Observation Sheet Questioning
(Please complete this form for both primary and secondary professional experiences and place in
your ePortfolio)
Graduate Standards - AITSL
Professional Knowledge:
Professional Practice:
Question Type
Do you feel your questions
were clearly structured and
readily understood by the
students?
Did you use a variety of
question types?
What balances was there
between the various questions
types?
Consider both why and when
you made use of the different
question types?
1. Know students and how they learn
2. Plan and implement effective teaching and learning
Yes, the students responded well to the questioning. They have been
doing guided reading all year, and knew the process. Each question
related to what the page was showing in the book. There was a mixture of
comprehension, spelling, thinking about what will happen next and why
they think that.
Yes, I used blooms taxonomy line of questioning as below;
Recall the students had to recall and point to certain words that were
read, such as look and come
Understanding - The students had to tell me what they thought was
happening on this page, and why
Applying - The students had to tell me what symbols were such as an
exclamation mark and tell me when someone would use it.
Analysing The students had to tell me what a speech bubble was, and
point to it on the page, and tell me how that differs to words in a
sentence.
There were a lot of analysing and comprehension questions.
I waited until the children had finished the book before I asked them to
summarise what the book was about. To get an understanding if they
completely comprehended the story.
Distributing and Directing Questions

Did you recognise any pattern
in the distribution of your
questions amongst the
students? Consider reasons
for this pattern?
I focused my attention and a little bit more time on each question to the
LA student. She would get to the answer herself but I might have had to
ask the question in a couple of different ways. Such as she couldnt first
tell me another word that rhymed with log, so I prompted her with
what is the name of animal that hops around ? she immediately
thought of frog and wrote it down.

How have you directed

questions to the group? I read the page, then I asked them a focus question individually, before
moving onto the next student.

Have you used wait time? Yes, I used sufficient wait time of approx. three seconds. My mentor
teacher also praised me in my feedback about good use of wait time.

Did you make eye contact with Yes. When it was that students turn I would make eye contact and ask
the group as you directed your the question, this also let me recognise any body language.
questions?

Reactions to Students Responses

How do you deal with correct Yes with praise, with a good job, good reading, good effort, I focused on
the action that got them to the correct answer. I would confirm with
responses? Do you qualify any
them that they got it correct.
praise given?

How do you deal with incorrect I would acknowledge their answer, and try ask the question in a different
way so they could get to the correct answer themselves.
responses? How do you deal
with students who stumble and
grope for an answer?

What use do you make of the Not in this activity.

students responses to develop
the teaching point? Have you
redirected any questions in
 order to add to an initial
response?

Are you the only evaluator of No, my mentor teacher was sitting with me whilst conducting lesson.
the students answers?

Overall Comments

The guided reading was only 15 min. Very short but effective. The books were really great full of
teaching content, such as comprehension, words recognition, scene comprehension, speech bubbles,
symbols, what is happening next, non -verbal cues.
The children responded well to the questioning.
Observation Sheet Management
(Please complete this form for both primary and secondary professional experiences and place in
your e portfolio)

Graduate Standards AITSL

Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management

Was your lesson plan effective Yes, we walked in small groups at a time, which gave me enough space
for managing the class? to work closely with each student. Whilst keeping them all engaged.

e.g. How did the students Well, they liked the content of the book and were really thinking over the
react to your lesson overall questions. They enjoyed spelling on the mini whiteboards.
and to your planned activities?

Did anything unexpected No, not really.

happen?

Did you provide a variety of Yes, questioning, reading and writing on a mini whiteboard.
activities?

Were you satisfied with your Yes, it was only a quick lesson of 15 minutes but it was effective and
timing, particularly for the end content laiden.
of the lesson?

Did you feel you were able to To an extent, perhaps with the question itself , but the questions were
change things if needed? written specifically with the book in mind.

Were you aware of classroom
procedures and school
disciplinary policy? How
much did you know about your
students?
Yes, I discussed disciplinary measures on my first day with my mentor
teacher. I also got background on the students the first day as well as
through the week about ability any challenges / positives happening at
the time with the students.