Lesson Observations 12/6/29

What worked well:

• Activating the children’s prior knowledge by referring to the work on the whiteboard
and what the children had done in previous lessons was very powerful.
• As teachers our voice is out biggest tool- your voice was clear, loud and engaging.
• Great use of questioning and calling on those children who haven’t shared to share.
Great variety of ways to listen to children answers- call out, share in your group and
hand up.
• Your work on the board (information, WALT, and examples) were neat, easy to see,
sequence well and easy to follow.
• The transition between the desk and children collecting their whiteboard was smooth and
efficient.
• Asking the children to indicate with their hands on their heads was a great way of
checking if they were finished.
• Very well written lesson plan where WALT and WILT were articulated as well as learning
objectives. Great progression/ sequence on lesson steps.
• Have the early finisher tasked displayed on the TV was great to minimise the
interruptions you got in your small group.

What can I improve on?

• When asking questions to the class, provide more time for children to formulate their
answers before calling on children.
• Perhaps when children are showing you their work on the whiteboard have a
checklist/post-it notes near you to record those children who may require extra help.
• Provide more time for children to complete the examples on the board. Have a challenge/
bonus question if they have finished early.
• Perhaps have the children who were finding the activity difficult sitting at your feet.
Whilst the children are working you can assist these children.
• Provision for learning diversity- perhaps include an early finisher task.
• When you call for the students attempting “flat tire” make sure you wait and don’t
continue with the instruction until everyone is listening.
• Try to minimise the number of disruptions whilst the children are working, particularly
when they are doing work with sums.
• Once you have finished with your teacher focus group perhaps work with the children who
are still finishing the examples on the board. They could be your next small group.
• Establishing the noise level and redirecting the children’s focus to their work well;
however, most of the noise was coming from peer teaching. Perhaps it could be a whisper
voice.