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Effective Observation - session 1

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Michael Bloy

on 9 May 2016

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Transcript of Effective Observation - session 1

Effective lesson observation

Part One

Professional Learning
Why do we observe?
Improve Teaching and Learning
Share and develop outstanding practice
Form a part of an ongoing process which increases staff confidence and creativity
Forms a part of an evidence base against which teachers are held accountable
Lesson observation
Observations provide informative feedback to improve teaching and learning
Feedback is needed to improve the quality of learning
Teacher accountability is based on the accumulation of evidence over time - not isolated events or judgements
This approach allows for meaningful dialogue for improving student learning
Conversations should reinforce teachers' sense of value, recognise and celebrate outstanding practice
Triangulated Judgements
A single lesson observation:
Accountability is based on the accumulation of micro judgements and a broad range of evidence
Not individual lesson observations
Teacher Accountability
Triangulated Judgements
Over Time
So, are we judging the right things?
It is easy to focus on obvious features of a lesson: lesson objectives, starters and plenaries - but these are only important if they lead to good learning
You can have good learning without these things
A good observation focuses on the progress students make in class
The focus of lesson observations
"Too many times teachers teach to the lesson plan and not the students in front of them"
P. Holden, Lead Ofsted Inspector


What the students doing What the teacher is doing

Make Evaluative Judgements

Output Because Input
Learning Teaching
How do we judge outstanding?
How well do all students make progress in the lesson?
What is the impact of the lesson on students' learning?
What are students' attitudes to learning?
Is there evidence of key skills being used and applied? (Literacy, numeracy, information literacy, presentation skills independent learning & inquiry-based learning etc.)
Do all students achieve?
Make evaluative Judgements
Have your attention on the students and an awareness on the teacher
Notice strengths and weaknesses
Consider what the students are learning...
...and what the teacher is doing to cause this learning
Evaluative Learning Example
Learning Teaching
Year 8 History
BTEC Level 3 Sports
Year 10 GCSE Drama
What does outstanding look like? Descriptors
Task 1: How would you rate the following lessons?
Watch 2 or 3 of the clips below and rate them using the criterion available. The clips are only 5 minutes each - if you subject area is not there (apologies), watch a Key Stage or subject area that may be of interest instead. Your judgements will form discussion regarding feedback at the next session.
Year 12 IB English Lit.
Year 10 Spanish
Task 1: So what does outstanding look like?
Using the observation form to make notes and the guides to make judgments, chose 3 from the following 6 clips to watch and rate them. You do not need to give any feedback - this is for the next session - just a judgement, detailing evidence for this
The students learned a new mathematical process well
The teacher went through the method step by step and used questioning to check understanding
New observation form
It's not rocket science but it is a change of focus!

The lower ability learners were left with some misconceptions
The teacher only engaged with the students that raised their hands to respond
Year 9 ICT
Year 7 Maths
Year 9 Music
BTEC Level 3 Sport
Year 12 Psychology
Year 10 Science
Year 8 English
Year 7 Geography
Year 9 Spanish
Year 10 History
Year 12 Maths
Year 12 Ethics and Philosophy
Year 10 English
Year 7 French
Year 10 Maths
Year 7 Science
Year 12 Science
Year 12 Art
Full transcript