Observation 3. Pre observation reflection 28th January 2015

Give some background information on the session. Also indicate particular points on which you would like feedback; this observation should link to the focus for specific Module 1 – 4 (the Module you are currently undertaking). Please also comment on the progress you have made with reference to feedback offered after your last University or mentor observation.

The session is a Level 1 Business Administration lesson, based upon Unit 16 – working in business administration. Learners have conducted several sessions upon this unit. This observed session will be an assignment workshop, the final one of three.

Previous feedback points:

  • Higher end questioning of learners
  • Limiting and restricting objectives within the session

During the initial observation behaviour management was identified as being required to be improved, as well as the incorporation of more applicable documents for sessions I take part in. This has been achieved by conducting observations of other tutors, and the creation of my own specific documentation for sessions I teach.

The observation will link to Module 2.

Particular points for the observer to identify are:

  • Pitch and pace of the session
  • Number of objectives set
  • Documentation used with the session

Discuss how you will assess the learning taking place during this session, and how feedback will be given to learners:

SMART objectives identified at the beginning of the session on the whiteboard and revisited at the end of the session, as part of the review of the session.

Learners will recap from the previous lesson to assess learning which had taken place and to focus learners for this session content.

Learners will be provided with personal target setting sheet to be completed by the individual learner and placed on their monitor to ensure learners are focused and engaged with the work they are to complete.

Learners will conduct an assessment of their current progress with the assignment using a scatter graph. This will be marked at the beginning of the session and updated at the end to show and track progress.

Bookings slots will be offered to learners where individual one to one assistance for assignment writing can be provided.

Discuss how you will support differentiated learning during the session, and how you will promote an inclusive learning environment:

A timetable for learners to book one to one appointments during the session will be offered. This will be written on the main whiteboard for all learners to see. Inclusivity will be achieved by providing learners with answer sheets to the appetiser quiz at the beginning of the session. All learners will need to participate with the answers before progressing to the next question.

Answers for the appetizer will be gained from a variety of learners within the room, and not to just allow for the vocal members of the group.

The pitch of the teaching will be at a level to allow for all learners to feel inclusive.

Identify the literacy and numeracy issues that will arise during the session and discuss how you will address them:

Learners will be asked to read out loud from the screen for the appetizer – to promote and assist with literacy and numeracy.

Learners will complete the target sheets which incorporate literacy (by writing own targets), and the completion of the clock face to apply the time by which they will complete their own set target.

A seating plan has been created and implemented for level 2 learners within this session. The plan has been created through the results of diagnostic testing and previous behaviour experienced by learners. The plan has been implemented for the previous session and has allowed for greater inclusivity of learners and new peer relations to develop.

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