Good supervision depends on reflective thought and discussion of observed behavior.
Observation is a skill that is developed through training and practice.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
The classroom observation analyzed a Year 10 social studies lesson on how workers are protected globally. The learning intention and success criteria provided an overview but did not specify the skills being learned. There were disruptive students who struggled with literacy and social studies credits. The teacher provided whole-class instruction and independent work, but some students avoided extension tasks or didn't understand the questions. The facilitator's goals were to differentiate instruction based on student ability levels, including scaffolding tasks and using literacy strategies, and to engage both lower-achieving and higher-achieving students.
1. The document outlines notes from an appraiser's meeting with an appraisee, James, covering various topics:
2. James has an established teaching blog where he collects evidence across different teaching standards and reflects on his practice.
3. Feedback from last year noted James' strong learning relationships with students and use of positive behavior management techniques.
4. James was pleased with his history results but less so with social studies, where some class issues arose. He will improve structures and expectations.
5. James' role in the teaching and learning inquiry and department goals was discussed. His personal goals for the year were set out.
Kelly Price was observed teaching a year 9 social studies class. The students were researching topics on their devices and presenting their work digitally. Kelly communicated clear expectations and provided constructive reminders to students. At the start of the lesson, the learning intention and success criteria were displayed and a demonstration was given. Students felt comfortable giving feedback and asking questions. During the lesson, prior learning was recapped and specific questions were asked. Independent and student-directed learning was taking place. Areas for improvement included more explicit coverage of the learning intention and success criteria, and providing signposting so students know what they should accomplish.
1. An assessment given to Year 9 students at the beginning of the year found that only 19% achieved the expected level in research skills like developing questions, finding information, and presenting findings, showing that students lacked skills for online research.
2. Over the course of the year, classes participated in guided research assignments on various topics and learned skills like annotating sources and evaluating reliability.
3. A re-designed end of year exam showed a massive improvement, with 87% of students from three classes achieving the expected level, demonstrating that with explicit instruction, students can gain strong digital inquiry skills.
This document summarizes discussions from a staff meeting about supporting Māori students' achievement. It was noted that Māori students at the school are achieving above average but not as many earn Merit and Excellence endorsements. The school's plans to support Māori students include meeting with parents, tracking attendance and credits, offering te reo classes, and targeting Māori in careers programs. Suggestions for improving included having higher expectations for Māori students, more Māori role models, and better sharing best practices between teachers and schools.
The lesson overview summarizes a classroom lesson on cyberbullying that included:
1) Explaining the learning objectives and assessing student understanding.
2) Having a class discussion on cyberbullying after viewing a related video.
3) Dividing students into groups to record ideas on bravery using Padlet, with the teacher providing feedback and help.
4) Closing the lesson by having students share their ideas and previewing the next week's topic.
Good supervision depends on reflective thought and discussion of observed behavior.
Observation is a skill that is developed through training and practice.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
The classroom observation analyzed a Year 10 social studies lesson on how workers are protected globally. The learning intention and success criteria provided an overview but did not specify the skills being learned. There were disruptive students who struggled with literacy and social studies credits. The teacher provided whole-class instruction and independent work, but some students avoided extension tasks or didn't understand the questions. The facilitator's goals were to differentiate instruction based on student ability levels, including scaffolding tasks and using literacy strategies, and to engage both lower-achieving and higher-achieving students.
1. The document outlines notes from an appraiser's meeting with an appraisee, James, covering various topics:
2. James has an established teaching blog where he collects evidence across different teaching standards and reflects on his practice.
3. Feedback from last year noted James' strong learning relationships with students and use of positive behavior management techniques.
4. James was pleased with his history results but less so with social studies, where some class issues arose. He will improve structures and expectations.
5. James' role in the teaching and learning inquiry and department goals was discussed. His personal goals for the year were set out.
Kelly Price was observed teaching a year 9 social studies class. The students were researching topics on their devices and presenting their work digitally. Kelly communicated clear expectations and provided constructive reminders to students. At the start of the lesson, the learning intention and success criteria were displayed and a demonstration was given. Students felt comfortable giving feedback and asking questions. During the lesson, prior learning was recapped and specific questions were asked. Independent and student-directed learning was taking place. Areas for improvement included more explicit coverage of the learning intention and success criteria, and providing signposting so students know what they should accomplish.
1. An assessment given to Year 9 students at the beginning of the year found that only 19% achieved the expected level in research skills like developing questions, finding information, and presenting findings, showing that students lacked skills for online research.
2. Over the course of the year, classes participated in guided research assignments on various topics and learned skills like annotating sources and evaluating reliability.
3. A re-designed end of year exam showed a massive improvement, with 87% of students from three classes achieving the expected level, demonstrating that with explicit instruction, students can gain strong digital inquiry skills.
This document summarizes discussions from a staff meeting about supporting Māori students' achievement. It was noted that Māori students at the school are achieving above average but not as many earn Merit and Excellence endorsements. The school's plans to support Māori students include meeting with parents, tracking attendance and credits, offering te reo classes, and targeting Māori in careers programs. Suggestions for improving included having higher expectations for Māori students, more Māori role models, and better sharing best practices between teachers and schools.
The lesson overview summarizes a classroom lesson on cyberbullying that included:
1) Explaining the learning objectives and assessing student understanding.
2) Having a class discussion on cyberbullying after viewing a related video.
3) Dividing students into groups to record ideas on bravery using Padlet, with the teacher providing feedback and help.
4) Closing the lesson by having students share their ideas and previewing the next week's topic.
The lesson recapped the previous material and had students work in groups on a presentation task using Keynote. As students worked, the teacher checked their progress and answered questions. Midway, the teacher provided feedback to refocus the class before reminding students of the due date. Higher-level thinking was implied but not explicitly explained in the task instructions. Building rapport with students and extending early finishers were highlighted as effective teaching practices.
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
SCT Observation Year 7 DIGT 13 August 2015MrAppleby
The lesson introduced the topic of hacking and internet scams. Students were split into groups and used whiteboards to brainstorm what they know about the topics. Each group then shared an idea. The class watched a short video on scams and discussed the main points. There was some off-task behavior that required reminders about respectful listening. The lesson covered defining hacking and scams, providing examples and brainstorming signs of a scam email. Feedback noted the teacher was effective at maintaining engagement and expectations for listening, though Manaaki reminders could be briefer.
The lesson overview summarizes the key steps of the lesson: 1) explaining the learning intentions and success criteria, 2) having students email their blog links and helping one student, 3) writing the steps to publish a presentation on Slideshare and embed it in Wordpress, 4) addressing issues some students had and encouraging them, 5) having to wait on silly students, and 6) playing a Kahoot game. The positives noted showing apps on TV, the teacher's sense of humor, and how the class worked through issues. The area for improvement suggested letting students work through instructions at their own pace to allow more one-on-one help.
1 HIST Teacher Evaluation by students - google formsMrAppleby
This document appears to be a survey completed by 23 students about their history teacher, Mr. Appleby. The majority of students responded positively about the teacher, finding him knowledgeable (65.2%), organized (65.2%), and helpful (65.2%). Most students also indicated that the class was engaging (65.2%) and that the teacher treated students respectfully (78.3%). When asked for changes, some students mentioned addressing talkative classmates or spending less time on explanations. Overall, the survey suggests that Mr. Appleby is an effective teacher who is liked and respected by most students in the class.
10 SOST 7 Teacher Evaluation by students - google formsMrAppleby
- The document appears to be a survey completed by 26 students about their social studies teacher.
- Students generally rated the teacher highly, with most selecting "almost always" or "most of the time" for positive qualities like being organized, knowledgeable, engaging, helpful, and fair.
- A few areas for improvement included managing time well during lessons, limiting repetitive explanations, and using more interactive activities versus videos.
10 sost 3 teacher evaluation by students - google formsMrAppleby
This document contains the responses from 24 students to a teacher evaluation survey. The responses provide percentages for rating questions about the teacher on a scale of rarely to almost always. Most students said the teacher is organized, knows the subject well, is clear with directions, and treats students respectfully. When asked for suggestions, many students said they would change the seating plan and reduce homework.
Solution Fluency Style Blog Writing - The BasicsMrAppleby
The document discusses the blog writing process used by the Global Digital Citizenship Foundation. It begins with an overview of how blog ideas are generated and assigned to writers. Writers then use a Solution Fluency template in Google Drive to draft the blog. The template guides writers through the Solution Fluency steps of defining the topic, discovering research, dreaming of ideas, designing the blog structure, delivering a draft, and debriefing on the work. Once drafted, other team members provide edits, graphics, and final publishing. The document aims to demonstrate how the organization's blogging process utilizes 21st century skills like collaboration, creativity, and digital citizenship.
This document outlines the plan and learning objectives for a workshop on making blogs visually appealing. The objectives are to identify features that make blogs scannable and visually appealing, such as bold text, bullet points, photos, and embedded media. The document provides examples of student blogs that use these features effectively. It also includes links to resources on making blogs more interactive and lists the agenda for the workshop, which includes improving blogs, brainstorming ideas for students, and a final show-and-tell session. The success criteria are to make blogs scannable and to embed multimedia features by the end of the day.
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.
This document provides guidance for lesson planning and structure. It recommends that teachers:
1. Explain the learning intentions and success criteria to students at the beginning of the lesson and refer to them throughout and at the end of the lesson.
2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
3. Structure lessons to allow time for providing quality feedback to students.
4. Ensure lessons have a clear beginning, middle, and end, including setting expectations, the main lesson activities, and reviewing what was learned.
This document provides guidance on best practices for lesson planning and structure. It recommends:
- Displaying and referring to learning intentions and success criteria throughout the lesson.
- Discussing different levels of thinking (gathering, processing, applying) required for lesson activities and how they relate to learning.
- Using graphic organizers when relevant to help order students' thinking.
- Structuring lessons and activities to allow time for quality feedback and guidance to students.
- Ensuring lessons have a clear beginning, middle, and end with no dead time and seamless transitions between parts.
This document outlines the learning intentions, success criteria, and rules for a group project called "The Gold Rush Prospectors' Challenge". Students will work in teams to create an 8 slide Keynote presentation about the social impacts of the 19th century gold rushes from the prospectors' point of view. Each slide must contain an image and detailed text starting with a letter in "GOLD RUSH" and illustrate a different aspect of life for prospectors through photos, drawings, or Play-Doh sculptures. The winning presentations will meet all criteria and demonstrate creativity and historical accuracy.
The lesson recapped the previous material and had students work in groups on a presentation task using Keynote. As students worked, the teacher checked their progress and answered questions. Midway, the teacher provided feedback to refocus the class before reminding students of the due date. Higher-level thinking was implied but not explicitly explained in the task instructions. Building rapport with students and extending early finishers were highlighted as effective teaching practices.
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
SCT Observation Year 7 DIGT 13 August 2015MrAppleby
The lesson introduced the topic of hacking and internet scams. Students were split into groups and used whiteboards to brainstorm what they know about the topics. Each group then shared an idea. The class watched a short video on scams and discussed the main points. There was some off-task behavior that required reminders about respectful listening. The lesson covered defining hacking and scams, providing examples and brainstorming signs of a scam email. Feedback noted the teacher was effective at maintaining engagement and expectations for listening, though Manaaki reminders could be briefer.
The lesson overview summarizes the key steps of the lesson: 1) explaining the learning intentions and success criteria, 2) having students email their blog links and helping one student, 3) writing the steps to publish a presentation on Slideshare and embed it in Wordpress, 4) addressing issues some students had and encouraging them, 5) having to wait on silly students, and 6) playing a Kahoot game. The positives noted showing apps on TV, the teacher's sense of humor, and how the class worked through issues. The area for improvement suggested letting students work through instructions at their own pace to allow more one-on-one help.
1 HIST Teacher Evaluation by students - google formsMrAppleby
This document appears to be a survey completed by 23 students about their history teacher, Mr. Appleby. The majority of students responded positively about the teacher, finding him knowledgeable (65.2%), organized (65.2%), and helpful (65.2%). Most students also indicated that the class was engaging (65.2%) and that the teacher treated students respectfully (78.3%). When asked for changes, some students mentioned addressing talkative classmates or spending less time on explanations. Overall, the survey suggests that Mr. Appleby is an effective teacher who is liked and respected by most students in the class.
10 SOST 7 Teacher Evaluation by students - google formsMrAppleby
- The document appears to be a survey completed by 26 students about their social studies teacher.
- Students generally rated the teacher highly, with most selecting "almost always" or "most of the time" for positive qualities like being organized, knowledgeable, engaging, helpful, and fair.
- A few areas for improvement included managing time well during lessons, limiting repetitive explanations, and using more interactive activities versus videos.
10 sost 3 teacher evaluation by students - google formsMrAppleby
This document contains the responses from 24 students to a teacher evaluation survey. The responses provide percentages for rating questions about the teacher on a scale of rarely to almost always. Most students said the teacher is organized, knows the subject well, is clear with directions, and treats students respectfully. When asked for suggestions, many students said they would change the seating plan and reduce homework.
Solution Fluency Style Blog Writing - The BasicsMrAppleby
The document discusses the blog writing process used by the Global Digital Citizenship Foundation. It begins with an overview of how blog ideas are generated and assigned to writers. Writers then use a Solution Fluency template in Google Drive to draft the blog. The template guides writers through the Solution Fluency steps of defining the topic, discovering research, dreaming of ideas, designing the blog structure, delivering a draft, and debriefing on the work. Once drafted, other team members provide edits, graphics, and final publishing. The document aims to demonstrate how the organization's blogging process utilizes 21st century skills like collaboration, creativity, and digital citizenship.
This document outlines the plan and learning objectives for a workshop on making blogs visually appealing. The objectives are to identify features that make blogs scannable and visually appealing, such as bold text, bullet points, photos, and embedded media. The document provides examples of student blogs that use these features effectively. It also includes links to resources on making blogs more interactive and lists the agenda for the workshop, which includes improving blogs, brainstorming ideas for students, and a final show-and-tell session. The success criteria are to make blogs scannable and to embed multimedia features by the end of the day.
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.
This document provides guidance for lesson planning and structure. It recommends that teachers:
1. Explain the learning intentions and success criteria to students at the beginning of the lesson and refer to them throughout and at the end of the lesson.
2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
3. Structure lessons to allow time for providing quality feedback to students.
4. Ensure lessons have a clear beginning, middle, and end, including setting expectations, the main lesson activities, and reviewing what was learned.
This document provides guidance on best practices for lesson planning and structure. It recommends:
- Displaying and referring to learning intentions and success criteria throughout the lesson.
- Discussing different levels of thinking (gathering, processing, applying) required for lesson activities and how they relate to learning.
- Using graphic organizers when relevant to help order students' thinking.
- Structuring lessons and activities to allow time for quality feedback and guidance to students.
- Ensuring lessons have a clear beginning, middle, and end with no dead time and seamless transitions between parts.
This document outlines the learning intentions, success criteria, and rules for a group project called "The Gold Rush Prospectors' Challenge". Students will work in teams to create an 8 slide Keynote presentation about the social impacts of the 19th century gold rushes from the prospectors' point of view. Each slide must contain an image and detailed text starting with a letter in "GOLD RUSH" and illustrate a different aspect of life for prospectors through photos, drawings, or Play-Doh sculptures. The winning presentations will meet all criteria and demonstrate creativity and historical accuracy.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
HOD Class Observation James Appleby 15.6.2015
1. Class Observation: James Appleby 15.6.2015
Period 5
Year 11 History
Introduction:
Work for the class set up on white board.
LI and SC written up
Directed students to a Kahoot activity.
Rule set up for using Kahoot – use proper name. Good
I would ask for total quiet before I gave the information. Just wait. Let everyone work out you want silence.
Students are enjoying the quiz and it is an effective way to reinforce factual knowledge.
Main section of the lesson:
- You did wait for the noise and excitement to die down before you were explaining the use of the quiz, so
you have silence thing sorted. Good explanation about the usefulness of the quiz.
- Reviewing last period’s work. PP and video etc. Watching some of the students’ work. Nice pace to show
a few but not all.
- Correcting some students to keep quiet.
- Bringing in Manaaki values when watching the students’ work.
- Four student videos shown and then you explained that you would put them up on the class ultranet
page. Just state the rest will be up on the ultranet in the next 2-3 days. Don’t need to explain what you
will be doing about formatting.
- Revision on topic of WW1, students suggesting answers. Answers being written up on the board. This is
good visual reinforcement.
- Good strong revision discussion although one table dominated the discussion, the tables by the windows
did little in the way contributing discussion. Perhaps you should try to include them to contribute.
- Explaining links of this revision to future paragraph writing. This is spot on and this is where the
explanation is really important.
- PP is shown “arms race and WW1”
- While asking about the term “arms race” the two tables by the window are missing out. Perhaps it is the
nature of these students that makes them less likely to contribute.
- Asking students to give suggestions about the key search terms in the web for Arms race.
- James is moving around the groups to see what they are doing, so you are touching base with them,
especially those that did not contribute to the general discussion so you are checking for understanding
in a meaningful way for these types of less vocal students, which is obviously the best way to approach
this group.
Summary/Plenary
- Getting students to volunteer what they have found out about the “arms race” in WW1. Good to see that
you explained how Ryan’s answer is good but need to apply it to WW1. Also checking for type of website
for this group.
- Good to see that you tell them when you want them to pack up. Don’t let them make the choice.
2. General overview of period:
1. This is a very bright and lively class who like to contribute answers readily. One table is dominating the
discussion, but this is because of the nature of the girls at that table. Sometimes don’t let them answer
the questions make it so that at least once some of the other tables need to contribute at least once
during the lesson.
2. You could do an “ up on the white board” exercise where every group has to write down a suggestion.
This means that at least 2 or 3 people will be up at the board at the same time but the shy ones are
masked by the others so they feel less threatened.
3. You have a very good rapport with this group and they are really interested in this topic and you do make
it engaging, so well done. For a period 5 you have achieved a lot in this lesson.
Beryl Blucher (HOD Humanities)
-
