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Tuesday 15 June 2010
Mission 5
The next DD meeting is next Tuesday at 3pm in the Meeting Room. Please be ready to share your last Missions and we will be looking at buddying up for observations.
Mission 5 is all about observations. Please find some of our comments below. Please use the sheets to help! Any issues, please see me.
Hi Marie,
Thank-you so much for letting me come and watch your lesson, it was so engaging and to be honest, I did not want to leave!
Here are my notes:
I love the way you lay out each part of the lesson on the board – student know what has to be covered and things can be ticked off as complete. The diamond nine activity was a great engaging, active starter – all students were involved. La profe de espanol es mucho paciente… Your manner is so non-threatening, and yet it is clear that you expect them to participate and listen – I really like the way you lower your voice when you want their attention! Activities were really engaging, and all students participated across the ability range. I was impressed by the way activities were linked to GCSE grades. It was a really structured lesson, which built up from the vocab at the beginning to the detailed main activity.
It was lovely to see a GCSE class working so well of a mixed ability and on a Thurs P5.
ThanksM
Nicole,
My impressions, such as they are:
(1) You've done a fab job establishing such positive relationships with some tricksy kids. In our coaching focus group, we've discussed the idea of assigning tasks to keep more antsy youngsters engaged and you do that really well. It's clear who's the boss in your room but in the nicest possible way.
(2) I liked the 'make a list' technique to get a potentially difficult class engaged straight after break. It was clear that you'd spent a lot of time drilling these language techniques so it was great revision of previous learning and a collaborative, high focus way to start your lesson.
(3) I loved your very clear explanation of what each grade entails and the way you got the boys to exemplify this and explain the terms in their own words.
(4) Sukbir and Tom did a cracking job on the teaching part and it was clear that they felt special (Frazer wanted to be involved so he obviously values this position too - I suspect quite a few others would feel the same - good!!).
(5) You'll probably think this really daft but I enjoyed the little things that you do (book monitors assigned at the door, clear routines for listening/speaking/participating in a relaxed friendly environment, the way you call their books 'classbooks') - all very inclusive.
Marie
Thank-you so much for letting me come into your lesson today. It was so nice to see students like Lennon and Farhaan, really engrossed in their learning and also to see Steve Mundy included so well into the group. Here are my general observations:
Arrived at 9.40. Students were sat around NPO for teacher input – clear expectations set regarding task and high expectations. Students doing a coursework task about a horror film. All students working independently and really engaged. Had a clear focus of what they needed to do. Students asked to peer assess following presentations to each other – again the expectations and instructions were clearly given. Lots of questioning so that students understood the reasons for what they were doing, e.g. ‘why am I asking you to do this?’ Hashim did his presentation and all students were focused on producing feedback and they understood the criteria. Maaz was asked to be the ‘teacher’ and lead the feedback. Hashim took notes on feedback so he could improve.
Highlights: Students on task and focused. Positive relationship with students – clear respect for and from students. AFL very clear. High expectations High standard of work and students working independently.
My feedback on Nic's lesson is shown above. My feedback on Sian's...
Dear Sian,
I was blown away by your 8A1 lesson this morning! I hope you don't think I'm being patronizing but I can't believe the change in your teaching since the last time I observed you in a classroom setting with 9A1. Most impressive, Miss!
Particular strengths in my eyes were:
planning & resourcing (range of activities, inclusion of different preferred learning styles) pace and challenge (thinking skills, video introduction, questioning, group work) - all in the first 30 minutes! use of and referral to PLTS as well as NC levels your manner with students (kind, encouraging but firm)
I look forward to your coming and seeing me tomorrow but don't get your hopes up, lass!
Actually Martin, it's quite a reassuring experience in many ways. I was nervous to start with but the supportive, non-judgemental nature of feedback amongst respected colleagues is really useful. I've certainly taught better as a result of observing and being observed.
Observation of BHA teaching 8a1 Science period 5, Mon 28/06/10 I entered at 2.10pm. All on-task (doing research for GCSE coursework project about the use of 4x4’s in city centres). Student’s outcome was either powerpoint or website writing up their enquiry investigation – good use of ICT for outcome and internet research. All students clearly knew what they were doing (must have been an excellent introduction) and their projects were well structured (good skills). Good behaviour management, e.g. having a quiet but firm word with George. Friendly but firm approach. Excellent rapport with the class. AfL evident – rotating around the class helping and giving pointers for next steps etc. Students were enjoying their lesson. Students were clearly used to working independently which was great to see, especially with a top set. (Zero spoon feeding!) Differentiation by teacher intervention. Lovely energetic, passionate approach to teaching the subject. Lots of energy!
Students were lined up waiting for the lesson – orderly routines followed. Starter was a recap on previous lesson – AFL Task was clearly outlined with knowledge and skills based objectives clearly shared. Timings were set and stuck to and the lesson was pacey. Directed and independent learning evident. Nice relationship with class – friendly but professional Fun, engaging activity – all students onboard. Mini-plenary – checked students progress. Clearly, a well-planned lesson with objectives/task reinforced visually.
My observation of Alison with 7a2 follows, I hope that this is helpful!
All of the cool/interesting stuff that I saw: - Presentations being given with students taking the lead (PLTS) and using the E-Beam – nice use of ICT! - The students in your class were proud of their work and what they had achieved! - Outcomes in the form of posters and powerpoints used within groups to compliment each other (PLTS). - Clapping – immediate positive reward for good effort/work - Firm but fair interventions on the few occasions where it was necessary (the class were well-controlled throughout!) - Peer-assessment using 2* and a wish, the students were clearly familiar and comfortable with using this. - “Hands-down” - More PLTS! Reflecting on the task, teacher-led use of the TASC wheel, leading onto independent self assessment using WWW/EBI. - Good quality of comments on the WWW/EBI, students were able to critically appraise their own work, identifying both strengths and areas for development. - Feedback on PC project/trip work – grades and targets for improvement given. - Praise to class at the end of the lesson, nice to see! - HPs given during plenary task of the “What you learned ball”/”Ball of knowledge”, students feeding back to the class something that they have learned in today’s lesson – nice way of doing this – more kinaesthetic approach to AfL!
Mission 5 is all about observations. Please find some of our comments below. Please use the sheets to help! Any issues, please see me.
ReplyDeleteHi Marie,
Thank-you so much for letting me come and watch your lesson, it was so engaging and to be honest, I did not want to leave!
Here are my notes:
I love the way you lay out each part of the lesson on the board – student know what has to be covered and things can be ticked off as complete.
The diamond nine activity was a great engaging, active starter – all students were involved.
La profe de espanol es mucho paciente… Your manner is so non-threatening, and yet it is clear that you expect them to participate and listen – I really like the way you lower your voice when you want their attention!
Activities were really engaging, and all students participated across the ability range.
I was impressed by the way activities were linked to GCSE grades.
It was a really structured lesson, which built up from the vocab at the beginning to the detailed main activity.
It was lovely to see a GCSE class working so well of a mixed ability and on a Thurs P5.
ThanksM
Nicole,
My impressions, such as they are:
(1) You've done a fab job establishing such positive relationships with some tricksy kids. In our coaching focus group, we've discussed the idea of assigning tasks to keep more antsy youngsters engaged and you do that really well. It's clear who's the boss in your room but in the nicest possible way.
(2) I liked the 'make a list' technique to get a potentially difficult class engaged straight after break. It was clear that you'd spent a lot of time drilling these language techniques so it was great revision of previous learning and a collaborative, high focus way to start your lesson.
(3) I loved your very clear explanation of what each grade entails and the way you got the boys to exemplify this and explain the terms in their own words.
(4) Sukbir and Tom did a cracking job on the teaching part and it was clear that they felt special (Frazer wanted to be involved so he obviously values this position too - I suspect quite a few others would feel the same - good!!).
(5) You'll probably think this really daft but I enjoyed the little things that you do (book monitors assigned at the door, clear routines for listening/speaking/participating in a relaxed friendly environment, the way you call their books 'classbooks') - all very inclusive.
Marie
Thank-you so much for letting me come into your lesson today. It was so nice to see students like Lennon and Farhaan, really engrossed in their learning and also to see Steve Mundy included so well into the group. Here are my general observations:
Arrived at 9.40. Students were sat around NPO for teacher input – clear expectations set regarding task and high expectations. Students doing a coursework task about a horror film.
All students working independently and really engaged. Had a clear focus of what they needed to do.
Students asked to peer assess following presentations to each other – again the expectations and instructions were clearly given.
Lots of questioning so that students understood the reasons for what they were doing, e.g. ‘why am I asking you to do this?’
Hashim did his presentation and all students were focused on producing feedback and they understood the criteria.
Maaz was asked to be the ‘teacher’ and lead the feedback. Hashim took notes on feedback so he could improve.
Highlights:
Students on task and focused.
Positive relationship with students – clear respect for and from students.
AFL very clear.
High expectations
High standard of work and students working independently.
Thanks
Sian J
Wow. Scary. Quite a standard set there...
ReplyDeleteMPe
My feedback on Nic's lesson is shown above. My feedback on Sian's...
ReplyDeleteDear Sian,
I was blown away by your 8A1 lesson this morning! I hope you don't think I'm being patronizing but I can't believe the change in your teaching since the last time I observed you in a classroom setting with 9A1. Most impressive, Miss!
Particular strengths in my eyes were:
planning & resourcing (range of activities, inclusion of different preferred learning styles)
pace and challenge (thinking skills, video introduction, questioning, group work) - all in the first 30 minutes!
use of and referral to PLTS as well as NC levels
your manner with students (kind, encouraging but firm)
I look forward to your coming and seeing me tomorrow but don't get your hopes up, lass!
Best wishes,
Marie
Actually Martin, it's quite a reassuring experience in many ways. I was nervous to start with but the supportive, non-judgemental nature of feedback amongst respected colleagues is really useful. I've certainly taught better as a result of observing and being observed.
ReplyDeleteMarie :)
Observation of BHA teaching 8a1 Science period 5, Mon 28/06/10
ReplyDeleteI entered at 2.10pm.
All on-task (doing research for GCSE coursework project about the use of 4x4’s in city centres).
Student’s outcome was either powerpoint or website writing up their enquiry investigation – good use of ICT for outcome and internet research.
All students clearly knew what they were doing (must have been an excellent introduction) and their projects were well structured (good skills).
Good behaviour management, e.g. having a quiet but firm word with George.
Friendly but firm approach. Excellent rapport with the class.
AfL evident – rotating around the class helping and giving pointers for next steps etc.
Students were enjoying their lesson.
Students were clearly used to working independently which was great to see, especially with a top set. (Zero spoon feeding!)
Differentiation by teacher intervention.
Lovely energetic, passionate approach to teaching the subject. Lots of energy!
Alison
Observation of PWI - 7A4 P5
ReplyDeleteDuration 25 minutes
Examples of good/outstanding practice:
Students were lined up waiting for the lesson – orderly routines followed.
Starter was a recap on previous lesson – AFL
Task was clearly outlined with knowledge and skills based objectives clearly shared.
Timings were set and stuck to and the lesson was pacey.
Directed and independent learning evident.
Nice relationship with class – friendly but professional
Fun, engaging activity – all students onboard.
Mini-plenary – checked students progress.
Clearly, a well-planned lesson with objectives/task reinforced visually.
Thanks Pete, from Sian
These are brilliant guys! Please add if you found the experience positive, scary or useful....
ReplyDeleteWell done! Very proud of you all
N
Chris,
ReplyDeleteSorry I couldn't get in to see 7A1 in person although I haven't given up hope of seeing 'Power Teaching' in person just yet!
My plan is to ask 7A1 to teach me the basics on Monday, translate the commands into Spanish and then use them in that lesson.
Saludos,
Marie
Hi all!
ReplyDeleteMy observation of Alison with 7a2 follows, I hope that this is helpful!
All of the cool/interesting stuff that I saw:
- Presentations being given with students taking the lead (PLTS) and using the E-Beam – nice use of ICT!
- The students in your class were proud of their work and what they had achieved!
- Outcomes in the form of posters and powerpoints used within groups to compliment each other (PLTS).
- Clapping – immediate positive reward for good effort/work
- Firm but fair interventions on the few occasions where it was necessary (the class were well-controlled throughout!)
- Peer-assessment using 2* and a wish, the students were clearly familiar and comfortable with using this.
- “Hands-down”
- More PLTS! Reflecting on the task, teacher-led use of the TASC wheel, leading onto independent self assessment using WWW/EBI.
- Good quality of comments on the WWW/EBI, students were able to critically appraise their own work, identifying both strengths and areas for development.
- Feedback on PC project/trip work – grades and targets for improvement given.
- Praise to class at the end of the lesson, nice to see!
- HPs given during plenary task of the “What you learned ball”/”Ball of knowledge”, students feeding back to the class something that they have learned in today’s lesson – nice way of doing this – more kinaesthetic approach to AfL!
Cheers, m'dears!
Ben