Fifth observation – mentor observation pre-observation

The session is a Level 1 Business Administration lesson, based upon Unit 27 – Job Opportunities in Business Administration. Learners have conducted several sessions upon this unit. This observed session will be an assignment workshop, the second of four sessions dedicated to the completion of the assignment.

Previous feedback points identified:

  1. Avoid the use of ‘dripping instructions’. Ensure they are clear, concise and understood
  2. Consideration of how to support learners through the use of other materials available – e.g assignment progress sheets
  3. Injecting motivation, focus and pace into sessions delivered.

Development aspects through the observation process:

  1. Implementation of a seating plan for level 1 learners
  2. Development of additional assignment tracking sheet for learners
  3. Improvement of information available on Blackboard to support learners within such sessions
  4. Use of SMART board for recording learners progress – saved at the end of the previous session

The observation will link to Module 3. Particular points for the observer to identify are:

  • Pitch/pace of the session and motivation of learners
  • The quality and application of materials produced
  • Questioning techniques and the delivery of instructions

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.

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

Learners will then track progress at the end of the session – updating the previous week’s session SMART board scatter graph.

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. Inclusivity is gained by the use of pre-printed answer cards identified as A,B,C and D. All learners will be permitted to identify an answer before moving onto the next question.

Learners seen for one to one content within this session will also be provided with a 1-2-1 progress sheet, with targets identified for progress, signed by myself and the learner. This will be used to track progress.

The pitch of the teaching will be at a level to allow for all learners to feel inclusive.  The use of Bloomin’ Gavin cards will be used to motivate and create a fun aspect to the session and consolidate learning at the end of the session.

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 1 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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