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Lesson Observation as an Effective Means of Teachers’ Continuing Professional Development. T.W. HONG 28 November 2008. Objectives. On our understanding of CPD, thinking about… The WHAT & WHY of LO How to make use of LO to enhance Ts’ professionalism How to take LO forward in school.
28 November 2008
On our understanding of CPD, thinking about…
Why lesson observation?What unique role does it serve in CPD?
I. Formal education courses qualifications (e.g. PUC, B Ed., M Ed.)
II. Professional Development (PD) activities:
(Engage in Critical Reflection)
(Interim Report on TCPD, ACTEQ, 2006)
Learning to learn
Teachers’ capacity building
How do we know the impact on learning ?
* Stephanie Hirsh-deputy executive director of the National Staff Development Council
A matter of Age?
Fear of what?
School management’s role?
Whole lesson or lesson segment?
With or without focus?
Link with collaborative lesson preparation?
With designated time slots for preparation?
Detailed form to capture “evidence”?
How frequent is LO conducted?How does each of the following impact on collegiality/trust? Solutions?
More critical judgement
Different collegial relationship in subject panels
Strong expertise in school?
Development limited by the pool of subject experts in school
Role of lesson observation outside school (cross-school, ESR, cross-border) ?
Some Ideas About Classroom Walkthrough
Creating a whole-school picture of L/T
Ref. made to set targets
Encouraging reflective practices
Promoting professional dialogues
Providing school-level feedback
Helping to identify Ts’ strengths & devt. needs
Brief frequent visits
Focus on process not individuals
Routine informal observations
With clear ‘agreed’ foci of observation
Reflecting school-based priorities
Variety of participants
Willingness: Voluntary participation
Ts recognise: Reflective & collaborative learning for purpose of improving student learning
A critical mass of teachers
What would be the 3 most important features that you expect an effective lesson should have?
How to make effective use of questioning techniques to cultivate critical thinking?Pre-conditions for Success (2)Knowing the expectations
Do you have clear expectations of a good lesson?
Is there consensus within the subject panel?
Is there consensus within the school?
Really understand underlying expectations of quality?
positive values …
How important are the details? Can you make reliable judgement?
Data form and trust
objective, positive, constructive
Express criticism with respect,
In the course of a heart-to-heart talk
That is filled with empathy,
Marked by self-criticism,
As an expression of care,
Presented with humor;
Take criticism as an incentive to greater effort,
An expression of expectation and aspiration.
How to make it happen, structurally/culturally?
Who to start with?
Who are the salesmen, mavens, connectors?
What enhances trust/acceptance?
How to engender a favourable context?
How to sustain the practice with impact?
Flexible, no one-size-fit-all strategy