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Observing Learning. Your experiences of observation. Have you been observed as a teacher? Have you observed a teacher? What are the positive and not so positive aspects of being observed and of being the observer?. Experience and confidence in evaluation. Extensive experience. No experience.

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Presentation Transcript
your experiences of observation
Your experiences of observation
  • Have you been observed as a teacher?
  • Have you observed a teacher?
  • What are the positive and not so positive aspects of being observed and of being the observer?
experience and confidence in evaluation
Experience and confidence in evaluation

Extensive experience

No experience

  • Lesson observation
  • Feeding back to staff
  • Lesson observation
  • Feeding back to staff

Very confident

No confidence

why do we observe
Why do we observe?
  • For what reason do observations of lessons take place in the UK?
  • How is the context of observation the same / different in the SPrED project?
classroom observation procedures
Classroom observation procedures
  • Who completes observations?
  • How many observations are done in a year with each teacher?
  • Types of observations?
  • How are observations recorded?
  • Who sees the written observations?
  • How are they used?
evidence and impact
Evidence and impact
  • Always link cause and effect
  • Teaching  learning
  • Teaching  behaviour / attitudes
  • Teaching  attainment
  • Teaching  progress
what about bildung
What about ‘bildung’?
  • Spiritual, moral, social and cultural development
  • How do we ‘see’ these?
what can you look at in a lesson
What can you look at in a lesson?

e.g. Student behaviour

prompts for recording lesson observations
Prompts for recording lesson observations
  • Link cause and effect
  • Be evaluative and objective, no descriptive and subjective
  • ‘Are the pupils learning?’ is the key
  • Look for learning and the what caused that quality of learning – teaching strands
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