Students as lesson observers and learning partners

Training for students

Icebreakers

What is an icebreaker?Technically an icebreaker is:

“a special purpose ship or boat designed to move and navigate through ice-covered waters”

The icebreaker we’re interested in is designed to:

Ease tension amongst the audience.

Help the audience get to know each other.

Encourage a team atmosphere.

Quick...

Line up

Line yourselves up in:

Alphabetical order of first names

Active...

Line up

Line yourselves up in:

Order of birth months from January 1st through to December 31st

Active...

Say the colour not the word!

pink  brown  pink  brown  purple  pink  green pink  

yellow   green  purple  yellow  pink  blue  grey blue

orange  yellow  blue  grey  purple  blue   red  purple 

Fun...

Aims

8

To understand the students as learning partners (SaLP) model in order to observe and feedback on learning in lessons.

To identify principles and ethics which may underpin this work.

To recognise and use the appropriate language for feedback.

To actively practice a SaLP observation.

What is students as learning partners about?

Students as learning partners

It’s about . . .

. . . students . . .

. . . working in partnership with staff. . .

. . . to impact on learning.

not about judging the teaching!

9

Students as learning partners:what are they?

Students consult with teachers on a

focus and then they are invited into the

classroom to observe the learning,based around the focus.

A non-judgmental dialogue takes place between staff and student and

possible ways forward are considered.

10

11

Students as learning partners:what happens?

Student

Student 2Teacher

12

Students as learning partners:what happens?

Six stage process:

Training. Agreement. Focus (teacher led). Agreement of date/class. Observation. Feedback.

13To insert presentation title, please go the to slide master

To insert presentation title, please go the to slide master14

Title to go here

• Bullet Point 2• Second level

• Third level– Fourth level

» Fifth level

• Bullet Point 1• Second level

• Third level– Fourth level

» Fifth level

To insert presentation title, please go the to slide master15

Title to go here

• Bullet Point 2• Second level

• Third level– Fourth level

» Fifth level

• Bullet Point 1• Second level

• Third level– Fourth level

» Fifth level

To insert presentation title, please go the to slide master16

Title to go here

• Bullet Point 2• Second level

• Third level– Fourth level

» Fifth level

• Bullet Point 1• Second level

• Third level– Fourth level

» Fifth level

What makes a good lesson?

Discuss, in groups, what makes a good lesson.

Turning each ‘what makes a good lesson?’

statement into an observation focusWhat evidence might you need to record?

18

Sense of humour

How often a teacher smiles

or makes a joke

Principles and ethics

19

Activity

Work in pairs or small groups to discuss the statements and put them in

order of importance. Amend/add to them as you see fit.

You will need 5.1: principles and ethics ranking cards

Code of conduct

Use sheet 5.2 to write down your agreed statements to form your

code of conduct for your research observations.

What statements are most important?

How will the code of conduct affect your observation?

Why is it necessary?

20

Language of feedback

21

Using the ‘right’ language to feedback to staff is crucial – why?

What words and phrases are suitable to use?

What words and phrases are not suitable to use?

Refer to 5.3: language of feedback‘constructive feedback’

‘improvements’ and ‘reflection’

22

Recording the observation

Remember:

You are there to observe and give feedback on an agreed focus.

Your teacher is inviting you to reflect with them on their lesson – not to pass judgement.

You are there to observe learning, not teaching.

This should be reflected in the way you record the observation

23

Activity

Look at the three examples of observation sheets:

5.4 Observation record sheets 1, 2 and 3

Which do you prefer and why?

Recording the observation

Observation in practice

24

Activity

Working in pairs, observe the role-play lesson. Use either observation sheet 5.5a or 5.5b

The focus of the observation is:use of praise

25

Activity

Now spend five minutes with a partner discussing how best to feedback to the teacher using appropriate language.

You may have the opportunity to role play a feedback session based on your observations.

Observation in practice

26

Activity

You are going to observe another lesson.

The focus of the observation is:use of questions

Observation in practice

27

Activity

Design an observation sheet for this research focus.

5.4 Sheets 5, 6 and 8 are all about use of questions so you may like to use these to help you.

Pick the best elements of each observation sheet to put into yours.

The research focus is: use of questions

Observation in practice

28

Activity

For this section you will require a ten minute film clip of a lesson. You could use one from your school.

Observation in practice 2

29

Activity

Observe the lesson in the video clip. Use your own observation to record your observations.

The focus of the observation is: use of questions

Observation in practice 2

30

Did you find the criteria used useful?

Was there anything on your observation sheet which you didn’t

need?

Was there anything that you think would have been useful to have

on your observation sheet?

In groups of 3, role play the feedback session which might

follow

Observation in practice 2Feedback

Evaluation: returning to the aims

31

To understand the students as learning partners (SaLP) model in order to observe and feedback on learning in lessons.

To identify principles and ethics which may underpin this work.

To recognise and use the appropriate language for feedback.

To actively practice a SaLP observation.

32

You will have the opportunity to meet with your teacher to:

Tell them about the training.

Share your code of conduct and agree/amend this with them

Agree a focus for the first lesson to be observed

Design your observation record sheet

To recognise and use the appropriate language for feedback

1. Training2. Agreement3. Focus 4. Agreement of date/class5. Observation6. Feedback

What’s next?

Recording the observation

33

Activity

Agree the research focus for the lesson.

Design an observation sheet with this research focus in mind.

Next steps

34

When you have designed the observation record sheet, arrange to meet with your learning partners to

arrange:When, where and which class you will be

observing

What permissions you need if this involves missing other lessons