Lesson Observation Pocketbook
Published on 16. September 2015
112 pages
978-1-908284-92-1 (ISBN)
Description
We are all familiar with the summative, Ofsted model of lesson observation where performance is judged according to external criteria. However, used formatively and creatively, lesson observation is a process that can support and professionally develop the observer as much as the observed. Observing colleagues teach and allowing them to observe us teach are among the most valuable and effective ways of improving our own practice. This is a practical book for all teachers. It covers being observed; learning to be a good observer - whether that's to coach the colleague you are observing, to learn from what you see or to assess performance; participant observation; pair and trio observation; feedback; pupil observation and personalising observation for your own school/department/subject.
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Content
- Cover
- Copyright Notice
- Enjoy the read!
- Title page
- Publisher
- C o n t e n t s
- Foreword
- W h y C o n d u c t L e s s o n O b s e r v a t i o n s ?
- Summative observation
- Formative observation
- Observers as learners
- Observers as coaches - everybody learns!
- Being observed
- What's in it for you?
- Observation scenarios
- S u p p o r t i v e L e s s o n O b s e r v a t i o n s
- Protocols
- Why do you need protocols?
- Areas for protocols
- Feedback protocols
- 'Drop-ins'
- Are you looking at me?
- Pre-observation tasks
- Ideas for a polished performance
- A word about observation for assessment
- Observation for assessment - knowledge is power!
- Case study one - NQT observation
- Case study two - don't be afraid to challenge
- B e c o m i n g a n E f f e c t i v e O b s e r v e r
- Getting started
- Part of a planned process
- Seeing things clearly
- Through a class, darkly
- You and your shadow
- And finally.
- 1. Look for outcomes to actions
- 2. Sample workbooks/student activities
- 3. Map the room - responses
- 4. Map the room - positioning
- 5. Observe from more than one place
- 6. Absence makes the art (of observing) grow stronger!
- 7. Dance, trance or rock?
- 8. 'You can quote me on that.' Log what the teacher says
- 9. Croak!
- 10. Use your ears
- 11. Be professional - respect confidentiality
- 12. From 'x' to 'y'
- Participant observation
- Ready to observe?
- O b s e r v i n g t o L e a r n
- The worker bee model
- Observing to learn
- Finding the best match
- Looking for trouble
- Observation for training
- Observation rooms and lessons on film
- Paired observation
- Peer observations - trios
- Peer trios in action
- I n v i t i n g O b s e r v a t i o n f o r P r o f e s s i o n a l D e v e l o p m e n t
- Come on in!
- Ask to be grilled but not fried!
- Case study one - a matter of gender
- Case study two - underachievement
- Case study three - boisterous behaviour
- Ideas for observation focus
- A word about coaching
- E f f e c t i v e F e e d b a c k
- What constitutes 'effective'?
- Target setting
- Worker bee feedback
- A second worker bee example
- Feedback following observation by invitation
- Case study - feedback following observation by invitation
- Feeding back after observing to assess
- Practice made perfect
- 'The Columbo Approach' - ask useful questions!
- Questions to stimulate useful feedback
- P e r s o n a l i s i n g W h o l e S c h o o l O b s e r v a t i o n
- Personalising the observation process
- Reflecting school aims and ethos
- Personalising criteria
- A whole school observation form
- Suggested format
- Centre pages - left page
- Centre pages - right page
- Back page
- A framework for feeding back
- Supporting development targets and school ethos
- Involving students
- Consult and pilot
- Student observation forms
- Managing student involvement
- In conclusion
- About the author
- Order form
- Title listing
