This document provides guidance for an Edexcel CTLLS course on preparing for lesson observations. It discusses researching minimum core requirements and completing learning style questionnaires. It also covers understanding what observers look for such as engaging students, using technology, and having prepared documentation like lesson plans and student profiles. Presentation topics include defining adjectives to describe feelings about observations, understanding empowerment, and evaluating lessons against assessment criteria. Between sessions students are asked to re-evaluate a prior lesson plan considering topics from the session.

1. Edexcel CTLLS
Day 2
Preparing to be observed

2. Did you…….
 research Minimum Core/ communication
questions?
 have a go at accessing the VLE?
 complete the learning styles questionnaire?
 certificate copies for APL?
 send through photo for a student card?
 send details of your mentor to your tutor?

3. Minimum core task

4. Aim:
 Introduce OFSTED & Edexcel requirements
for lesson observations
Learning Outcomes:
 Examine the requirements for teaching observations
 Explore the preparation process for lesson observations
 Critically examine the criteria for assessing teaching
 Reflect on your last teaching observation/micro teaching
session and identify areas for development

5. Define it!
 In groups you will be given a set of
adjectives.
 Take it in turns to define these words to
your group.
 Who will guess the most?

6. Order the adjectives:
 Put the adjectives in order- you choose
the order!
 What’s the connection between all of
these adjectives?

7. How do you feel about being
observed?
 Choose an adjective that matches your
feelings.
 How can you empower yourself about
the process of observation?

8. Empowerment
 Understand what the observer wants to
see and give them this information
 Be prepared!
 Check your plan against the observation
criteria at the planning stage.
 Use your tutor for support ( at the
planning stage if necessary)

9. What is an observer
looking for?
 In pairs, list all of the things you can
think of that an observer wants to
see.
 Now check against a set of criteria.
 Within each category, what tips can
you give.
 Share your tips!

10. And for ICT….
 Engage in online/elearning e.g. use a VLE
 Use software e.g. Excel, Word
 Communicate effectively using ICT as a
medium e.g. email
 Use the language of ICT appropriately e.g.
operating system. Hard drive

11. What might you need for an obs?
 Register
 Student profiles
 Lesson plans
 Scheme of work
 Course information/module brief
 Records of assessment plus examples
 ILPs & tutorial forms
 References to E&D / ELM
 Lesson Profile (example & next slide…)

12. Lesson rationale and class
profile
 Why do we need these?
 What do they tell your observer?
 What kind of information will you include in
class profile?
 Read and check.
 What format could you use for individual
learner profiles?

13. Student Profiles?
Student Name Comments
Donald
Duck
Minnie
Mouse
Brad Pitt
Helena
Bonham
Carter

14. What is a scheme of work?
Briefly discuss the questions below with a
partner.
 What is a scheme of work?
 What role do schemes of work play?
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15. What is a scheme of work?
According to Petty (2001:391)
“ It is a plan which organises course content,
breaking it up into teaching weeks or lessons,
and putting it into a logical teaching order.”
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16. What role do they play?
 A varietyof teaching and learning strategies
can be identified
 They guide lesson planning by telling you
what comes next
 They provide a guide as to whether or not
you are running to schedule
 They are institutional requirements.
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17. Where do they come from?
The teacher must:
 interpret the syllabus/ curriculum/
standards
 plan a programme of work
 organise resources
 consider individual needs
These are working documents.
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18. Questions
 Who am I planning my scheme of work
for?
 What must I consider before I start
preparing my scheme of work?
 What ought to be the content?
 What format do I use for my scheme of
work?
 What are my objectives?
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19. Activity
 Look at some example schemes of
work. Do they help you answer any
of your questions?
 Which of these schemes of work do
you like best/ least? Why?

20. Observable verbs ??

21. Lesson plan
 Lookat an example lesson plan and answer
the questions.

22. Criteria for assessment
 How can you evidence units 2 and 3
practical criteria?
 Look at pp. 8-10 in your teaching
observation booklet and discuss in
groups.

23. CTLLS observation booklet

24. What were the aims
and objectives for the
session?

25.  AIM:
 Introduce OFSTED & Edexcel requirements
for lesson observations
Learning Outcomes:
 Examine the requirements for teaching observations
 Explore the preparation process for lesson observations
 Critically examine the criteria for assessing teaching
 Reflect on your last teaching observation/micro teach
session and identify areas for development

26. Between session tasks:
 Revisitan old lesson plan and evaluate
against what we have covered today.
 (e.g. interaction patterns, differentiation etc)