Lesson
Observations and
Learning walks
http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related
Questions to consider
• How do you know what to look for in a
lesson?
• How do you give accurate judgements?
• How do you get the most out of your
conversations with students?
• How do you measure progress in 20-30
minutes?
What makes an outstanding
lesson?
Outstanding
Good
Satisfactory
Unsatisfactory
Lesson observation grid
Aspect
Outstanding (1)
Good (2)
Satisfactory (3)
Inadequate (4)
Learnin
g and
Progres
s
At least good in all respects and
exceptional in significant elements,
given students’ starting points
Learners acquire knowledge,
develop understanding & learn and
practice skills exceptionally well
Good to very good progress made and
high standards achieved in relation to
students’ starting points
Students gain knowledge, learn and
practice skills and develop understanding
at a good rate
Students acquire knowledge,
develop understanding & learn and
practice skills to achieve the
standards that should be expected of
them given their starting points
Extent to which pupils acquire
knowledge, develop understanding
& learn and practice skills is
inadequate when set against the
students’ capability or starting points
Considerable numbers or particular
groups underachieve
Teachin
g
Teachers systematically &
effectively check understanding and
intervene to striking impact on
quality of learning
At least good in nearly all respects
and exemplary in significant
elements.
Pupils inspired to learn extremely
well
Teaching repertoire very wellmatched to individuals’ needs
Teachers listen to, observe & question
groups during lessons to reshape tasks
and explanations to improve learning
Consistently effective teaching enthuses
and challenges most pupils and
contributes to securing their good
progress and learning
Methods are related to lesson objectives
and the needs of students.
Learners encouraged to work
independently
Teachers monitor work during
lessons, pick up general
misconceptions & adjust plans
accordingly to support learning
Teaching ensures pupils are
generally engaged by their work and
little time is wasted
Fails to promote pupils’ learning,
progress or enjoyment
Methods are poorly geared to
learning objectives with the result
that groups of pupils do not make
the expected progress or disengage
Students are excessively passive
or there is insufficient independent
work.
Insufficient use of assessment
during lesson to identify key gaps &
adapt plans
Subject
knowle
dge
Excellent level of expertise
challenges and inspires learners to
make excellent progress
Good subject knowledge lends
confidence to teaching styles.
Secure knowledge of the curriculum
and course requirements
Inadequate knowledge to enable
learners to progress
Use of resources, such as ICT and
the degree of independent learning,
enthuse and extend students,
including those with additional
needs
 Paced effectively to maximise
progress
Good and imaginative use of resources
including new technology to enhance
learning for all students
Good use of time
Range of resources such as ICT,
encourage and engage
Pace is appropriate to learning
intentions
Inadequate use of resources
Inadequate use of time
http://www.youtube.com/watch
?v=7Ztd8HBOhfM
Outstanding
Good
Satisfactory
Unsatisfactory
Teacher versus Student
observable indicators
Teacher
Create a relaxed, purposeful
atmosphere- greet students at the
door/ smile/ use first names.
Link session to prior learning- Think
of the three most important things that
you learned last lesson/ In two minutes
I am going to ask you what you learned
last lesson.
Begin the session in an interesting/
novel/ unexpected way- engages
students.
Asking open questions.
Pose a problem to be solved. Get
students to generate questions. Set a
challenge. Set targets.
Ensure students know what to look
for during the session.
Student
Students immediately
settle down to work.
Students explain
something to the
teacher/ partner/ group.
Students generate
questions/ own targets.
Reduce information.
Transform information
How do you measure progress?
Activity
What questions would you be asking
the students?
How would you assess their
knowledge and understanding?
How would you probe prior
knowledge?
How would you assess progress?
Talking to students
• Why do you think this is the case?
• What would have to change in order for…?
• What’s another way you might…?
• What would it look like if…?
• What do you think would happen if…?
• How was…different from…?
• What criteria did you use to…?
• When have you done/experienced something like this before?
• How did you decide/determine/conclude…?
• What is your hunch about .…?
• What was your intention when .…?
• What do you assume to be true about .…?
• What is the connection between…and…?
• What if the opposite were true? Then what?
Learning walks
• What will you have to do to get teachers on board and active?
• Who will participate and why?
• In what CPD have teachers recently participated? Could this be a
focus of the learning walk?
• What will be the focus for the enquiry?
• What outcomes do you expect?
• How will you select the classrooms to visit?
• What are the timing and resource implications (before, during and
after the walk)?
• How will teachers be notified?
• What is the role of pupils, and how can they effectively be involved?
• How and when will you feedback the data collected to the staff who
have been visited?
Ways to gather information
•
•
•
•
•
•
•
•
Selective Verbatim
Anecdotal record
Verbal flow
Class traffic
Event Count
Duration
Time Sample
Physical Map
Plan a learning walk
• What will you have to do to get teachers on
board and active?
• Who will participate and why?
• In what CPD have teachers recently
participated? Could this be a focus of the
learning walk?
• What will be the focus for the enquiry?
• What outcomes do you expect?
• How will you select the classrooms to visit?
• What are the timing and resource implications
(before, during and after the walk)?
• How will teachers be notified?
• What is the role of pupils, and how can they
effectively be involved?
• How and when will you feedback the data
collected to the staff who have been visited?
•
•
•
•
•
•
•
•
Selective
Verbatim
Anecdotal record
Verbal flow
Class traffic
Event Count
Duration
Time Sample
Physical Map