Alongside MCQs, we are looking at how question level analysis can be used to frame feedback for students and to enhance teaching processes. In the first instance we are engaging students with their feedback and in the feed forward process; identifying areas they need to address and constructing learning targets. Second, we are investigating the inter-class variations. Identifying areas for teacher collaboration and re-teaching of misunderstanding or learning gaps.
We were moving forward with a fairly standard graded lesson observation form. The top section gathering the contextual information of the class/lesson and current progress of the pupils. The form was then divided into four key sections. “Learning and Progress1,” – what the pupils are learning and how thy are progressing over time, despite my own reservations .... Read more and bookmark.
For the past two years, within our Academy’s context, I have over-seen the move from a graded “Lesson Observations” schedule to a distributed graded Lesson Observations and Professional Development and Support” programme (LOPDS). When I arrived, all previous observations had been conducted by the VP with a responsibility for Teaching and Learning and her senior .... Read more and bookmark.
With graded lesson observations in the dock, accused of being wholly ‘unreliable,’ the jury’s verdict a for gone conclusion, were left waiting for the judge’s sentence. Meanwhile, I was a) reflecting on my professional experience of graded lesson observations, b) wondering when grading became part of the process, c) what might replace graded lesson observations and .... Read more and bookmark.
Some might think that I have given far too much consideration to the “whys and where fors” of graded lesson observations this past fourteen or so months. If not graded lesson observations, then Y11 pupil academic FFT(D) targets set as performance objectives certainly comes a class second. And with those two opening statements, I can see my two trusted, seniors leader .... Read more and bookmark.