Information
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Confidential Observation of Learning, Teaching and Assessment
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Telford College of Arts & Technology
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To be used for all PTL (quality) observations
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Date
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Time/ Duration
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Observer/ Dual Observer
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Observee
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Course code
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SSA
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Room/Venue
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Type of Session
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Type of Learner
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Title/Topic
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No. of Students present
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No. of Students on register
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% Attendance
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Gender Split (attendees only)
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Male:
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Female:
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Adv/Lead Practitioner
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Protocol VL
Part 1
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Summarised Strengths observed: Teaching, Learning & Assessment (include Learner comments)
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Effectiveness of the Inclusion of (1) Equality & Diversity (2) English & Maths (3) Employability Skills
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Identified Good Practice to be shared
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State method of Dissemination
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Summarised Areas for Development: Teaching, Learning & Assessment (include Learner comments)
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Summary of Compulsory Action Plan (including timescale):
- TLA Coach Support
- Complete Peer Observation
- Re-observe in 6 weeks
- Aspirations/Target setting
- Share good practice
- Focus on E&D
- Focus on Eng & Maths
- Classroom Management
- Differentiation
- Other (not listed above):
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Other:
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Date to be completed by:
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Documentation Evidence (note which is applicable):
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Planning/ Lesson Plan
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Scheme of Work
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Learner Profile
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Tracking/ Assessment
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Register
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ALL Students wearing ID badges
Part 2
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Pre-Planning:
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Planning considers and creates opportunities to promote cultural & linguistic diversity in the session
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Planned creative use of resources to support & promote E&D within the Curriculum
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English & Maths effectively embedded into the session
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The Basics (where applicable)
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Session started on time
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Session Aims and Objectives stated
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Late-comers challenged as appropriate
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Session ran full-time & summarised
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Learning
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Opportunities for individual learning
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Opportunities for group learning
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Learning is paced & pitched to the needs of the students who are kept motivated & challenged
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Learners take an active part in the lesson
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Learners listen to one another's points
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The tutor sets high expectations for all students & raises aspirations
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Feedback is given to individuals that supports development & progression
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A variety of assessment methods are used to ensure that all learners are able to reflect and review learning
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Questioning techniques are used in such a way that all learners are involved
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Support staff are used effectively to promote learning
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Materials and resources can be accessed remotely and are available
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Tutors have active listening skills so each learner feels valued
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A genuine learning environment is fostered so that learners feel safe to make mistakes
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Effective and appropriate use of ILT<br><br>-Interactive use for learners<br>-Learner/ Content differentiation<br>-Supports learning
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Equality & Diversity
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Room is arranged to ensure maximum involvement of all students including those with physical and sensory impairments and their support workers
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Teaching and learning activities are used to challenge stereotypes and counter stereotypical assumptions, (such as the use of she/he)
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Learners are actively encouraged to be interested in one another's background and beliefs, and explore feelings and beliefs about difference
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Prejudiced or inappropriate language, views or behaviour are always appropriately challenged to promote understanding and bring about behavioural change
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E&D strategies are applied to specific group dynamics
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Materials are available in alternative formats (eg large text)
Sign
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Observer Signature
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Observee Signature
