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Y1 Literacy by JH 16.03.2011

This document contains a lesson observation proforma summarizing a literacy lesson taught by trainee teacher Glenn Billingham. The summary includes: 1) Details of the lesson such as the school, date, subject, and focus of observation. 2) A minute-by-minute commentary on the lesson segments including the starter, main activity, and plenary with evidence to support the trainee's use of learning styles, resources, differentiation, assessment for learning, and more. 3) An evaluation of the lesson's objectives, outcomes, and targets to improve the trainee's performance to a "solid satisfactory" level. Strategies are suggested to help achieve these targets.

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Glenn Billingham
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0% found this document useful (0 votes)
61 views6 pages

Y1 Literacy by JH 16.03.2011

This document contains a lesson observation proforma summarizing a literacy lesson taught by trainee teacher Glenn Billingham. The summary includes: 1) Details of the lesson such as the school, date, subject, and focus of observation. 2) A minute-by-minute commentary on the lesson segments including the starter, main activity, and plenary with evidence to support the trainee's use of learning styles, resources, differentiation, assessment for learning, and more. 3) An evaluation of the lesson's objectives, outcomes, and targets to improve the trainee's performance to a "solid satisfactory" level. Strategies are suggested to help achieve these targets.

Uploaded by

Glenn Billingham
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Lesson Observation Proforma

School: Higham Ferrers Nursery and Infant Lesson time: 9:30 – 10:30
School
Date: 16.3.11 Year group: 1
Observer: Jo Hutchinson Number of students: 30
Acting Headteacher M F
ITT Co-ordinator
Trainee teacher: Glenn Billingham Student ability: Mixed
Subject: Literacy Other adults in the room: 2
Focus of observation: Focussed teaching and use of Afl

Time Commentary Evidence to support commentary re learning styles,


resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)
Planning Ensure that you consider moving the more able children
 Planning shows a clear learning intention and success criteria. forward by adding at least 2 ‘challenge’ questions to your
 Planned questions are open ended. planning.

Examples of challenge question:


‘Why do you think that?’
‘What if................?’

Ensure that prior to delivering the lesson you understand the


following:
1. What you want the children to achieve at the end of
each of the tasks
2. How they will need to be taught to achieve it
Starter Children were engaged.
 A challenging starter. Children working independently organised themselves
 The task was clearly outlined to the children, with an emphasis on appropriately.
the ‘team work’ needed. All groups completed the task, some with adult support, some
 Questions were used to encourage the children to clarify the key without.
strategies of team work. Effective pace.
 Children gave appropriate responses.
 Using a time limit with children was an effective challenge strategy.
 During this time the children were on task using talk appropriately.
 Adults working with groups were supporting them effectively with
appropriate questions to keep them on task.
 Groups working independently were on task.
Main activity To ensure that children are clear about the meaning of the
 The children went from the starter to the main tasks. learning intention, explore the key vocabulary in it with the
 Learning intention for the lesson was introduced. class.
 Groups were sent to their tables.
 2 adults supported 3 groups. Key Points to Address:
 1 group was working independently Ensure that you use AFL to do the following:
 1 group worked with G.  Check how well ALL groups are performing with their
 The task was briefly modelled to the children by G before they went task
on with their task.  Ensure that if you use a mini-plenary it relates to what
 G went to check the work of other groups. you have assessed the children doing in the lesson up
to that point and that it moves them on
 The working atmosphere was appropriate to the task.
 That you model writing to the whole class as part of
 Children completed their task.
your regular teaching in a literacy lesson with a writing
 A mini plenary was used to model a word bank.
focus
 Resources were planned well.

Plenary  Ensure that plenaries are used as an evaluation of


 G told the children what they had learned in the lesson. learning.
 Children showed their work to the class. The Key Points of A Plenary:
 Praise was given to all three children who showed their work.  Get children to evaluate their work together, against the
success criteria. (‘’I think I have got step one
because.........’’)
 You can use a piece of work to look at and ask the
children to say what it is they like about it and then pick
one area to develop.
 Use this to effectively model the ‘correct’ way to
present something.
Learning objectives

To plan a non-fiction text.

Learning outcomes (What have the students achieved in this lesson?)


The lesson was ‘just in’ satisfactory.
Outstanding Good Satisfactory Inadequate
Progress All pupils making considerably Most pupils make good progress Most pupils’ progress is at least Many pupils make little or no
better progress than expected. and achieve well. satisfactory. progress.
Achievement Achievement is very high in Almost all students achieve well Students are generally achieving Most pupils are achieving below
relation to their capability – good in relation to baseline data. in line with expectations shown expectations shown in baseline
added value. in baseline data. data.

Targets to move to ‘solid’ satisfactory


 To ensure that you know the levelled task outcomes before you teach the lesson – What must learners achieve by the end of the lesson to
demonstrate that they have made progress? (Example from today’s lesson: What must the children produce that makes an effective
labelled picture?).
 To teach key strategies so that learners know how to approach a task.
 To ensure that mini plenaries move learning on.
 To assess learning throughout the lesson.
 To ensure that the plenary engages the children in purposeful evaluative discussion against the lesson success criteria.

Strategies to enable this:


 Observe year 2 teacher delivering a lesson with a particular focus on the plenary and how steps to success are referred to effectively with the
children using the language of evaluation. (Wed 23 rd March).
 Team plan with Sarah Brooks to ensure that the level of expectation and quality of work required for each group is clearly known prior to
teaching the lesson.
 Team teach a lesson with Sarah Brooks.
 More regular observations that will focus on the targets above until they are achieved.

Lesson observation continuation sheet available


The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Please refer to the full Standards and ‘OfSTED Characteristic of trainees’ when completing the documentation.

Summary
Standards Comment
Please circle Standards achieved
Please tick Standards working towards (This section must be completed)
Subject Knowledge, SK (Professional knowledge)
Q11 Knows the assessment requirements of Target to work on. (See above)
 subject/curriculum
Q12 Knows a range of approaches to assessment Target to work on (See above)

Q13 Knows how to use local and national data to Target to work on (See above)
 teach/monitor students’ progress
Q14 Possesses a secure knowledge/understanding More work to be done on this
 of subject
Q15 Knows/understands relevant statutory/non Improving
 statutory frameworks
Subject Pedagogy, SP (Professional skills)
Q10 Understands and uses teaching, learning, Behaviour strategies are in place.
management and behaviour strategies
Q17 Knows how to use skills in teaching literacy, Needs to be consistent to achieve.
 numeracy and ICT to support their teaching
Q22 Plans for progression across age and ability More consistency needed to achieve this one.
 ranges
Q23 Plans opportunities for pupils to develop Opportunities are planned for pupils to develop literacy but these need to
 literacy, numeracy and ICT have greater progression built in
Q24 Plans homework to sustain progress/ N/A for this lesson observation
consolidate learning
Q25 Teaches lessons and sequences across Teaching was across the ability range. Now secure consistent high
 age/ability range quality of work from the children
Q25(a) Use a range of teaching strategies and Resources well planned for and prepared
resources
Q25(b) Build on prior knowledge, enable learners to Prior knowledge is not sufficiently taken into consideration before
 apply new knowledge and meet learning teaching a lesson currently. This has been a regular feature of recent
objectives feedback from observations and must be addressed.
Q25(c) Adapt their language to suit learners, introduce Language is being adapted to suit learners, introduce new ideas and
 new ideas and use explanations, questions, explanations. Effective open questions are used. Now try to add a
discussions and plenaries effectively challenge question. (See above lesson feedback) Plenaries are not yet
effective and need to be based around the language of evaluation.
Q25(d) Manage learning and modify their teaching Teaching must continue to be modified in the light of feedback received.

Q26(a) Makes effective use of assessment, monitoring A core area for development
 and recording strategies
Q26(b) Assesses learning needs to set challenging This is an area that will need to be developed.
 learning objectives
Q27 Offers timely, accurate, constructive feedback Feedback is generally positive and must now focus on developing
 on learners’ progress and development specific skills and aspects of learning if learners are to make progress.
Q28 Encourages pupils to reflect on their learning This needs developing through effective plenaries
 and identify emerging learning needs
Q29 Evaluates impact of teaching on pupils’ learning Evaluation is made. Now consider your impact on pupil progress.

Q30 Establishes purposeful, safe learning This is evident in lessons observed.
environment
Q31 Establishes framework for classroom discipline Behaviour is managed well consistently.

Q32 Works effectively as a team member



The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Q33 Collaborates effectively with colleagues to Now focus on team planning and team teaching to ensure improvement
 support learning to a consistent solid satisfactory lesson

Summary
Standards Comment
Please circle Standards achieved
Please tick Standards working towards (This section must be completed)
Attitudes, AT (Professional attributes)
Q1 Demonstrates appropriate expectations and Sometimes, but now needs to demonstrate that changes have been
 commitment made to teaching that reflect targets given in feedback.
Q2 Demonstrates positive values, attitudes and These are demonstrated in school.
behaviour
Q3 Adopts workplace policies and practices Improving

Q4 Communicates effectively with children and There is a positive manner with the children and other professionals in
other professionals school.
Q5 Recognises and respects others’ contribution to Yes
raising achievement
Q6 Committed to collaboration/co-operative Collaboration and co-operation is evident in day to day work with the
working class teacher.
Q7 Reflects on and improves practice Not yet consistent

Q8 Constructively critical, creative and innovative Sometimes this is the case, but there needs to be greater evidence that
 actions/targets set are endeavouring to be addressed in the very next
lesson that is taught.
Q9 Acts on advice and feedback, open to guidance Open to guidance but not always acting on advice given.

Pupils’ Development, PD (Knowledge and skills)
Q18 Understands how pupils’ learning is affected by Yes some understanding
 key factors
Q19 Makes effective personalised provision for all Not yet consistent
 pupils/SEN/EAL/G&T
Q20 Recognises roles/responsibilities of other Yes, this is recognised.
professionals
Q21 Fully aware of legal requirements, national
policies and ECM issues that affect progress
Q16 Passed professional skills tests (literacy,
numeracy, ICT) not relevant for this observation

OfSTED grading Progress being made at the time of the observation


(please tick) (please tick)
Outstanding Trainee making excellent progress
Good Trainee making good progress
Satisfactory  Trainee working towards some aspects 
Inadequate* Trainee experiencing serious difficulties*
* Copy of observation sent to the ITT Co-ordinator for discussion and action

The lesson evaluation and reflection proforma should be given to the trainee at the end of
the observation for completion prior to feedback.
Feedback should be given within 48 hours.

Signature
Observer Date

16.3.11
The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
Lesson observation continuation sheet
Time Commentary Evidence to support commentary re learning styles,
resources, differentiation, AfL and assessment
(This could also include points to consider re moving the
trainee forward)

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