Observation_of_a_Teacher

KL101 and KL201 University of Brighton Cert Ed/ProfGCE Post Compulsory Education PTLLS Teaching Observation Record Name of Observer Observation Date 12th Nov 2008 Context of session observed What is the subject and level being taught' Subject: Human Resource Management Lesson Title: Building an Effective Team Subject level Post Graduate UK Graduate Diploma in Rural Management and Supervision Student group: numbers attending 12 out of 12 Issues identified by the teacher in advance or noticed by you during the session: Students are from Bulgaria, Poland and Rumania. A glossary of terms was provided and added to during the session to assist the students. Introduction to the session A punctual start Teacher arrived 15 minutes before session was due to start, which enabled the room and resources to be set out before students arrived and a prompt start. Room Layout appropriate Yes, some small adjustments made to seating arrangements before the students arrival to place desks in a horseshoe arrangement. Aims & outcomes shared These were listed on a Power Point presentation, and discussed with the group. One of the outcomes could have been more specific & measurable. Warm up/interest stimulated This was achieved by checking student’s knowledge of team building. Importance of good team work was brought out in the discussion. Recap/link to previous session This was done prior to the session discussion of session objectives. Belbin team roles had been assessed. Health and Safety issues addressed Risk assessment attached to the lesson plan Main part of the session Use a variety of methods Methods used included a brief PowerPoint, a clear and well structured handout, which included an exercise for them to do, a review of the exercise. Ensure learners fully engaged Students were well motivated. Engagement of the learners was enhanced by the member of staff moving around the room, and maintaining good eye contact with the students, and gathering their ideas. The students enjoyed relating the various team roles to the ways they Check progress of learners Initially this showed room for improvement as there was a tendency for the lecturer to say “do you understand'” rather than ask more specific questions. The teacher rapidly implemented a change to this, by adopting a more challenging questioning style. It was then apparent that eleven out of the twelve students generally understood the information and tasks, but that one student was having some difficulty in overcoming the language barrier. Might be advisable to provide the Glossary of Terms one week before the session. Provide extension activities This was a weak area. No differentiation strategies were identified on the lesson plan. Provide positive feedback to learners Students were encouraged to provide peer feedback. This was guided by the lecturer to ensure that it was constructive. Addressed skills needs/Identified key skills used The session was useful to the students as they will be required to work as an effective part of a team whilst on work experience, and also develop their supervisory skills. They identified many ways of contributing to effective teamwork. End of the session Recap main points This was done effectively. Although not recorded on the lesson plan, the lecturer provided a feedback sheet which identified each outcome. Students inserted their key learning points, were asked to pose at least one question, and also to give an idea as to how the information gained could be built on in the next few sessions. Review Learning Outcomes The key learning points were related to the outcomes as above. The feedback sheets were handed in by the students at the end of the session. Check learning Of all students This was done during the session when the students presented their team contribution ideas to the group, and at the end of the session when students were asked to read out a selection of the key learning points that they had noted on their feedback sheets. The lecturer then uses the feedback sheets to help to develop the content of the next few sessions. Made links to future sessions The lecturer mentioned the main topic to be covered in the next session, and will also use the feedback sheets mentioned above to taylor the delivery to suit the group of students. Identified homework/related tasks None. End promptly and manage students exit Session ended about 4 minutes before the time due. Three students stayed behind to ask about a Business Ethics assignment that they are currently working on. Comments from the teacher following the session (You may want to jot down questions to ask) The teacher’s main points of self assessment were that the lesson plan could be improved. I agreed that this would be beneficial, as there were learning activities done that were not recorded on the lesson plan. The teacher was happy with the way that the students worked in terms of effort and contribution to group discussions. He felt that their confidence needs to be developed carefully, and that that they are often reticent to say if they do not understand what is required, so this needs to be checked at every stage. What changes might you make to your own practice as a result of this observation' Ensure that I state the session objectives clearly at the start of the session and provide one or two differentiated objectives to stretch the more able students. Focus on how to question students to check that they understand the information supplied, and what they should do next. I was impressed with the feedback sheet used at the end of the session, which was simple and effective. Signed (Observer)……………………………. Date ……………………. N.B. This form should be completed and submitted as part of the assessment for KL101/201/208 Follow up exercise Small group work (purpose -to share experience of observing a colleague with peer group) Here will be the opportunity to re-visit the v general intro to the Minimum Core (from session ½') • Students to discuss observation experience in small groups • Students to relate observed teaching to own practice • Students to discuss examples of literacy, language or numeracy you have observed • Which aspects of the minimum core if any did you see' • Did you see the teacher offer different levels of help to different students' • Was this, or could this have been related to their literacy, language or numeracy skills' • What have you learned about opportunities for embedding Minimum Core in your Specialist subject' • Did you see the teacher offer different levels of help to different students' How' Small group feedback Professional Discussion Planning & Organisation Tangible evidence via lesson plan (copy provided) and scheme of work. Tutor also had a register, photographs, group profile with learning style preferences, and initial English Language assessment. He appeared to know the learners preferred methods of learning on a group basis, but could improve differentiation and how this is indicated in the lesson plan. One student had a significantly lower score than the rest of the group in the English assessment, and he was a bit reticent about asking questions if he didn’t understand anything covered in the lesson. The glossary of terms provided to assist with key words was well received, and the students referred to it regularly. This could be issued in advance of the lesson to assist students with the weakest English skills. Presentation & Delivery Tutor actively encouraged a good level of participation and discussion by making well timed positive comments when students contributed, and asking questions where students were not fully immersed in the task and discussions. Where a student was unable to understand the question asked, the Tutor rephrased the questions to assist understanding. His pace of delivery was a little slower than the norm for Higher Education, to allow students to mentally translate into their own language, and he appeared to be making extra efforts to speak clearly. He also avoided using slang or unusual words. Visual aids were designed to be very clear, with some use of diagrams and pictures to reinforce points made. Ability to Establish a Professional Relationship Tutor was on time and ready when the students arrived which established a positive attitude to learning. Although the delivery style was informal, the students were respectful and cooperative. Students were encouraged to think about their job roles whilst on their work placements, ways that they could demonstrate their employability skills, and to encourage their employers to give them responsibilities. This would be harder to achieve of the relationship between the tutor and the learners was not on an appropriately professional and businesslike level. Assessment This was thorough and carried out by ongoing verbal questioning, checking the student’s responses to the exercise set, and feedback sheets provided at the end of the session. The tutor checked that the objectives had been achieved and communicated this to the learners, who appeared to be motivated by this. He mentioned that copies of the Human Resources assignment briefs for this unit of the course were given to the tutor who is delivering the English language teaching and support. This helps to ensure that the students receive assistance with the vocabulary and wording of assignments. Assessment task/criteria: Learning Outcome 1. Observe an experienced teacher/your mentor and produce a written report that focuses on the language, literacy or numeracy needs of the learners; (LO5) Assessment Task An evaluation of an observation of another teacher with a focus on the language, literacy or numeracy needs of the learners (500 words); Assessment Criteria Description of an observed teaching session using agreed criteria that demonstrates Understanding of the teaching and learning process (LO5);