Pre- service teacher/Teacher Candidate - Classroom Observation

Point Cook Senior Secondary College

Observation Sheet
Observer/Ment
or:

Observee/Men
tee

Kate Kennedy

Stephanie Higgins

Date:

30/ 8/ 16

Term:

Week:

Class:

English A

Year
Level:

10

Session:

Lesson Topic:
focus of observation:

(To be discussed before

class commences)

P=
Prepare
Engagement
Observations

Conclusion Writing
Clarity of instruction with difficult content
The PCSSC Learning Cycle
C=
S=
S=
Connect
Show
Strengthe
n
Stage of the PCSSC
learning cycle

Engaging opening to the

lesson.
Instructions regarding
behaviour are clear.
It is good having students
read their work each lesson.
It creates classroom culture
around learning and helps to
create the expectation that
students should share.
Good reflection on previous
learning (intro and critical
learning points-e.g.issue v
contention)
The lesson was well
structured. The activities
were varied and helped to
maintain student attentions.

Learning
Observations

C=
Consider
Stage of the PCSSC
learning cycle

Good explanation of the

success criteria as a tick box
Just be mindful of using the
word analytical conclusion
and a conclusion for a
language analysis essay
because technically speaking a
text response essay and a LA
essay are both analytical
When getting students to
comment on what the author
leaves readers
thinking/feeling/doing consider
rereading the article in order
to make connections for
weaker students. Also consider
differentiating between
different audience members,
e.g. doctors/parents etc.
Consider using sentence stems
for The audience is left
thinking when putting the
answers on the board or direct
students where they can find
sentence stems

Post Observation Reflection

Engagement Observation Summary

Learning Observation Summary

Other Notes:
Engagement Observation Summary
The following are examples:
These indicators and comments can be used to guide
classroom observations. They can be used within
comments or during reflection post-observation

Making eye contact

Students working collaboratively group work,

pairs

Problem solving strategies/activities

Students responding to questioning

- direct question to student (student
answered): direct question to student (student
did not respond): student blurts out answer:

Learning Observation Summary

The following are examples:
Possible indicators of teaching and learning

How do the students respond to questions?

What do they say?

How effectively does the teacher respond to the

questions?

Teacher guides the learning rather than

lecturing

Students were able to answer questions and

complete tasks

What specific things did the teacher do to help

the students to understand difficult parts of the

student volunteers and is called on by teacher

lesson
student asks a question

What was done in the lesson to allow for

Teacher conferences students

individual differences in student learning styles
or abilities?

Teacher introduces new stimulus (think, pair,

share)

Did the students use the appropriate academic

language or metalanguage?

Are the teaching strategies appropriate for the

content or topic

Students were able to identify their level of

understanding using success criteria or learning

Is the material appropriately sequenced and

targets?
paced

Is the teacher enthusiastic about the subject

matter

Does the teacher show interest in students and

their learning

What did the teacher do to encourage the

students to
participate in the lesson
Reflection on the PCSSC Learning Cycle

At what stage of the Learning Cycle did the teacher commence the lesson?

What stage(s) where included throughout the lesson?

Was the learning intention and/or essential question and success criteria clearly displayed to the
students?

Did the teacher refer to the learning intention and/or essential question and success criteria throughout
the lesson?

Was the success criteria addressed throughout the lesson? How did the teacher address the success
criteria? What teaching strategy was used?