Triples 10 Minute Observation
Teacher’s Name: Laura Bridge Learning Area: Reading Year Level/Class: Year 5/6 Term: 2 Date: 16/5/12
Observation Focus: Reading (General Observation)
Learning Intention: To use the strategies of good readers
Success Criteria: •
Best Practice that may be observed: Actual Observed Practice:
What the observer notices about the clarity of the learning as well as teacher/ student and student/student conversations and deliberate acts of teaching.
• Teachers construct with students what they are leaning and why. (L.I.)
• The teacher constructs criteria for achieving the learning with students (S.C.)
• The ‘learning; and the ‘doing’ are closely matched but separate in function (L.I. vs the activity)
• Teachers construct with students what the learning might look like (exemplars and models)
• Teachers construct with students how well the learning has been achieved
• Teachers initiate classroom/student discussions about learning assessment and progress
• Teachers use feedback, prompts and questioning to support student learning
• Use a variety of instructional strategies to encourage critical thinking and problem solving
• Provide opportunities for active engagement Good use of small whiteboards
Good introduction referring back to what they have already read about and setting an expectation for this story.
Referring to previous session – prompting, telling- building a sense of expectation. Gave them something to think about as they were reading.
Offered coloured overlays and reminded about glasses.
Started with a release and focus.
Children were reading orally. Told when stuck on a word outside of experience ‘module’ and kept the flow. Asked good questions ‘did it make sense?’ No ‘what do we do?’ Students re-read, broke words up – used as main strategies
Scaffolded well – working form what the children
already knew e.g. tion
helped with meaning of vocab
giving praise and constructive feedback when children
attempting unknown words
text was difficult but it did made it easy to see the skills
they were each using
Laura it was a well-structured lesson and you knew what you were trying to achieve. You hooked the children in by referring back to previous readings and their interests. Whiteboards were used well and gives the students a sense of independence. The text was difficult but you handled it well and just upped the support you gave them. Remember you can always take over and read some of it as the introduction is often harder and as you get into the text it becomes easier and the words more familiar. You used lots of DAT’s – questioning, feedback, prompting to ensure success, telling, directing and explaining. The students were involved with their learning even when it became difficult they stayed reasonably focussed. Well done.
Student voice:
Student one Student two
What are you learning?
Are you getting better at…?
How do you know?
What are your next learning steps?
What good readers do.
Yes
I’m getting better at reading.
To read better
Follow-Up Conversation:
The goal of the follow-up conversations is to provide the teacher with supportive feedback geared towards improvement to raise achievement. The teacher should come away with a sense of what he/she is doing well. A small number of thins he/she could work on and support to work towards these goals.
1. How do you think your lesson went? Did you achieve what you wanted to?
2. Observers share what the saw and any student voice they gathered. (Helps teachers to see their teaching through new eyes)
3. Talk to us about your inquiry and how it relates to what we saw today. Share inquiries if happy to do so.
4. Can you share the progress these students are making?
5. Where to next do you think?
6. Co-construct next steps offering suggestions/asking questions?
7. What professional support do you require to take these next steps. Found it frustrating as the text was difficult. I didn’t have the WALT or SC there. We discussed this is hard when doing a demonstration lesson but it was handled well. Using a placemat card to support this learning.
Observations as above.
Microphone is going home to help with home reading and may also be made into reading resources for younger children. One child not good at returning will get onto parents about this. Children need to work on vowel sounds in words. Have been working with Yolanda Soryl phonics programme.
Need to develop WALT’s and SC with this group using a modelling book (going well with rest of class)
Need to do Running Record – I will if you like.
Continue on with phonics and explicit teaching
Good to have teacher aide Monday to Friday for ½ an hour. These boys get daily instruction.
Looking forward to getting ideas form Rita Palmer.
