Observation System Kidderminster College January 2012

Learning outcomes Use the Kidderminster College observation documentation Focus on learning [Active learning, differentiation, assessment, questioning] Discuss equality and diversity in classroom Explore issues of observation in workshops Observe, document and grade a lesson Create an action plan and give feedback

Purpose of Kidderminster College Lesson Observation Quality Improvement: to identify good practice to be shared and transferred across the organisation and to support the development and training needs of our teachers. Quality Assurance: to judge the quality of teaching, learning and assessment and improve the quality of the learning experience of our learners.

Activity – why observe? From the point of view of senior management Use a Diamond 9 activity board Rank the cards with the most important at the top of the diamond Everyone in the group must agree on the final result

Activity – why observe? Which card reflects best the top priority for an observer?

Kidderminster College Areas for improvement Progress learners make in their learning Learners insufficiently engaged as teachers talking too much Insufficient challenge for learners particularly the more able Assessment of learning Insufficient use of questioning to explore and develop deeper understanding

Activity – good learning You are a group of college learners. Create a list of what, for you, are the features of good learning I learn best when…… I learn best when my teacher…..

I learn best when:  I know what I am about to learn.  I am motivated.  My needs are recognised.  I do a range of activities.  I have challenging targets.  I know how to improve.  I make good progress.  My class works well together.  I go on trips and have discussions with visitors.  I can see the relevance to my future.

I learn best when my teacher:  Sets high expectations.  Plans the start, middle and end of lessons.  Tells me what I am about to learn.  Links to past learning.  Plans for my individual needs.  Uses good resources and technology.  Uses a variety of learning methods.  Frequently checks my learning.  Communicates to me how I can improve.  Is enthusiastic and inspires me.  Is firm but fair.

What enhances my learning is:  Purposeful tutorials.  Regularly monitoring my progress.  Knowing where to go for extra support.  Going on work experience.  Everyone follows The Learner Contract.

Activity Observing learning – what are we looking for? In pairs review the handouts you have been given and prepare a short presentation of about 6 key points about observing learning:- Active learning Differentiated learning Task design and assessment of learning Cooperative learning / groupwork PTO

6 key points for observation How will I recognise active learning? How will I know if each learner’s needs are catered for? How will I know tasks are at the right level and whether they assess learning? Is the groupwork effectively creating and assessing learning?

Questioning Why do we use questioning ?

Open and closed questions Open questions draw out the following: information understanding and its dynamics thoughts application of knowledge perspectives Closed questions do the following: draw out or confirm a fact confirm a point of view

Evaluation Judge, evaluate, give arguments for and against, criticise Synthesis Summarise, generalise, argue, create, design, explain the reason for Analysis Break down, list component parts of, compare and contrast, solve, differentiate between Application Use, apply, construct, solve, select Comprehension Explain, describe, give reasons for, identify causes of, illustrate Knowledge List, recognise, select, reproduce, draw Bloom’s Taxonomy High cognitive demand - reasoning required Low cognitive demand - little reasoning required

Staying at the bottom of Bloom’s Taxonomy can lead to surface learning: Learning without understanding.

Questioning Techniques Group Activity Place the Skill Level cards across the table in order: »Knowledge »Understanding / Application »Analysis »Evaluation As a group discuss each of the other cards in turn and place each under the skill level. Try and reach agreement on category.

Discussion activity Equality and diversity What are we looking for? 5 minutes then feedback to group

Group activity Observing workshops What are the differences? 10 minutes then discussion

Kidderminster College Observation Guidelines Anna Place Key features Processes Observation form

Observing learning - planning  what does the teacher intend learners to learn / what learning outcomes are to be achieved  what learning methods will be used to encourage learners to behave in ways that are likely to achieve these outcomes?  how will the learners be engaged in these learning activities through the teaching process.  what assessment tasks and criteria will show that all learners have achieved the intended outcomes of this lesson?

Process of lesson observation What paperwork do you expect from the teacher? How do you record your observations in the lesson? How do you arrive at your judgements?

Writing evaluative judgements On the observation form every sentence / phrase MUST have an evaluative judgement word There is no room for descriptive writing These judgements will be your script to the teacher The totality of your judgements will determine the grade you give.

Example judgements High level of engagement of students producing accurate analysis of problem Good response by students to the teacher’s deep probing questions Poor acquisition of skills by many students due to lack of sufficient teacher support in the workshop Groups produced excellent flipcharts which demonstrated good learning

Observing lessons Watch a lesson with lesson plan (30 minutes) Record your observations In triads identify key strengths and areas for improvement Use the grading criteria to propose a grade Whole group discuss the grade Devise an action plan

Action planning for improvement Using blank college action planning form Compile an action plan with measurable targets which can be monitored (see example in Guidelines) Targets should ensure improvements are made quickly

Observation feedback Basic principles Identify key messages in advance State the structure and the purpose of the meeting Clarify any points from the lesson if necessary Refer to evidence for your judgements Use questions to encourage reflection and a professional discussion Enable teacher to feel this has contributed to their professional development

Response and reflection from observee DO NOT ask the observee for their evaluation of the lesson before you give your feedback:- It is your role to evaluate the lesson If you do not agree with the observee you will end up having to justify yourself This could end up with an argument which would be unproductive Ask the observee for their evaluation after your feedback

Feedback role play Observers working in triads:- one person acts out the role of the observed teacher one person is the observer of the lesson giving feedback one person comments on the feedback.

Activity Observation feedback How would you respond to each feedback case study?

What is an Outstanding lesson? Learning Pythagoras Theorem

Learning outcomes Use the Kidderminster College observation documentation Focus on learning [Active learning, differentiation, assessment, questioning] Discuss equality and diversity in classroom Explore issues of observation in workshops Observe, document and grade a lesson Create an action plan and give feedback