Appendix 7: Lesson Study Activity Observation Proforma During your second part of the block placement we would like you to develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer. you are placed as a pod of 3 you will need to coordinate these observations so that each of you has the chance to act in each of the roles. This will be a rolling programmes over 3 lessons. Where you are placed on your own in a school we would like you to take on these roles in an adapted form. You will still be having your weekly lesson observations from your mentor, which in essence is the teacher role. In addition to this, talk to your school mentor/class teacher about taking part in a lesson in the role of the supporting adult and observing a lesson and taking on the role of an observer. Reflect on this process during tutorial 2 in Week 4 (or Week 5 if more appropriate). Please use the proforma below to support the process. Role Date Year Curriculum area Teacher Teaching Assistant support role Observer Standards Use this chart of questions to consider which standards are being met S3c- Is a good standard of spoken and written English used? S8b- How have S2b- How is children’s S2d- In what way does S 3a -How are the effective prior knowledge and the planning children engaged in relationships with understanding demonstrate learning? How are colleagues been considered? understanding of misconceptions developed? how children learn? addressed when Is advice sought and Is there awareness they Is secure acted upon? of impact on subject knowledge children’s learning? checked? S4a-Is the pace of the S5a- In what ways is S5c- Are barriers to S6d- What use is session appropriate the learning considered? made of oral to the needs of the lesson differentiated? Is teaching feedback including children? Is the use appropriate for praise and of session time children at different questions? maximised? stages of Is work marked development? systematically and in line with school policy? S1a-How does the S1c- How are positive S7b- Are there high S7d- How are effective adult command the attitudes, values and expectations of relationships with respect of the expected behaviours behaviour and a children maintained? children? Is the modelled to the range of behaviour Do the children atmosphere in the children? management respond positively? classroom strategies used? purposeful and positive?
Appendix 7: Lesson Study Activity Observation Proforma During your second part of the block placement we would like you to develop and deepen your understanding of teaching through taking on different roles: teacher, support role and observer. you are placed as a pod of 3 you will need to coordinate these observations so that each of you has the chance to act in each of the roles. This will be a rolling programmes over 3 lessons. Where you are placed on your own in a school we would like you to take on these roles in an adapted form. You will still be having your weekly lesson observations from your mentor, which in essence is the teacher role. In addition to this, talk to your school mentor/class teacher about taking part in a lesson in the role of the supporting adult and observing a lesson and taking on the role of an observer. Reflect on this process during tutorial 2 in Week 4 (or Week 5 if more appropriate). Please use the proforma below to support the process. Role Date Year Curriculum area Teacher Teaching Assistant support role Observer Standards Use this chart of questions to consider which standards are being met S3c- Is a good standard of spoken and written English used? S8b- How have effective relationships with colleagues been developed? Is advice sought and acted upon? S2b- How is children’s prior knowledge and understanding considered? S2d- In what way does the planning demonstrate understanding of how children learn? Is there awareness of impact on children’s learning? S 3a -How are the children engaged in learning? How are misconceptions addressed when they Is secure subject knowledge checked? S4a-Is the pace of the session appropriate to the needs of the children? Is the use of session time maximised? S5a- In what ways is the lesson differentiated? S5c- Are barriers to learning considered? Is teaching appropriate for children at different stages of development? S6d- What use is made of oral feedback including praise and questions? Is work marked systematically and in line with school policy? S1a-How does the adult command the respect of the children? Is the atmosphere in the classroom purposeful and positive? S1c- How are positive attitudes, values and expected behaviours modelled to the children? S7b- Are there high expectations of behaviour and a range of behaviour management strategies used? S7d- How are effective relationships with children maintained? Do the children respond positively?
BA1-SBT-Handbook-2017-18-1.docx