No. Teaching Practice Achieved Comments Y\N 11 Collaborative working is encouraged including, group work, the sharing of notes, learning buddies, etc. 12 The pace of the session should take into account the needs of learners with time built in for thinking time/brain breaks 13 Frequent and effective use is made of questioning both open & closed questions to check understanding 14 Pupils are not expected to multi-task and tasks are clearly demarcated as looking, listening and writing with an equal balance of such tasks being evident 15 The lesson follows a logical sequence with each learning leading on from the previous. Links between these learning points are frequently reinforced and made explicit 16 Pupils are encouraged to ask questions and make oral contributions 17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing 18 Key points are reinforced and highlighted both orally and visually Observation of Teaching Practice continued...
No. Teaching Practice Achieved Y\N Comments 11 Collaborative working is encouraged including, group work, the sharing of notes, learning buddies, etc. 12 The pace of the session should take into account the needs of learners with time built in for thinking time/brain breaks 13 Frequent and effective use is made of questioning both open & closed questions to check understanding 14 Pupils are not expected to multi-task and tasks are clearly demarcated as looking, listening and writing with an equal balance of such tasks being evident 15 The lesson follows a logical sequence with each learning leading on from the previous. Links between these learning points are frequently reinforced and made explicit 16 Pupils are encouraged to ask questions and make oral contributions 17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing 18 Key points are reinforced and highlighted both orally and visually Observation of Teaching Practice continued...