Initial Information

  • Name of Observer

  • Name of Dual Observer

  • Name of Observee

  • Adv/Lead Prac

  • Protocol VL

  • Course Code

  • SSA

  • Type of Session

  • Type of Learner

  • Number of Students Present

  • Number of Students on the Register

  • % Attendance

  • Gender Split (M/F)

  • Title/Topic

  • Documentary Evidence

  • Planning/Lesson Plan

  • Scheme of work

  • Learner Profile

  • Tracking/Assessment

  • Register

  • ALL students wearing ID badges

The Observation Record

  • Key Strengths observed: Teaching, Learning & Assessment (bullet point format)

  • Key Areas for Development: Teaching, Learning & Assessment (bullet point format)

  • Effectiveness of the inclusion of (1) Equality & Diversity (2) English & Maths (3) Employability Skills

  • Identified Good Practice to be shared

  • State method of Dissemination

  • Learner comments:

  • Advice: How could this session be improved? Link to the 7 criteria

  • Summary of Compulsory Action Plan (including timescale)

  • Details of action point 1

  • Completion Date for action point 1

  • Details of action point 2

  • Completion Date for action point 2

  • Details of action point 3

  • Completion Date for action point 3

Teaching, Learning & Assessment Checklist

Pre-Planning

  • Planning considers and creates opportunities to promote cultural and linguistic diversity in the classroom

  • Planned creative use of resources to support and promote E&D within the curriculum

  • English & maths effectively embedded in to the session

The Basics

  • Session started on time

  • Session aims and objectives stated

  • Late comers challenged as appropriate

  • Session ran full time and summarised

Teaching & Learning

  • Opportunities for individual

  • Opportunities for group learning

  • Learning is paced and pitched to the needs of the students who are kept motivated and challenged

  • Learners take an active part in the lesson

  • Learners listen to one another's points

  • The tutor sets high expectations for ALL students and raises aspirations

  • Feedback is given to individuals that supports development and progression

  • A variety of assessment methods are used to ensure that ALL learners are able to reflect and review learning

  • Questioning techniques are used in such a way that ALL learners are involved

  • Support staff are used effectively to promote learning

  • Materials and resources can be accessed remotely and are available

  • Tutors have active listening skills so each learner feels valued

  • A genuine learning environment is fostered so that learners feel safe to make mistakes

  • Effective use of ILT that supports the learners

Equality & Diversity

  • Room is arranged to ensure maximum involvement of all students including those with physical or sensory impairments and their support workers

  • Teaching and learning activities are used to challenge stereotypes and assumptions (such as the use of he/she)

  • Learners are actively encouraged to be interested in one another's background and beliefs and explore feelings and beliefs about difference

  • Prejudiced or inappropriate language, views or behaviour are always appropriately challenged to promote understanding and bring about behavioural change

  • E&D strategies are applied to specific group dynamics

  • Materials are available in alternative formats (eg large text etc)

Final Signatures

  • Observer Signature

  • Observee Signature

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