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Observing Learning

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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Observing Learning

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  1. Observing Learning

  2. 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?

  3. 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

  4. 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?

  5. 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?

  6. Evidence and impact • Always link cause and effect • Teaching  learning • Teaching  behaviour / attitudes • Teaching  attainment • Teaching  progress

  7. What about ‘bildung’? • Spiritual, moral, social and cultural development • How do we ‘see’ these?

  8. SWOT analysis

  9. What can you look at in a lesson? e.g. Student behaviour

  10. 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

  11. How do you know a student is learning?

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