2015

LESSON OBSERVATION REPORT FORM

Preservice teacher
Mr Michael Allen
School/site
Roma Mitchell Secondary College
Number in class/group
17 Students
Professional Experience Course
Physical Education
Lesson/topic focus
AFL – Modified games
Date: 13/6/2017 Notes for users:
Mentor/Site Coordinator (please circle) Preservice teachers should be observed
Mr Shane Dalziel and given written feedback at least
Year/group/ability information once per week during Professional
Year 9 Experience placements. The AITSL
Week/day standards provide focus for
Week 2 Day 2 (Tuesday) observation and can stimulate
Observation focus (standards/target(s)) professional dialogue around strengths
and developmental needs.

Previous targets (achieved/still to be achieved - link to Graduate Standards (AITSL) where appropriate)
3.2 Plan, structure and sequence learning programs – Football codes – soccer and AFL
skills

1. Know students and how they learn

Teaching and Learning 1.2 Understand how students learn
Marked roll with the use of photos 1.5 Differentiate teaching to meet the specific
learning needs of students across the full range
Tasks for the lesson written on board – Using questions rather of abilities
1.6 Strategies to support full participation of
than just tasks. students with disability
2. Know the content and how to teach it
2.1 Content and teaching strategies of the
Recapped from previous lesson on kicking/handballing AFL. teaching area
2.4 Understand and respect Aboriginal and
Asked students what went well/not so well. Torres Strait Islander people to promote
reconciliation between Indigenous and non-
Indigenous Australians
2.5 Literacy and numeracy strategies
Showed video of AFL 9’s with modified rules – questioning 2.6 Information and Communication Technology
from video was good. (ICT)
3. Plan for and implement effective teaching
and learning
3.3 Use teaching strategies
Practical lesson was well planned (lesson plan emailed) 3.4 Select and use resources
3.5 Use effective classroom communication
4. Create and maintain supportive and safe
Warm up and stretches were easy to follow. learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
Skill progression flowed well from easy to more difficult. 4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Prompting students with key terminology and encourage 5. Assess, provide feedback and report on
students when in competition, timed handball activity and student learning
5.3 Make consistent and comparable
used teachable moments at appropriate times. judgements
5.4 Interpret student data
6. Engage in professional learning
6.4 Apply professional learning and improve
Minor game was good, rotated through teams quickly and student learning
recapped/concluded what was taught and what we will be 7. Engage professionally with colleagues,
parents/carers and the community
progressing to. 7.3 Engage with the parents/carers
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1. Know students and how they learn

Planning and Preparation 1.1 Physical, social and intellectual development
and characteristics of students
1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Lesson plan well organised – timing of events need to closely looked at – adapted
1.4 Strategies for teaching Aboriginal and Torres
appropriately. Strait Islander students
1.6 Strategies to support full participation of
Used technology and video to engage students into what was planned. students with disability
2. Know the content and how to teach it
2.2 Content selection and organisation
Discussed tasks that will need to be completed at the conclusion of the practical 3. Plan for and implement effective teaching
session. and learning
3.1 Establish challenging learning goals
3.2Plan, structure and sequence learning
Worked on his feet with time constraints – theory to follow in the next lesson as game
programs
was working well. 3.7 Engage parents/carers in the educative
process
4. Create and maintain supportive and safe
learning environments
4.5 Use ICT safely, responsibly and ethically
6. Engage in professional learning
6.1 Identify and plan professional learning needs
7. Engage professionally with colleagues,
parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and
organisational requirements
7.4 Engage with professional teaching networks
and broader communities

2. Know the content and how to teach it

Assessment and Reporting 2.3 Curriculum, assessment and reporting
3. Plan for and implement effective teaching
and learning
3.6 Evaluate and improve teaching programs
5. Assess, provide feedback and report on
Students will complete a PMI chart on the two practical lessons – both Soccer and AFL student learning
and discuss rules out of each lesson to use in the creation of the minor game. 5.1 Assess student learning
5.2 Provide feedback to students on their
learning
Students will start to plan their rules for the common assessment task.
5.3 Make consistent and comparable
judgements
5.4 Interpret student data
5.5 Report on student achievement
6. Engage in professional learning
6.3 Engage with colleagues and improve practice
7. Engage professionally with colleagues,
parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and
organisational requirements
7.4 Engage with professional teaching networks
and broader communities

Strengths of the lesson (Identify at least THREE for inclusion in the preservice teacher’s Professional
Development Record - link to Graduate Standards (AITSL) where appropriate)
3.2 - Plan, structure and sequence learning programs
4.5 Use ICT safely, responsibly and ethically
5.2 Provide feedback to students on their learning
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Developmental targets arising out of this lesson (at least ONE, no more than THREE – link to Graduate
Standards (AITSL) where appropriate)
5.1 Assess student learning – Set learning intention and goals and ask students to give feedback on their
achievement. For example – Number of kicks and handballs achieved from one lesson to another, reflect and
peer assess how they could improve further – ball drop, accuracy etc.