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LESSON OBSERVATION FORM for all staff EXCEPT those teaching less than 6 hours a week

Teacher responsible for the lesson:

Helen Ward

Observer:

Sarah Keith

Place of observation No. of Learners on Register:

Campus: West Durrington No. of Learners present at start: 10

Room: WD304a No. of Learners late for lesson 0

Course Title:

Pearson BTEC L3 Subsidiary in IT

Age of Learners (please tick all that apply)

14-16

16-18 FE FT PT

Topic Observed:

Event Drive Systems

19+ FE FT PT

HE FT PT

Course Code: FFDSIY Support Staff present? Yes No

Level (eg Pre-Entry, E1, E2, E3, Level 1, 2, 3, 4, HE):

3

Lesson Plan seen? Yes No

Scheme of Work seen? Yes No

Subject Sector Area (eg SSA1 if Health, Public

Services & Care, SSA9 if Arts, Media & Publishing, etc – refer to key on page 4):

SSA6 – Information and Communication Technology

Group Profile seen? Yes No

Date of Observation:

27th March 2014

Time of Observation:

9.00-10.00am

Type of lesson (tick appropriate box)

Functional Skills/GCSE

Practical

Theory

Mixture: (Practical/Theory)

Group Tutorial

Assessment/ 1:1 Feedback

OVERALL GRADE: 1 OUTSTANDING (Grade 1 = Outstanding, Grade 2 = Good Grade 3 = Requires Improvement, Grade 4 = Inadequate)

Signature of Observer: ……………………………………………………..

Date signed: ………………………………………………………………….

Action by Observer Date completed

Electronic copy sent to TLDM who will then upload it onto Performance Review Area

Copy of signed form sent to Observee

Original of signed form sent to TLDM for retention

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Weaknesses/Areas for Development Identify a maximum of 5 key weaknesses/areas for development from the session that has been observed.

1.

2.

3.

4.

5.

The overall grade for the lesson is judged on the quality of learning of the students. This will take into account the impact that teaching has on learning, and is informed by the identified key strengths and areas for development.

Good Practice to disseminate

Excellent range of questioning and use of Synchronise package to access learning for all

Strengths Identify a maximum of 5 key strengths from the session that has been observed.

1. Excellent planning and preparation of activities, leading to good direction of learning with targeted learning activities throughout the session.

2. Excellent pace set and maintained throughout the session, thus ensuring all learners engaged and being stretched and challenged at individual pace.

3. Excellent range of questioning techniques used to elicit information from learners during creating excellent checks on learning both as a group and individually throught the session.

4. Excellent use of learners to demonstrate code and loop movements, engaging all learners in learning throughout the duration of the lesson.

5. Good one to one support checking and assessing learning for each individual in group and individual task activities.

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Lesson Observation Evidence Form (Please write clearly) (Comments on this page should take into consideration the quality of, and factors affecting, learning by the students, their progress and achievement. Any comments on teaching should reflect its impact on these factors. Judgements should always be backed up by evidence that may include not only observation of the lesson but also student/teacher comments/interviews, student written work, and any teacher documentation. There should be a short summary at the top or bottom of this evidence page/form that sums up the overall judgement. The wording of this should reflect those used for the grade on the previous page. Judgement and grading is based overall on the quality of student learning. If a Learning Assistant was present please comment on their deployment. Avoid naming the observee in your narrative to ensure anonymity during moderation process.

Background:

The class consisted of 11 students on register of which 10 attended the session, consisting of 8 male, 2 female. The session topic was to understand how Event Driven Systems are created and used.

Preparation and Planning:

Excellent evidence of planning and preparation with a range of well planned activities that broke the subject down into incremental steps of learning, aiding the learners in development and learning throughout the session. The teacher had prepared a presentation that was played through the power point and use of Synchronise in the classroom, thus ensuring accessibility for all. The presentation included a range of activities, which supported the input from the tutor.

Learning was well designed and clearly took into account the learning abilities of the learners as defined in the group profile. Independent learning skills were used whilst learners worked on checking existing and previous work for the use of Event Driven Systems allowing the learners to reflect and create.

Teaching Methods:

The teacher had prepared an excellent presentation that was used to support the learners on an incremental journey throughout the session. Excellent questioning and assessment was used to monitor and evaluate learning and to stretch learners abilities with the next step. For one activity the teacher used three volunteers to demonstrate how event driven systems work with one being the event, one the code and one the button. Learners clearly enjoyed this aspect and activity. The teacher reminded the learners of the terminology they were to develop and outlined how this would be deployed in the assignment. Learners reflected on previous work packages to identify and develop event driven systems. This was excellent practice generating moments of self and peer assessment, with learners encouraged to show and support each other.

Throughout the session the tutor was calm and controlled, ensuring learners were focused on the tasks set. Very good use of vocational scenario and everyday appliances that are event driven, with focus to presentations created by the learners and consider effect of event driven timings.

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Management of Learning (include Equality & Diversity, Health & Safety, and deployment of Learning Support): The planned activities ensured that the learning environment was well managed throughout the session with learning in incremental steps. The tutor gave excellent one to one support to each learner, giving good opportunities to check on learning. Excellent management of the learning process ensured that learners were engaged in the tasks at all times with ongoing assessment by the tutor as well as self and peer.

Assessment and Feedback: There was an excellent amount of on-going observed assessment of learning taking place throughout the session, with feedback from the teacher and learner alike. Feedback was constructive with the tutor asking probing questions to elicit information in both group feedback and individual feedback. Learners were given good opportunity to self reflect and peer support by reviewing existing work to identify where event driven systems were are in existence and could be improved. Learners were encouraged to peer support and assess.

Impact on Learners (include differentiation, stretch, E&D, and H&S): Learners were engaged in learning throughout the session and worked confidently on tasks set. Students were treated fairly and equally throughout the observed session, and the use of Synchronise to show the presentation on each individual screen gave excellent accessibility for all. The teacher identified to learners how the information was to be used by giving prompting language towards the assignment production. Of excellent practice was the use of prior learning and existing work to identify event driven systems, with encouragement of learners to not only self assess but also peer assess. This was highly effective.

Summary: This was an excellent lesson characterised by excellent preparation and planning leading to delivery of a good range of teaching methods, clearly planned into incremental learning steps. As a result all learners were highly engaged and being stretched and challenged throughout the session. Many congratulations and keep up the good work.

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Match of Subject Sector Areas (SSA) to Northbrook College Departments

SSA LSC-defined subject sector areas

Northbrook College Departments during 2012/13

1 Health, public services and care

Care & Salon Services Department (C&SS)

Counselling - part of Business, Computing, Professional & Hospitality Department (BCPH)

2 Science and mathematics

Community Learning Department

3 Agriculture, horticulture and animal care

4 Engineering and manufacturing technologies

Aeronautical, Engineering and Automotive Engineering – all part of Technology Department

5 Construction, planning and the built environment

Technology Department

6 Information and communication technology

BCPH

7 Retail and commercial enterprise

C&SS

8 Leisure, travel and tourism

BCPH

9 Arts , media, and publishing

Art, Design & Media Department

Music, Performance and Theatre Department

10 History, philosophy and theology

11 Social sciences C&SS

12 Languages, literature and culture

Community Learning Department

13 Education and training BCPH

14 Preparation for life and work

Community Learning Department

14-19 Department

15 Business administration and law

BCPH

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APPENDIX 1 - INDIVIDUAL ACTION PLAN FOR STAFF TEACHING 6 HOURS OR MORE A WEEK NAME OF TEACHER Helen Ward

Issue for development (to be completed by Observer from key weaknesses in the Observation Report)

Actions to achieve objective – to be completed by Observee in discussion with TLDM

Timescales Progress/Comments

Other actions relating to factors affecting learning that are beyond the control of the Observee

Observee’s Signature

Date:

Name of TLDM: Sarah Keith

Signature of TLDM to confirm approval of objectives

Date:

Date all actions completed: