Part 1

Observation Information

  • Observer Name

  • Observee Name

  • Course Title

  • Location (Room number)

  • Department

  • Date and Time

  • Academic Year

  • Present Total

  • Level

  • Age Group

  • Observation Type

  • Funding

  • Observee (Type of employee)

  • Length of Session

  • Observation Time

Grade & Comments

  • Grade:

  • Observer Comments

  • Observee Comments

Details of the Lesson

  • Intended Learning Outcomes

  • Description of the Session

  • Strengths

  • Areas for Development

Actions agreed to address areas for improvement:

  • Action 1:

  • By whom

  • By when

  • Action 2:

  • By whom

  • By when

  • Action 3:

  • By whom

  • By when

Planning for Learning Content: • Is it appropriate to level? • Is it engaging? Inclusive? Varied? Challenging? • Is information broken down well? • Are learning outcomes made clear to learners? • Does the information available on individual learners inform planning? Structure: • How coherently have the stages been planned? • How well do activities fit together? • How well do activities open possibilities for differentiation? • How effective is planning in providing opportunities for stretch and challenge?

  • Commentary on Planning:

Management of Learning Delivery/ Pace: • How good is rapport/ interaction with learners? • Is delivery inclusive in terms of language, communication of concepts? • How effective is Q&A, handling of content? Does pace contribute to momentum and a sense of purpose? • Are learning opportunities fully explored? In-class assessment: • How does the teacher know that students are learning? • What is in place to monitor the impact of teaching on learning? • Concept checking? • Is monitoring consistent? • Does it include all learners? • Does it promote stretch and challenge? • Is there sufficient feedback given?

  • Commentary on Management:

Impact of Learning Learner participation: • Are learners engaged? • Are they included? • Are they making verbal or written contributions at the appropriate level? • Is there sign of stretch, challenge and deepening learning in their responses? Learner outputs: • Are notes organised? • Can students make use of what they generate during the session? • Are learners being trained on how to manage their learning?

  • Commentary on Impact of learning:

Equality & Diversity • Are opportunities explored? • Is it a feature of planned activity? • Does use of the environment take E&D into account? • Are group behaviours appropriately managed? • Are delivery methods appropriate for a diverse group? • Are individual learning needs appropriately tracked and met?

  • Commentary on E & D:

Safeguarding • Is the room safe? • Are risk assessments in place? ( if applicable) • Where appropriate, has safeguarding been incorporated in the content of the lesson?

  • Commentary on Safeguarding:

Literacy and Numeracy • Are key terms explained? • Are students encouraged to extend their language, literacy and numeracy skills? • Is there feedback on language, literacy and numeracy? • Are students aware of all the resources available to support their language, literacy and numeracy skills?

  • Commentary on Literacy & Numeracy:

Employability

  • Commentary on Employability:

Signed:

  • Observer signed:

  • Observee signed:

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