questioning (open) techniques has a positive effect on learning. Sufficient time is given for answering8. Teacher checks progress throughout the lesson, assessment is regular and helpful.9. Students are given time to reflect on what they have learnt and how they have learnt it.10. Assessment information is well recorded and used to track students’ progress.11. Classroom displays provides formative comments on how to improve level of attainment and annotated examples of leveled workE. ATTITUDE, RELATIONSHIPS AND BEHAVIOUR TEACHING AND LEARNING COMMENTS1. Students take pride in their work2. Students are active and curious3. Students take responsibility for their own learning4. Students co-operate and work successfully with each other5. Students ask questions to clarify, extend knowledge and seek help when needed6. Enthusiasm and enjoyment pervade the classroom7. Clear, high expectations of behaviour are clearly communicated and monitored8. Excellent relationships in the classroomF. PROGRESS TEACHING AND LEARNING COMMENTS 1. Nearly all students are engrossed in their work and make considerably better progress than might be expected. 2. Students are very productive and a lot of ground is covered in the lesson 3. High proportion of students are being stretched and are working to their capacity 4. Achievement is very highG. EVERY CHILD MATTERS TEACHING AND LEARNING COMMENTS1. Students are given the opportunity to make a positive contribution to the lesson2. Students are learning in a safe environment3. Students co-operate and work successfully with each otherH. USE OF TEACHING ASSISTANTS TEACHING AND LEARNING COMMENTS1. The TA is clear of their role2. The TAs know the learning objectives and teaching points3. The TAs make a significant contribution to the quality of teaching and learningI. HOME LEARNING TEACHING AND LEARNING COMMENTS 1. Home Learning is challenging and extends what is learnt in lessons 2. Home Learning is marked in line with school policy
  4. 4. SATISFACTORY ENJOYMENT AND PROGRESS OF THE LEARNERSTHE LESSON IS IN Teaching and Learning Assessment GridStandards Band 1 (Outstanding) Band 2 (Good) Band 3 ( Satisfactory) Band 4 (Inadequate) A LESSON CANNOT BE ADEQUATE IF:C13 Most learners make less than Nearly all Students make exceptional Students make good progress in The majority of students make satisfactory P2 satisfactory progress, whether it isC31 progress in relation to the Learning relation to the Learning Objectives and progress in relation to the Learning P5 Objectives and the Learning Outcomes the Learning Outcomes Objectives and the Learning Outcomes due to inadequate teaching or theC33 impact of bad behaviour Most learners are reasonably productive and The majorities of learners are not Almost all learners are highly productive and P2 Most learners are productive and their remain on task; however, their LEARNING is productive or engaged in the task.C33 their LEARNING is being especially P8 stretched. LEARNING is being stretched not being particularly challenged or stretched Consequently, their gain inC34 (coasting) LEARNING is insufficient. BEHAVIOUR overall is good andC1 All learners BEHAVE very well and are BEHAVIOUR is generally satisfactory, and Learners’ overall BEHAVIOUR or learners are keen to get on with their highly attentive. The excellent even where a minority is disruptive, this is not attitudes are unsatisfactory and asC2 work in a secure and friendly P2 RELATIONSHIPS are conducive to their sufficient to cause the progress of most result the HEALTH or SAFETY ofC37 personal development. Students take environment in which they can thrive. learners to be unsatisfactory. the learners is endangered.C38 RELATIONSHIPS are good and extreme PRIDE in their work. RELATIONSHIPS are satisfactory RELATIONSHIPS are poor. students take PRIDE in their work. TEACHING methods are well matched TEACHING is dull and fails toC1 TEACHING is stimulating and enthusiastic to the learning objectives and to the TEACHING is accurate and the teacher capture interest and enthusiasm – and teaching methods are effectively well needs of the students. The teacherC10 seeks to make work interesting and varied, activities are mundane. Teacher’s P2 selected. Teacher expects students to work provides a wide range of activities toC29 hard, with the level of challenge realistic, help students learn. Teacher whilst tasks have sufficient challenge to keep sights may be set too low and theyC30 students working well. may accept student’s efforts too and students productive. expectations and the level of challenge readily are good.C11 ASSESSMENT of learners’ work ASSESSMENT of learners’ work is ASSESSMENT of learners’ work is ASSESSMENT of learners’ work showsC12 successfully underpins the learning and regular and consistent and makes a poor and students receive P3 some evidence of supporting progression.C32 learners have a very clear idea of their level good contribution to their progress. insufficient feedback and guidanceC34 and how to improve. as to how to improve.C26C17 The lesson is PLANNED to a very high The lesson is PLANNED to a high The lesson has been PLANNED into a series The lesson is PLANNED to a basicC19 P2 standard, with the intention of meeting the standard, planning accurately for of learning experiences based on basic standard and there are no clearlyC26 needs of different types of learners student outcomes at three levels Learning Objectives. defined learning objectivesC27 The teacher has an incomplete The teacher has an in-depth The teacher has expert KNOWLEDGE of understanding of subjects orC15 KNOWLEDGE of the curriculum of the The teacher has a secure KNOWLEDGE of the curriculum, how to teach it and how courses, resulting in weak coverage use of National Curriculum levels or the curriculum and a good knowledge of theC16 P3 students learn. The teacher confidently GCSE grades and he/she understands use of National Curriculum levels or GCSE of subject KNOWLEDGE. The uses National Curriculum levels or GCSE teacher is not confident in the use of the next steps students need to take in grades grades National Curriculum levels or GCSE their learning grades Students are given some opportunities to There is a lack of opportunity of Students CONTRIBUTE positively to the Students CONTRIBUTE well to the CONTRIBUTE positively to the lesson. Most students to CONTRIBUTE to the lesson and are given opportunities to lesson and take good responsibility forC20 P8 exercise responsibility. Students have a leading their own learning. Students co- of the students co-operate and work lesson. Students lack empathy and successfully together. concern for one another and the sense of ownership of the learning space. operate and work successfully together. environment for learning is insecure. HOMEWORK is seen as an integral to the HOMEWORK is challenging and HOMEWORK extends class learning well. HOMEWORK is sometimes set and learning process. Challenging and wellC28 P7 marked. Parents involved in monitoring the effectively extends what is learned in Students given choices and apply their own marked in line with policy – often lessons ideas seen as further classwork. quality and consistency of learning. TAs and resources are well directed to Adequate use is made of TAs and resources, Inadequate use of TAs andC5 P9 TAs and resources are well deployed support learning and make a significant but there are ways in which their deployment resources, having no impact on theC6 P10 contribution to all the learners. and good use is made of them could be more effective progress of learners. Use a highlighter to help achieve the overall grading. Emphasis should be made on progress and learning

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