Seventh observation pre observation details 05/05/2015

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 will be an assignment workshop for level 3 learners. Working on the LO3 and LO4 the assignment workshop will be the fourth attended by learners.

Previous feedback points identified:

  1. SMART objectives used for session
  2. Revision of the assignment progress sheet
  3. Inclusion and identification of differentiation on lesson plan/objectives

 

Development aspects through the observation process:

  1. Updating use of an and implementation of assignment progress sheets
  2. Setting SMART targets
  3. Incorporating appetizer and re-cap activities
  4. Pitch, pace and timings of session elements

The observation will link to Module 4 – professionalism. Particular points for the observer to identify are:

  • Questioning techniques
  • Classroom behaviour management

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 use the re-vised assignment tracking progress form to identify the progress currently made with the assignment brief, and outstanding areas/elements of the brief. This document will be used throughout the session for learners to monitor and track own progress/ development.

Learners will be set own SMART target for the session. This is to provide learners with a sense of personal authority and management for their work.

Ten minute booking time slots will be offered to learners where individual one to one assistance for assignment writing can be provided.

Learners will review personal SMART targets and update their individual assignment progress sheets, setting and writing down new targets for the next session. Link to next session and importance of tracking own work.

 

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

Differentiated learning aims. This is identified on the lesson plan with the identification that learners will set at least one target, but more than one for other learners within the group. The lesson plan also identifies that some learners will be work on pass, merit or distinction elements of the assignment brief.  

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.

During the appetizer session directed questioning will be used to a variety of learners, chosen at random to incorporate an inclusive environment.

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

The pitch of the teaching will be at a level to allow for all learners to feel inclusive. Initial appetizer task will be completed in pairs so to encourage peer learning and communication.  

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 appetizer activities to promote communication.  Initial recap/appetizer activity to incorporate numeracy based question on the economy and political aspects.

    

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Sixth observation – tutor observation, pre observation paperwork

The session is a Level 1 Business Administration lesson, based upon Unit 23 supporting business meetings. This is the introductory session for the unit. The focus for the session will be on learning outcome one of the module unit. Learners will be introduced into the session with a small numeracy pattern on the board. This is to grab and focus attention as learners enter the room.   A seating plan is in place for this group. During this session there will be group activities, with groups already chosen based upon diagnostic testing results and friendship groups. Learners within this group will often be resistant to group activities if paired with other students they do not like or not get along with. These groups will be located away in the break out area of the room. Learners within their teams will conduct various team based activities based upon the purpose of, and types of meetings within businesses.

The areas for development from the previous session are focused upon the setting of SMART objectives and the assessment methods used within sessions. For this level one session pre-printed note taking paperwork has been created and is used for assessment that learners have written the relevant notes – and also to ensure that the information required for the completion of the assignment which will be issued at the end of the unit delivery. Objectives set are restricted to ensure not too much is placed into the session, and will be written out on the wall and visible for the duration of the session. These will be visited every time an objective is completed in session so to provide positive re-enforcement and opportunities to develop and add questions throughout the session.

Previous feedback points:

  • Assessment methods used and implemented in the session
  • Creating clear SMART targets for learners

The observation will link to Module 2.

Particular points for the observer to identify are:

  • Use of and quality of handouts provided to learners
  • Assessment methods used and implemented in 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 be provided direct questions to stretch and challenge and check understanding.

Learners will complete pre-printed note taking sheets which will be checked for completion during the session. These will be prompts to list and explain points raised and discussed in the session.

Learners will complete a vote-based activity to check understanding and validation of learning of three different types of office meetings. Learners to be questioned to validate answers.

Learners in groups will complete a pre-identified Bloomin’ Gavin assessment card – to provide learners with an opportunity to show understanding and develop questions and peer feedback points.

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

Groups have been pre-chosen and based upon diagnostic testing results and the friendship groups within the room to promote and extent learning from all learners. Learners will be provided an opportunity to appoint their own group team leader for the activities to be conducted.

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 have previously not written or have not written the correct notes to take from the session delivered. This has led to the completion of the pre-printed colourful note taking sheets. Time will be allocated during the session to update these notes, with support provided to each group.

The voting section used within the task to identify and enable learners to choose and explain their preferred type of office meeting environment will incorporate mathematics into the results. Groups will be allowed to use calculators to complete the answers to the maths questions set. Tutor to also write on the main whiteboard and read through the way of answering the questions set.

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.

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.

Fourth – dual observation – pre observation assessment 25th March 2015

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.

Third observation post reflection – 28th January 2015

Description

An observation was conducted on the 28th of January 2015. The observation was within the level 1 Business Administration course, with twelve students present.

The session to be delivered was an assignment workshop, based around the assignment brief of the roles of a business administrator. Learners were sitting in placing assigned within the seating plan, which was designed based upon diagnostic results and learner behaviour.

Within this session learners would be setting their own targets for work to be completed using pre-printed laminated target setting cards. The purpose of this was to empower learners to set their own targets and aims for the session, with the aim to have a sense of personal ownership, motivation and overall achievement (Schunk, 2009). The focus of the goal would be based upon completing the assignment and handing in on the deadline date.

At the end of the session the objectives written on the board were revisited and checked through to discuss progress and confirm that learning targets had been met.

Feelings

Following the previous two observations I had become more relaxed and familiar with the process. I had raised personal expectations and standards to ensure that the lesson grades could be improved (Cancellieri, 2010).

Within this observation there was main incident which could have affected the overall success of the session. The incident was that the learner was not granted permission to leave the session to obtain her mobile phone from a family member at college. The purpose of this occurring was that I did not want one student to believe that they had the right or ability to disrupt the learning of others within the room (Linsin, 2013). It was to also set the standard to other learners that best practice is enforced, and to show that it would not be permitted.

Evaluation

This observation was of higher quality all round, as it allowed me to show myself and ability following from the first two observations which I believe did not reflect the actual ability and skills which I possess and the method by which I would normally teach (Gershon, 2013).

The previous observation had identified that classroom management required improvement. As such a seating plan based upon learner diagnostic results and behaviour characterises (appendix X) had been implemented. This was created as it is a hugely influential behaviour management tool that a teacher can use within the classroom (Beadle, 2011).
In future sessions I will aim to ensure that learners who are more likely to cause disruption are monitored more closely and are identified within lesson plans. The importance of dealing with any classroom issues, identified by (Linsin, 2011) is that no misbehaviour issues are ignored.

Following the feedback it has been noted that I should start to use more non-verbal communication methods in sessions. As identified by (Wood, 2012) it is important as it can improve the impressions made whilst developing my own confidence.

The importance of using non-vernal communication techniques is an area which I have not previously placed enough consideration into. To facilitate this l will start to develop hand gestures and eye contact which will help to improve classroom management and the delivery of instructions (Alber, 2014).

 

The delivery and clarification of instructions also needs to improve. Learners benefit from clear accurate instructions, and when conducting activities these can have a great influence on how successful an activity is conducted (TESOL, 2015).

The use of the individual target cards has been useful to assess the way in which learners track and complete their own work. It has provided an opportunity for personalised learning and for learners to work at their individual pace accordingly (Cheryl & Jones, 2007).

Future planning will also centre upon how to assist learners further with the resources available within the college. This will be in the form of individual assignment progress forms, to track and monitor their own progress. The benefit of these according to Brennan (2012) is that it will enable students to feel empowered by having choices of resources and methods to use to complete their own learning.
Analysis

A belief is that a lack of experience of how to deal with confrontational scenarios was a factor which affected how I dealt with the situation. As identified by (Rogers, 2011) training and advice would be useful to enable me to develop further.

The planning and setting up of the room before the session is an important part of the management of the classroom (Cluff, 2006). This included the implementing of the seating plan and the preparation of the room with equipment and resources to be used. The impact of the seating plan was noted by the observer (appendix X) and as identified by (Bynam, 2013), this allows for assisting me to control what goes on within the classroom.

Within this session one learner left the room, having had discussions with me and not being allowed to leave the classroom early. During the session the reaction of the student was expected or wanted. As written by (McNeely, 2007) when confrontation occurs “…show the student how to deal with it in a dignified manner…”. The other students in the room did not react to the student leaving, continuing with their individual work.

Conclusion

In future sessions conducted I will ensure that any learners who may appear confrontational or disruptive are kept within lessons. The emphasis will be to ensure that students do not miss out on learning opportunities available to them.

The observation process has enabled me to view an alternative approach of how to improve the learning and development of students within my practice.

Action Plan

Following the completion of the observation I have created SMART targets which will be entered into the ILP as part of the practical teaching file. To summarise these are:

  1. Implement the use of non-verbal communication further within sessions
  2. Ensure resources are already in place and ready for learners to use
  3. Create assignment progress tracking forms for learners
  4. Ensure instructions provided are clear and concise