Observation 18 September 2014 Aidan O'Malley
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Classroom Observation by Aidan O'Malley Waitakere College
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This document provides guidance for lesson planning and structure. It recommends that teachers:
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2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
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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.
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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.
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The document discusses several occupations that are part of the author's occupational identity, including karate, hockey, farming, cricket, javelin, being a sister, student, lifeguard, flat mate, and fishing. Many of these occupations have taught the author skills like discipline, respect, teamwork, independence, and dealing with disappointment. Being a student, sister, and farmer in particular have had major influences on the author's life and career path towards becoming an occupational therapist.
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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.
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The presentation discussed 4 key customer groups - Baby Boomers, Generation X, Generation Y/Millennials, and women - and how to effectively market to each. It emphasized that women influence over 80% of household purchases and control large portions of spending. The concept of "Sheconomics" was introduced, highlighting the economic opportunities in marketing directly to women. Overall, the presentation argued that understanding differences in customer groups, especially generational and gender differences, is crucial for businesses to connect with tomorrow's customers.
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- A few areas for improvement included managing time well during lessons, limiting repetitive explanations, and using more interactive activities versus videos.
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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.
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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.
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5. James' role in the teaching and learning inquiry and department goals was discussed. His personal goals for the year were set out.
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- 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.
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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.
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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.
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