Effective Lesson Observation form 2010/2011

Teacher: "umber of #tu$ents:

Charlotte Grierson 27

Group: %ate of Lesson:

Year 7b 2/12/2010

Observer: &erio$:

Crosb! '

(rief title an$ focus of the lesson:

Creatin) music for film

#ummar! of lesson structure #tu$ents *ere as+e$ to create their o*n film music to accompan! their &ilots ,ilm- .ncorporate$ in this *as +no*le$)e about the elements of music an$ buil$in) +e!boar$ s+ills-

What are the Effective Features of the Lesson that you want to be able to Feedback to the colleague you observed? 0 /not present0 1o* *ell are stu$ents $emonstratin) personal learnin) an$ thin+in) s+ills2 Is an opportunity given for students to develop in$epen$ent en3uir!? Are opportunities given for creative thin+in)? Is collaborative learnin) observed? 4re stu$ents en)a)e$ in the lesson2 4re the! supporte$ an$ challen)e$2 Are the students expected to be competent self5mana)ers? Are students given the opportunity to work in a team? Are behaviour mana)ement strategies creating an effective learning environment? 4re stu$ents ma+in) visible pro)ress in the lesson /inclu$in) use of 4,l02 Are the learners engaged with the lesson ob6ectives in a meaningful way? Are the 3uestions of higher order, using lots of open and follow up uestions? Is pro)ress observable and measurable? .s the lesson $ra*n to)ether *ell an$ lin+e$ to prior an$ future lessons2 Is the lesson put in context of a se3uence of lessons? !oes the end of the lesson show evidence of buil$in) upon the learning ob"ectives? Is an opportunity given at relevant times for reflection on uality of learning? .s the lesson an$ learnin) *ell mana)e$2 Is the lesson and learning *ell planne$? Are resources and #As$L%As used well? Are the students focusse$ on the work in hand? #ummar! of Effective ,eatures Effective Lesson ,eatures 1 /some evi$ence0 2 /stron) evi$ence0 / / / / / / / / / / / / / / /

777 ,irm an$ frien$l! manner Calm8 rela9e$ but purposeful atmosphere &ro)ression can be easil! measure$ throu)h the elements of music #tu$ent enthusiasm an$ motivation *as hi)h (ehaviour mana)e$ ver! *ell8 particularl! *ith certain stu$ents *ho trie$ to $ominate the lesson E9cellent 3uestions from class members an$ )oo$ mana)ement of participation5 particularl! for those *ho *ere reluctant to share their i$eas Effective use of &LT# an$ re*ar$s Goo$ one to one interaction E9cellent use of mini plenar!5 effective use of class members to fee$bac+-

E(. Girls slo* to participate at the be)innin) but this $i$ chan)e as the lesson pro)resse$:ore teacher $emonstration5 the stu$ents love$ it; (e ver! clear *ith instructions8 movin) from pair *or+ into )roup *or+5 support tas+ $esi)n *ith clear instructions on the boar$

Lesson Gra$in) Criteria 10 .n this lesson8 the ma6orit! of the +e! in$icators of the effective lessons *ere observe$ an$ full! embe$$e$ in the lesson Students were totally engaged in the task and were excited and enthusiastic about their learning, which was clearly progressing for all involved .n this lesson8 man! of the +e! in$icators of the effective lessons *ere observe$8 *ith some embe$$e$ in the lesson Students were engaged in the activity and most were excited about the learning they were involved in. Progress made by the majority of the class .n this lesson8 most of the +e! in$icators of the effective lesson *ere observe$8 *ith a fe* startin) to be embe$$e$ Students were engaged for most of the lesson, and engaged with the content and activity. Progress made by most of the class .n this lesson8 some of the +e! in$icators of the effective lesson *ere observe$ but not embe$$e$ in the lesson Students were engaged for a sufficient part of the lesson with progress hard to demonstrate for all students .n this lesson8 some of the +e! in$icators of the effective lesson *ere observe$ Students were on task for most of the lesson and were engaged in the lesson at key moments. Progress harder to measure .n this lesson8 half of the +e! in$icators of the effective lesson can be reco)nise$ but stu$ent pro)ress lac+s sufficient evi$ence Students were on task at times but limited progress was observed in the lesson .n this lesson8 fe* of the +e! in$icators of the effective lesson *ere observe$ Students spent more time off task and were rarely engaged in the learning. Little evidence of progress

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Gra$e 1 Outstan$in)

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Gra$e 2 Goo$

Gra$e > #atisfactor!

Gra$e @ Ansatisfactor!

Lesson Gra$in) '

Beasons behin$ )ra$in) The +e! factors of the effective lesson *ere observe$ an$ embe$$e$- 4ll stu$ents *ere en)a)e$ an$ the pro)ress *as measurable- 4n outstan$in) lesson-

4)ree$ Effective Lesson ,ocus for ,LT observation / &lease tic+0 &' )' *' -' .' (ow well are students demonstrating personal learning and thinking skills? Are students engaged in the lesson? Are they supported and challenged? Are students making visible progress in the lesson +including use of AFl,? Is the lesson drawn together well and linked to prior and future lessons? Is the lesson and learning well managed?

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