CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Summary Form

Trainees Name: Rob Parker Date & time: 04 December 2012 Lesson Theme: Observer: D Wells

A Member of the London Providers' Partnership

This form is for use as a summary of key features from the Lesson Observation commentary form and may contribute to the Trainee's evidence base when claiming success in achieving the QTS standards. From a single observation it may not be possible to comment in all sections. School: Morpeth Class: KS4 Subject: ICT

Teachers Standards - what evidence has the observation provided of the Trainees progress against the Standards? TS1: high expectations TS2: promotion of progression TS3: subject knowledge TS4: planning and teaching well-structured lessons TS5: response to pupils strengths and needs TS6: use of assessment TS7: classroom management TS8: wider professional responsibilities

Strengths/Further comments

- planning engagement is solid in terms of the paperwork and thought given to

creating the plan and associated resources for today's lesson (TS4). Very comprehensive approach pre lesson and a lot of organisation is going into the planning that has led to clear structure to the lesson. - liked the way you organised the groupings - worked well overall. Lesson felt very organised overall. - instruction clarity is coming through well. Clear use of voice in supporting this. Impressive. - liked the initial questioning of expectation before letting pupils start their starter (TS6) - liked the starter activity overall and seemed to engage the pupils fairly well but do work on "making it come alive" more. Watch for the early finishers too. - looking to target questions to individuals (TS6). Get these bouncing more though and involving more and probing more. - lesson feels very calm and behaviour is excellent (TS7). Pupils are engaged in their activity and doing as asked and expected. Rapport is there and mutual respect is coming through with clarity. - moving around and supporting the learning well as activity progresses - targeted well. - assuming some thought given to differentiating the question activity (TS5) for each pair. If so then this is good. - liking the variation and varied approach you are looking to take - group work, paired work, pairing up pairs etc. some good strategy thinking overall coming through in this lesson which is great to see (TS6) but....maximise it's impact on learning! - plenary activity a good one I think but look to maximise its impact again - is the whole class, one comes to the board approach the best approach to use?

Standard 1-8 ( for mentor or tutor use)

London Providers 2012

Targets/Areas for development

- Perhaps get the pupils into seating plan as entering classroom - but it worked
smoothly anyway (TS7) - initial video - purpose of? Not sure this came through too clearly. Needed more impact. - rather than give the answers away - work on strategy that can have more impact on their progress in the Q and A and feedback from the starter you look for (TS2,6) also to allow you to have a greater idea of this progress - pair up groups to reflect and discuss perhaps? Ask each group to feedback at least one statement? Feedback from the starter feels a little squiffy for me and not sure it worked but understand what trying to do but......asking how many statements had ..... not sure - what can you do with this feedback etc - further questions? You need to do more to gauge the learning that has taken place in this episode. - work on the Q and A to take it beyond the "what" and use it to probe understanding with more focus and depth - I think you need to relax a little more and praise a little more and share your enjoyment of being in the class - environment feels a little "sterile" for me (TS7). Make the learning "come alive"! This happened a lot better when I revisited at the end - good. - make the LO more learning driven so that they drive the learning journey and the progress today - they feel a little task led for me in places (TS2) - think transition use - moving into episodes without successfully transitioning. It feels quite a tick box approach at the moment through the episodes of your plan meaning the real impact on learning may not be coming through? Can you thread the activities and the learning together with more clarity and bolt things together as the lesson progresses with more success? So the learning journey flows with more effect and appropriateness? - following on from above - need to work on the feedback strategy you use from the activity and episode - not sure it's working as well as it could in keeping all engaged in the learning - how are you expecting the pupils who did not have that question to engage with a "pairs" answer - how are they involved in this? feels a little confusing and leaving many passive - too teacher focused? Could the rest have had the other questions and jotted down answers as they are shared? Not sure but something needs to be done here. Get other groups involved through further questions of what they think - probe more?k
Use for grades if there is sufficient evidence: TS1 TS5

Standard 1-8 ( for mentor or tutor use)

TS2 TS6

TS3 TS7

2 1

TS4 TS8

Special focus (complete if applicable): Making required progress Observers Signature: Not making required progress

Date: 04 December 2012 Trainees Signature: Date:

London Providers 2012