This document provides feedback on a social studies lesson for year 9 students. It discusses several key areas: 1. Learning intentions and success criteria were displayed but not referred to during the lesson. 2. Higher-order thinking was not discussed in relation to lesson activities. 3. Graphic organizers and apps were not used, despite their potential to enhance learning. 4. The teacher reminded students to show respect but noise levels remained an issue. 5. Positive feedback was provided during activities, but disruptive students were not addressed.

1. Expectation
Learning Intentions and Success
Criteria – every lesson
▫ Up on board, explained/discussed
▫ Success criteria are referred to
throughout the lesson as they are
achieved and at end of lesson
▫ Success criteria should be
measurable by the students, so that
they can decide for themselves how
they have gone.
What I saw
On the board but not
referred to or discussed.
My Comments
⭐ Get the class to copy
these into a document
while you do the roll.
Explain it to them as they
are doing this. This will
help to settle the class.
3 Storey Intellect – every lesson
▫ Talk about the level of thinking
required in the activities you get
the students to do
▫ Metacognition/meta-learning,
Relate the level of thinking to:
▫ How hard it feels to do
the activity (how much
they are thinking)
▫ How much they are
learning (learning more
as they are thinking
more)
▫ Achieved (= gathering),
Merit (= processing) &
Excellence (applying)
levels of achievement
Not discussed.
Graphic Organisers – as relevant
Used to order student’s thinking and to
push the level of thinking done by a
student to a higher level.
The organisers we’re concentrating on are:
▫ Describe (gathering
level)
▫ Compare and Contrast
(Processing)
▫ Evaluate (applying)
You can of course use any of the other
graphic organisers. Some apps could be
considered to be graphic organisers.
Not used. ⭐ Socrative is a good
app for quizzes. There is
also a website called
Kahootz which the kids
love.
Name: James Appleby
Date: 1.5.15
Class: Year 9 Social Studies
Period: 3

2. Manaaki – as relevant but most lessons
Respect for yourself, others and the
environment. This can take many forms
and pops up often. Use the word Manaaki.
You remind the class to
show Manaaki respect
when a student is
talking.
Throughout the lesson
you have to remind the
class to keep the noise
down and respect others.
Well done 😄
Quality of your feedback/feedforward –
as often as possible
Put your energy into this. Try to
structure your lessons so that you are able
to give quality feedback and guidance on
how to improve (feedforward) to your
students. These means structuring the
lesson activities so that you are not up
front the whole time and so are free to
move about the room giving feedback. You
could encourage able kids in the class to
help other kids by pairing up with
someone who needs a bit of help, kids will
often do this informally. This will also take
the pressure off your time moving about
around the class.
While playing the game
at the beginning you
affirm each answer
positively. At the end you
ask the class if they want
to do it again and they
say yes.
You are very patient and
positive. Using humour
is great 😄 .
Lesson Structure – always
The lesson should be filled with purpose
and have no ‘dead’ time. For example,
when you are doing the roll, the kids have
something to work on, transitions between
different phases of the lesson are
seamless.
There should be a clear beginning, middle
and end to your lesson!
Beginning: review/starter activity/
introduction (some of these) + discuss
learning intentions and success criteria
Middle: this is the main body of the
lesson.
End: review what has been achieved, refer
to success criteria and learning intentions.
Beginning
1. The class line up and
come into class
quietly.
2. Do now - you explain
then the class play.
3. You do the roll.
Middle
1. The class complete a
weekly quiz. The class
is too noisy so you
stop the quiz and
remind them of the
noise level that you
are happy with. This
happens a couple of
times. The class swap
books and mark the
quiz.
2. You remind the class
to bring a hat to the
next lesson.
3. The class discuss the
Bali Nine event.
End
Beginning
1. Important to do with
this year level to help
maintain Your
authority.
2. The class really enjoy
this 😊 . It engages
the boys really well.
3. ⭐ Aim to have
something for the
class to do while you
do this. Otherwise
you interrupt the
flow of your lesson.
Maybe get the class to
write down the
learning intentions
and success criteria.
Middle
1. If you see the culprits,
start writing names on
the board to keep in next
time you have them
before lunch or interval.
Explain that they can get
their names rubbed off if
they start doing the
right thing. You are very
patient!
End