This was a phenomenally engaging lesson with a truly spectacular teacher. I only wish that I had video recorded this lesson, but my notes will have to suffice. I am sharing my notes here for this lesson so that other STs may benefit from what I learned. In a school where I feel I have been encouraged to shout more and more, this teacher, was constantly calm, well mannered and polite, transforming his lessons into engaging conversations that are inclusive to every student and ensured that the whole class was learning together.
The biggest lesson I will take away from this observation is my realisation that I rely too much on the excelling students. I have done this as I have been anxious as to whether my teaching is effective and their learning encouraged me as a teacher that the class was ready to progress. This teacher instead focusses on those that are struggling and utilises the knowledge of excelling students to help support those who are struggling.
SE1, Psychology, Year 12, Mr Simon, 30th November 2023.
Other Post Observation reflections:
The class encourages a teacher-student literate conversation and analysis of the text
Students that are struggling are called on more to respond than those who are excelling.
Language is introduced, dissected and applied to embed and reinforce literacy.
Theorists consistently used as points of reference to structure and frame literacy in discussion with Key Terms. (This could be done, adaptively with artists as reference. To ground and apply key terms and language.)
How is subject specific terminology used in the lesson?
Terms are deconstructed: “Why do we use this term within the discussion on this topic?”
Terms are given established acronyms where appropriate
“Careful, you’ve mixed these key terms.”
Students are constantly in conversation with the teacher.
Teacher is constantly looking for ways to apply the key terms.
Struggling students are supported by key-term's constant use, many examples and one-to-one help that is public to the class encourages advanced students to help and create a supportive environment.
How is new terminology introduced?
Terms introduced and students are asked to frame established knowledge within the unit.
Etymology: Shows advanced knowledge and sestablishes authority for learning. e.g. ‘Nomos’ Greek, meaning rules.
Associated with application to students lives.
Key terms introduced in pairs of opposites.
This is the first time I’m introducing you to ‘x’
Do displays include information to promote literacy, both generally and with respect to literacy in the subject?
Key terms and etymology written on board. In writing the terms rather than displaying them as a part of the PowerPoint. The students feel like they are going on a journey with the teacher, rather than assuming passive audience. Students are also then encouraged to write along with the teacher.
Information is on the screen, printed on a document and in books.
Questions encouraged during times of writing. - asking students to multi-task but acknowledging that it may be difficult.
Established terms are not written in full on the board. E.g. ‘Ind Beh’ - Individual Behaviours.
Does the teacher provide written feedback on students’ work which promotes literacy?
“Up until now, I have been spoon-feeding you AO3”.
Notes are elaborated collaboratively and verbally.
Dirt: Additional colour pen to encourage analysis and make work more visually organised, allowing review and re-reading to promote embedded literacy.
Key-terms are defined and written at the beginning and end of the lesson.
Are students encouraged to develop their literacy when speaking as well as when writing?
Student responses are encouraged verbally
Students summarise prior learning for the class.
“Which one of the examples you gave show ‘x’ and why?”
Encourages further and deeper understanding expressed verbally.
Structures class responses: Applying this... leads to... which shows....
‘Note taking means nothing if you don’t understand what you’re writing’.
“Check with your partners”, after every 30seconds or question, students are not fed always fed back, but encourages discussion and whether they are on track.
Further Notes:
'What are we doing today?'
Use of abbreviations to test student recall
Student struggles – given support
Students given time to respond by discussing with their partners
“I heard you got the right answer, so I will ask someone else.”
“Have you re-read your notes between lessons.”
To the class: “I have one clue...”
Polite, calm demeanour, high expectations – mirrors my ideal learning style.
Open and transparent. “I am going to question the life out of you, and then you will complete the notes I have helped you with.”
Thanks, students, for answering many questions.
I will ask you to write and ask questions at the same time.” Students called upon to answer questions ‘No hands up in this school.’
Students encouraged when giving correct answers.
Questions asked and answers are supported verbally, ‘yes.’ ‘Keep going.’
Quick to dismiss incorrect answers – moves on with lesson quickly.
“Listen carefully, this is all intentional.’
“X student, how are you doing?” - Publicly assists students that may be struggling to help the whole class.
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