JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
Observation 7NE Lesson 7
1. T*acher
ffiduxcation
Fmntners$'rlp
f,*$dsp-:it?-rs
SECONDARY:
Stage: API I APz
Lesson Observation Commentary
/ AP3 (please circle)
Huw lngles
(s).....
72.20-7.25
Lesson I tme....
Lesson Theme. . . . . . P.qf:y.a.qiye.Wf iti L8. . ...
Narrative of Lesson Observed
The opening of the lesson is disturbed by an intruder from outside who wanders in and behaves threateningly to one of your
class. You deal well with this, but his behaviour then is utterly appalling and deserves the severest punishment.
The ten minute reading period at the start of the lesson works generally well, settling the class down after the disruption.
* lt's a good idea to have in mind, and make clear to pupils at the start and throughout the lesson, what they are finally to produce.
You make clear how unhappy you are with their muttering while you speak. lt is well worth persevering with this, issuing the
behaviourpointswhichyouthreatenimmediately. Theydorespondgenerallywell tothethreat,butitisdifficulttogaincomplete
silence in this seating configuration.
*Watch spelling of 'onomatopoeia', 'similar'and 'similes' on the board. Prepare for this in your plan; post-it notes on the board as
reminders,forinstance. Phrasingofthequestionontheboard: 'Whatishetryingtopersuadetothelistener?'shouldread'Ofwhat
is he trying to persuade the listener?'
Your response to pupils is encouraging. You use praise well and everyone is keen to contribute.
Verse of the song: each table has a few to analyse. lt would be a good idea to read this out, emphasising rhetorical devices, to give pupils some
formof 'steer'andgivethemasenseofthepoemasawhole,in casetheydon'tknowit.
*The song features many persuasive devices which the pupils readily identify. One could argue, though, that this is an opportunity
for pupils to study the same techniques in poetry (eg, with Valentine's Day in mind, Shelley's'Love's Philosophy'; Marlowe's'The iassionate
Shepherd to his Love'; Philip Sidney's reply). Whether poems and songs are so closely related debatable. Aim for so-called 'stretch and challenge,
Good: You readily achieve silence after this discussion . There is, though, lots of muttering as you review: pupils are still discussing what thev will
say to the class and are not all listening to their peers: lots of chat towards the back. lt might be a good idea here to ensure they are listening by
having the rest of the class annotate the song with others' ideas: writing as a way of ensuring attention.
*Attheendofthediscussion,trytosummariseforthebenefitof everyone. WorkSansitionsbetweenactivities.
The idea of writing an extra verse is a good one. lt's a collaborative venture so there is inevitably a bit of discussion while you issue
instructions. Good: you have put sheets around the classroom to aid.
lnstruction:towriteasentence(aline) oftheverse. Thiswon'toccupythemallforverylong. Opportunitiesherefordifferentiatingwork
according to ability. The most able might produce an entire verse themselves. (The vari;ble quality of the eventual poems might giv-" you p.use
next time.)
Good: the slips you have produced help focus the class on the task. Reporting back: you discriminate between the good work and the appalling
(vizmytable). Don't.apologisetothisclassforlettingthemoutlate:theyarespeakingoveryouanddeservetobe[eptUacLione"i.-
Aimforamoreorderlydismissal:pupilsshouldstandbeforetheyexit,andbesilent. T-hetabiesareall coverediniheets:theyshiuldhave
presented them to you.
Particular strengths of the lesson: thorouSh preparation of resources; enthusiasm; clarity of instruction; the way you dealt with the initial
disruption; advice given to individuals.
To consider for next time: beware mistakes on the board; announcing eventual outcome at the start of the lesson, and reminding of throughout;absolute refusal to talk over-pfpils - issurrpqints, keep them back at lJnch;
"r,p".trtion.
of ouoils, work. both in termq of rha dranrii, rh6,
pFoijuce and what they are presented
<eep them back at lunch; expectations of pupils' work, both in terms of the quaitity they
opportunities to teach thE3[bject through literature. Work on trar]sitionsrbetween activities.
observer'sSignature:...'.'.,,......T.:.tr-...'..'...ffi
![T*acher
ffiduxcation
Fmntners$'rlp
f,*$dsp-:it?-rs
SECONDARY:
Stage: API I APz
Lesson Observation Commentary
/ AP3 (please circle)
Huw lngles
(s).....
72.20-7.25
Lesson I tme....
Lesson Theme. . . . . . P.qf:y.a.qiye.Wf iti L8. . ...
Narrative of Lesson Observed
The opening of the lesson is disturbed by an intruder from outside who wanders in and behaves threateningly to one of your
class. You deal well with this, but his behaviour then is utterly appalling and deserves the severest punishment.
The ten minute reading period at the start of the lesson works generally well, settling the class down after the disruption.
* lt's a good idea to have in mind, and make clear to pupils at the start and throughout the lesson, what they are finally to produce.
You make clear how unhappy you are with their muttering while you speak. lt is well worth persevering with this, issuing the
behaviourpointswhichyouthreatenimmediately. Theydorespondgenerallywell tothethreat,butitisdifficulttogaincomplete
silence in this seating configuration.
*Watch spelling of 'onomatopoeia', 'similar'and 'similes' on the board. Prepare for this in your plan; post-it notes on the board as
reminders,forinstance. Phrasingofthequestionontheboard: 'Whatishetryingtopersuadetothelistener?'shouldread'Ofwhat
is he trying to persuade the listener?'
Your response to pupils is encouraging. You use praise well and everyone is keen to contribute.
Verse of the song: each table has a few to analyse. lt would be a good idea to read this out, emphasising rhetorical devices, to give pupils some
formof 'steer'andgivethemasenseofthepoemasawhole,in casetheydon'tknowit.
*The song features many persuasive devices which the pupils readily identify. One could argue, though, that this is an opportunity
for pupils to study the same techniques in poetry (eg, with Valentine's Day in mind, Shelley's'Love's Philosophy'; Marlowe's'The iassionate
Shepherd to his Love'; Philip Sidney's reply). Whether poems and songs are so closely related debatable. Aim for so-called 'stretch and challenge,
Good: You readily achieve silence after this discussion . There is, though, lots of muttering as you review: pupils are still discussing what thev will
say to the class and are not all listening to their peers: lots of chat towards the back. lt might be a good idea here to ensure they are listening by
having the rest of the class annotate the song with others' ideas: writing as a way of ensuring attention.
*Attheendofthediscussion,trytosummariseforthebenefitof everyone. WorkSansitionsbetweenactivities.
The idea of writing an extra verse is a good one. lt's a collaborative venture so there is inevitably a bit of discussion while you issue
instructions. Good: you have put sheets around the classroom to aid.
lnstruction:towriteasentence(aline) oftheverse. Thiswon'toccupythemallforverylong. Opportunitiesherefordifferentiatingwork
according to ability. The most able might produce an entire verse themselves. (The vari;ble quality of the eventual poems might giv-" you p.use
next time.)
Good: the slips you have produced help focus the class on the task. Reporting back: you discriminate between the good work and the appalling
(vizmytable). Don't.apologisetothisclassforlettingthemoutlate:theyarespeakingoveryouanddeservetobe[eptUacLione"i.-
Aimforamoreorderlydismissal:pupilsshouldstandbeforetheyexit,andbesilent. T-hetabiesareall coverediniheets:theyshiuldhave
presented them to you.
Particular strengths of the lesson: thorouSh preparation of resources; enthusiasm; clarity of instruction; the way you dealt with the initial
disruption; advice given to individuals.
To consider for next time: beware mistakes on the board; announcing eventual outcome at the start of the lesson, and reminding of throughout;absolute refusal to talk over-pfpils - issurrpqints, keep them back at lJnch;
"r,p".trtion.
of ouoils, work. both in termq of rha dranrii, rh6,
pFoijuce and what they are presented
<eep them back at lunch; expectations of pupils' work, both in terms of the quaitity they
opportunities to teach thE3[bject through literature. Work on trar]sitionsrbetween activities.
observer'sSignature:...'.'.,,......T.:.tr-...'..'...ffi](https://image.slidesharecdn.com/observation-7nelesson-7-160211202319/85/Observation-7NE-Lesson-7-1-320.jpg)
