1. Lesson Observations and Learning walks http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related

2. Questions to consider How do you know what to look for in a lesson? How do you give accurate judgements? How do you get the most out of your conversations with students? How do you measure progress in 20-30 minutes?

3. What makes an outstanding lesson? Outstanding Good Satisfactory Unsatisfactory

4. Lesson observation grid AspectOutstanding (1)Good (2)Satisfactory (3)Inadequate (4) Learnin g and Progres s  At least good in all respects and exceptional in significant elements, given students ’ starting points  Learners acquire knowledge, develop understanding & learn and practice skills exceptionally well  Good to very good progress made and high standards achieved in relation to students ’ starting points  Students gain knowledge, learn and practice skills and develop understanding at a good rate  Students acquire knowledge, develop understanding & learn and practice skills to achieve the standards that should be expected of them given their starting points  Extent to which pupils acquire knowledge, develop understanding & learn and practice skills is inadequate when set against the students ’ capability or starting points  Considerable numbers or particular groups underachieve Teachin g  Teachers systematically & effectively check understanding and intervene to striking impact on quality of learning  At least good in nearly all respects and exemplary in significant elements.  Pupils inspired to learn extremely well  Teaching repertoire very well- matched to individuals ’ needs  Teachers listen to, observe & question groups during lessons to reshape tasks and explanations to improve learning  Consistently effective teaching enthuses and challenges most pupils and contributes to securing their good progress and learning  Methods are related to lesson objectives and the needs of students.  Learners encouraged to work independently  Teachers monitor work during lessons, pick up general misconceptions & adjust plans accordingly to support learning  Teaching ensures pupils are generally engaged by their work and little time is wasted  Fails to promote pupils ’ learning, progress or enjoyment  Methods are poorly geared to learning objectives with the result that groups of pupils do not make the expected progress or disengage  Students are excessively passive or there is insufficient independent work.  Insufficient use of assessment during lesson to identify key gaps & adapt plans Subject knowle dge  Excellent level of expertise challenges and inspires learners to make excellent progress  Good subject knowledge lends confidence to teaching styles.  Secure knowledge of the curriculum and course requirements  Inadequate knowledge to enable learners to progress  Use of resources, such as ICT and the degree of independent learning, enthuse and extend students, including those with additional needs  Paced effectively to maximise progress  Good and imaginative use of resources including new technology to enhance learning for all students  Good use of time  Range of resources such as ICT, encourage and engage  Pace is appropriate to learning intentions  Inadequate use of resources  Inadequate use of time

5. http://www.youtube.com/watch ?v=7Ztd8HBOhfM Outstanding Good Satisfactory Unsatisfactory

6. Teacher versus Student observable indicators Teacher Create a relaxed, purposeful atmosphere- greet students at the door/ smile/ use first names. Link session to prior learning- Think of the three most important things that you learned last lesson/ In two minutes I am going to ask you what you learned last lesson. Begin the session in an interesting/ novel/ unexpected way- engages students. Asking open questions. Pose a problem to be solved. Get students to generate questions. Set a challenge. Set targets. Ensure students know what to look for during the session. Student Students immediately settle down to work. Students explain something to the teacher/ partner/ group. Students generate questions/ own targets. Reduce information. Transform information

7. How do you measure progress?

8. Activity What questions would you be asking the students? How would you assess their knowledge and understanding? How would you probe prior knowledge? How would you assess progress?

9. Talking to students Why do you think this is the case? What would have to change in order for…? What’s another way you might…? What would it look like if…? What do you think would happen if…? How was…different from…? What criteria did you use to…? When have you done/experienced something like this before? How did you decide/determine/conclude…? What is your hunch about.…? What was your intention when.…? What do you assume to be true about.…? What is the connection between…and…? What if the opposite were true? Then what?

10. Learning walks What will you have to do to get teachers on board and active? Who will participate and why? In what CPD have teachers recently participated? Could this be a focus of the learning walk? What will be the focus for the enquiry? What outcomes do you expect? How will you select the classrooms to visit? What are the timing and resource implications (before, during and after the walk)? How will teachers be notified? What is the role of pupils, and how can they effectively be involved? How and when will you feedback the data collected to the staff who have been visited?

11. Ways to gather information Selective Verbatim Anecdotal record Verbal flow Class traffic Event Count Duration Time Sample Physical Map

12. Plan a learning walk What will you have to do to get teachers on board and active? Who will participate and why? In what CPD have teachers recently participated? Could this be a focus of the learning walk? What will be the focus for the enquiry? What outcomes do you expect? How will you select the classrooms to visit? What are the timing and resource implications (before, during and after the walk)? How will teachers be notified? What is the role of pupils, and how can they effectively be involved? How and when will you feedback the data collected to the staff who have been visited? Selective Verbatim Anecdotal record Verbal flow Class traffic Event Count Duration Time Sample Physical Map