School of Education SP Observation sheet.
Student Teacher name: Maja Nowicka Date of Observation: 12/11/2020
No. of Observation: 2/10 Subject (Practical or Theory): 5th Year physics theory
Class Profile & Details: 5th year higher level, 11 students, all girls
Duration of Lesson: 58 min
Professional teaching skills and ability
· What strategies did the teacher use to instruct learners during the class?
The teacher greeted the students and asked them to take out their notes, work and books
The teacher then took the roll
The teacher introduced the new section that the students will be covering -the doppler effect
ask the students to take down the notes that are on the bored while they are calling the roll
· What personal characteristics did the teacher display?
Teacher has great relationships with students
Positivity
Confidence
Organised
Control
welcoming
helpful
Classroom management
· What were the classroom policies? (Consider seating arrangements, bathroom breaks, roll calls)
Assigned seats
roll call first thing
students can ask teacher for permission to use the toilet
students desk facing wall
drinks have to be in the bag - chemicals
· Consider how interest was gained, rules and routines established, how was student’s attention ascertained?
conversation after roll call - small recap from previous class
checking homework - questions about any work that they didn't understand
projecting voice
telling students to pay attention, stay quiet, calling the students name
· How did the teacher maintain appropriate classroom behaviour?
Keeping students very busy allowed for little time for misbehaviour
· How did teachers deal with indiscipline or disruptions during the class?
none, there were no behaviour problems
Presentation of learning content
· How did the teacher introduce the lesson?
recap from previous lesson
powerpoint was presented - breakdown of the contect
intentions were on the ppt
class discussion - cognitive link up
· What teaching methods did the teacher employ?
working out the equations and telling the teacher what to do next
Questioning]
think pair and share
· How many different teaching episodes/activities /tasks were in the class?
teacher going through ppt
students asking questions
solving 3 equation questions
interaction with video
· How was the class concluded?
evaluation - definitions, questions in relation to equation - eg equation of the line, what are the units for this equation, explaining an experiment, what are our everyday example for doppler effect
the class was concluded when the teacher announced class is over
teacher thanked the students
· What resources were used during the class?
powerpoint - text based
showing the experiments - students can carry out the experiment due to covid
Students as resource // questioning
youtube video simplifying and visualising the content
Effectiveness of planning
· Was numeracy and/or literacy evident in the learning content?
literacy, numeracy and oracy were present in class
solving equations, writing down experiments, engaging in discussions - explaining how they solved the equation
· What art element/ design principle was focused on?
none - not an art class
· Was there evidence of Learning Layers in the lesson?·
strong use of maths, english as well as comparison of everyday life
· How was the learning achieved in the class?
students were able to use the equation correctly
students were able to define the chapter and keywords
answering questions and discussions
students were able to illustrate and describe the experiment
· What method of assessment did the teacher utilise to assess the pupil’s learning?
were the equations answered correctly
can the students give an example
were the students to discuss the experiment
did the students remember the definitions
· Were there any cross-curricular links in the content delivered?
astronomy - space
maths - equation of line etc
· Did the teacher use differentiation in the delivery of content and tasks assigned?
when a student was struggling/ confused the teacher went over the problem one to one
Assessment and evaluation of pupils work in class
· What success criteria was utilised to assess the pupil’s learning
questioning
discussion - use of definitions and key words
do the students understand the doppler effect and the equations given
can the students write up the experiment correctly
Any additional comments on what you learned from the observation class?
I think it was a great idea to solve the equation with the students on the board, as if a student was confused or got the equation wrong they could see where the mistake was. the teacher is also very patient with the students but it is very visible that she has a good relationship with the students, the students have a lot of respect for the teacher and they are all very well behaved.
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