CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Summary Form

Trainees Name: Rob Parker Date & time: 21 March 2013 P2 Lesson Theme: Data capture 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: KSHS Class: 8IT2 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

- comprehensive engagement with planning and data (TS4). Clear depth given to the
planning and the organisation for the lesson. - some good resources seen. Appropriate resources. Liked the sound and music backdrop. Like the Prezi (TS4). Superhero context is a good one. - behaviour is sound and managing things well overall. Mutual respect is clear (TS7). Learners appear motivated. Atmosphere is conducive for learning. It is calm and appropriate. Praise a bit more though. - behaviour expectations are high and learning expectation is fine too - leaving pupils to figure out the software in the context set is a good approach overall I think (TS1) and pupils were motivated in this. - asked some checking questions to ensure understanding of activity expectation good approach (TS6). - pupils were able to take some responsibility for their learning today which is good to see. - good support and movement as lesson activity progresses. Good re pairing of a student when spotted that she was struggling (TS5). Related well with pupils during their activity. - pupils have adapted well to the new software and able to independently investigate what is needed and are making it work for their DC forms (TS2,1). - liked the post it note plenary approach.

Standard 1-8 ( for mentor or tutor use)

London Providers 2012

Targets/Areas for development

- purpose and impact of the video you showed early on? (TS2). Use it better.
- lesson purpose sharing - objectives? I'm not clear (written 9.51). Are the pupils? How do you know? (TS2). Be more explicit in the "sell" and "set up". Purpose of superhero selection and creation? In progress? In project? - headphones? Angela? - transitions - how does superhero choice springboard into next episode for example? (TS2). The flow of the lesson needs to be sold with greater clarity so the learning journey is clear. - delve a bit deeper with questions (TS6). Why have you chosen that hero? those powers? that name? Also be more inclusive with your questioning - Angela was asked a lot but what about others? - wider learning. What is a data capture form? Purpose of? Use of? Why? Examples of? Any links to database design and field length etc. that would be considered in the DC form design? (TS2) - lesson is very teacher led with passive pupils to start (until 10.04). Need to re balance this and get pupils more active to aid progress (TS2,3,4). Find some DC forms? Engage with DC form contents and layout? Investigate the software? - access/ support materials/ strategies for the strugglers? (TS5). Reflected and adapted as lesson progressed but could have had something in place prior to lesson. - you told your pupils that you wanted to assess them today. Can you effectively do this? (TS6). Mini plenary? Have they progressed as wanted? Expected? How/ why? - learning objectives relate to DC forms as well as the software - but lesson and plenary was more about the software use......(TS2). What progress do you want?

Standard 1-8 ( for mentor or tutor use)

Targets - reduce pupil passivity - get them active in their learning to aid progress (TS2).

- do not forget the wider learning expectation of the content covered - it's not just the skill of creating a data capture form in new software that is important (TS2,3). - smooth the flow of the parts to make the whole. Make the overall learning journey clearer.
Sent to trainee: Use for grades if there is sufficient evidence: TS1 TS5

TS2 TS6

TS3 TS7

2 1/ 2

TS4 TS8

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

Observers Signature: Date: 21 March 2013 Trainees Signature: Date:

London Providers 2012