Observing lessons MONDAY 21 ST SEPTEMBER AM

Menu TimeasActivity 9:30Starter 9:45Classroom observation – why and how 10:45Break 11:15Task 2: Different lenses (Example lesson) 12:00Placement Qs and As 12:30Lunch

Starter 1: Why observe lessons?  Watch this video (which contains some very short snippets of teaching) and write down what you could learn from watching this teacher. The commentary is about how she starts the lesson but what else could you pick up from her?this video  In pairs, discuss then feedback

Learning objectives  You should start to develop the ability to make focused observations of classroom activities  You should develop the ability to reflect on and interpret classroom observations  You should start to develop reflective skills with respect to the evaluation of lessons, both yours and other teachers

Task 1: Why do we observe lessons?  In groups of 3, develop a list of things you will want to find out when you go into school next Wednesday and start observing lessons?  What will you be looking for as you observe your first lessons?

Questions to be answered  Your answers here …

Observing lessons on SE1  Agree a timetable with your mentor of lessons to observe. Don’t stop observing lessons when you start teaching (applies also in SE2)  Observe  Teachers (not just Computing)  Students (perhaps one student around the school)  Read pages 40 – 43 of the PGCE Handbook  TS4: “reflect systematically on the effectiveness of lessons and approaches to teaching”

Focusing your observations  General classroom observations are hard to do as there is so much going on – so narrow down the observation  Focus on a particular aspect in each lesson: 1. Structure/timing of the lesson 2. Interactions between teachers and pupils 3. Questioning techniques 4. Use of space and resources 5. Classroom management  Read PGCE Placements handbook pages 44-47

For all lessons …  What is the purpose of the lesson?  What are the learning objectives  Who are the learners?

1. Focusing on the structure/timing of the lesson StarterMain Plenary Timings? What activities are used? What happens at each stage in the lesson? What type of activities are used?

1. How is the lesson organised?  Teachers working with the whole group  Teachers’ teamwork  Learners’ teamwork  Learners working individually  Learners working in pairs  Learners working with the whole group

1. What roles do learners/teachers take?  Teachers giving information  Teachers giving instructions  Teachers managing behaviour  Teachers listening to answers  Teachers directing questions and answers  Teachers directing conversation  Teachers stimulating reflection  Learners directing conversation with peers

1.Using a schedule 09:0009:0509:1009:1509:2009:2509:30 Class setting down X Taking register X Organisational instructions X Teacher Explains Modelling/Demonstration X Whole class Q and A XX Pupils read Pupils discuss Pupils work on computers X Class watches video Pupils write Pupils talk in groups Pupils answer questions Teacher talks to individuals Teacher manages behaviour Teacher sums up learning Teacher assesses learning Teacher circulates Teacher gives out homework ETC

2. Focus on management of space and resources  Draw a plan of the classroom  What resources are used  How does the teacher use the space  How does the teacher circulate  Etc.

2. Classroom routines  Where do pupils go when they enter the room?  How is table space and computer seating organised?  How does the teacher move from one activity to another?  What are the routines for taking in homework?  What are the routines for the beginning and end of the lesson?

2. Circulating  This is particularly key when the lesson is in a computer room  How does the teacher check that everybody is working/not stuck?  What are the mechanisms for a student to indicate that they are stuck?  How does the teacher distribute their attention around all the students?

2. Resources  What resources are used in the lesson?  How do the students access them?  How does the teacher distribute or make the resources available?  What time is allocated to tidying up/clearing away resources (including computers)  What IT tools are used in the lesson  How are the students’ digital literacy skills developed (if relevant)?

3. Focus on interactions  Types of teacher voice and talk  Questioning techniques  How much teacher talk?  Body language

3. Interactions: teacher talk  Does the teacher use different volumes/tone at different times?  How long does the teacher talk for without interruption/loss of attention from pupils?  What different types of talk does the teacher use  Instructions  Explanations  Questions  How does the teacher encourage pupils to talk?

3. Interactions: questioning  What types of questions are asked?  Closed questions – what/when/why  Open questions – what /when/why  How does the teacher encourage all students to answer (not just a few)  How do pupils ask questions

3. Interactions: body language  Watch these videos:  Body language when starting a lesson Body language when starting a lesson  Body language when ending a lesson Body language when ending a lesson  Body language to establish relationships Body language to establish relationships  Body language to reinforce concepts Body language to reinforce concepts

4. Focus on classroom management  What techniques does the teacher use to settle the class?  Does the teacher use a seating plan?  What routines are used to maintain a good working environment?  What rewards and sanctions are used?  How does the teacher use his/her voice to keep a good classroom atmosphere?

Practicalities  Ask for a copy of the lesson plan  Establish whether you are only observing or also helping in the class  Make sure each observation has a focus  Ask your mentor for range of lessons/different year groups / also different subjects  Aim for one lesson to observe each week in a different subject area

Documenting the lessons you observe DateSubject /YGTeacherObservation focus Learning points 14/10/14Computing Y10FBClassroom management Sanctions applied according to school rules Low-level disruption not tolerated 14/10/14Computing Y7YSInteractionsTeacher encouraged all pupils to contribute. Teacher used open questioning

Documenting the lessons you observe  Some sample proformas for observation are on KEATS

Reflecting on the lessons you observe  What happened?  Why did it happen?  What impact did it have?  What could have been done differently?

When you start to teach  When you start teaching, your mentor will carry out observations of your teaching and you will have one visit per SE by your tutor.  The forms for these are on the public website here: ion/study/pgce/documentation/index.aspx ion/study/pgce/documentation/index.aspx  Write up an evaluation of each lesson you teach at the end of the lesson plan.

Break

Task: Classroom observations  In groups of 4, each of you decide either to:  Observe structure/timing  Observe space/resources  Observe interaction/questioning  Observe classroom management  Watch this 20 minute video (part of a lesson) with that in mindthis 20 minute video

Task: Feedback  Feedback to others in your group what you noticed in the video  Self-assessment: how can you improve your observation techniques?

Preparing for your placement  Discuss in pairs what you have done to prepare for the start of SE1 on Wednesday  Look at the PDP contents for what will happen in mentor/trainee meetings  As soon as possible, contact your university tutor with contact details for your mentor  Any questions?

Summary: Learning objectives  You should start to develop the ability to make focused observations of classroom activities  You should develop the ability to reflect on and interpret classroom observations  You should start to develop reflective skills with respect to the evaluation of lessons, both yours and other teachers

End of Session