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Lesson Observation.

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Introduction

Lesson Observation 1 The structure of lessons The structure of a lesson differs from teacher to teacher, lesson to lesson and subject to subject, although most have a 3 phase structure. This takes the form of an introduction, a main activity and then a round-up at the end. This seems to be in line with the three part lesson of the KS3 strategy however most observed lessons began with a teacher delivered introduction rather than a pupils' starter activity. This means that the pupils are not immediately engaged when the lesson begins. Concentration and interest seem better where pupils are involved as soon as the lesson starts, with the lesson following an engage-learn-review structure. Classroom based subjects such as English and Modern Foreign Languages often use a series of short snappy activities which are designed to keep the pupils engaged. In comparison, a practical science lesson is able to have a longer main activity whilst maintaining interest. This is because during a practical a pupil may move around the lab if appropriate and discuss the experiment freely amongst a group. Lesson Structure - Points to remember: o Pupils need to be engaged immediately at the beginning of a lesson o Allowing time for a brief Q&A session before continuing a topic can quickly indicate how much was understood from the last lesson o A mix of whole-class, small-group and individual work can keep the pace of a lesson going o A plenary can give pupils time to reflect on what has been covered in a lesson and what has been learnt o The engage-learn-review model keeps pupils involved throughout o The transition between different parts of the lesson needs to be smooth, those who have established routines for giving out books or collecting equipment etc achieve this best 2 The teaching of lessons During whole-class and Q&A sessions: o The time a teacher will wait for an answer to a question depends on the lesson. ...read more.

Middle

being discreet and taking into account the feelings of those being singled out 5 Using classroom resources Types of resources used in lessons: o whiteboards/blackboards o Over head projector and screen o worksheets - commercial and home-made o textbooks o PCs and laptops - laptops within the lab environment or PCs in a PC suite o PC data loggers o Internet o TV and video o Multimedia science software - used interactively with pupils or as a teacher demonstration o Interactive whiteboard - used as a whiteboard or to deliver a PowerPoint presentation o standard lab equipment o teaching assistants - to help meet the needs of SEN pupils within a lesson o lab technicians - a useful resource of knowledge and advice on demonstrations or practicals o safety equipment - eg. goggles, safety screens The most commonly used resources in the classroom are the black/whiteboards together with worksheets. These used together form the basis of most lessons observed, a topic being introduced on the board and then being followed up with a discussion and then a practical session. Also, the human resources are heavily relied on, the teaching assistants being an active part of the lesson. Also, the lab technicians are invaluable as they provide and maintain all the equipment used in the laboratories, as well as advising on methods and procedures. When resources are used effectively in lessons they can motivate and capture the interest of pupils. Pupils find resources such as PCs, videos and specialised software more exciting than 'normal classwork' and often see it as a reward and they respond far better to these types of activities. There are advantages and disadvantages to using both commercial and home-made worksheets. Home-made worksheets can be specifically tailored to a class, using language they can understand. These sheets appear more personal to the pupils, examples using local places or football teams can be used. ...read more.

Conclusion

I was surprised and impressed with the level of support that the pupils receive and the cross-curricular links with the SEN department. o Behaviour support Attached to the SEN department is behaviour support, providing counselling and advice to pupils who have personal problems which often lead to anti-social behaviours. Many of the SEN pupils also visit the behaviour support unit because of the impact their special needs has had on their school life. Pupils with family difficulties, poor peer relationships, inappropriate classroom behaviour and frequent truants are given weekly/monthly appointments. The pupils appear to respond to the support that is available to them in school, particularly the behaviour support specialist. Not being on staff as a teacher means that the pupils seem to relate to him better. Many of the pupils also seem very appreciative of the TAs that help them, though those pupils with behavioural difficulties appear to resent them at times. The pupils were open to the PSHE/Citizenship curriculum, taking it seriously and in a mature manner which reflects the way that it is delivered to them. As a trainee teacher I want to be able to take full advantage of the wide resources and advice available from the SEN department. They have more contact with individual SEN pupils and can give an insight to strategies that may work with a pupil that may be having problems in class. A science department needs to consider the physical and mental difficulties which will hinder learning and aim to give lessons that are accessible to all pupils. This means being aware of their individual needs. Referencing o Capel, S. Leask, M. Turner, T. (2002) Learning to Teach in the Secondary School: A Companion to School Experience o Turner, T. DiMarco, W. (1998) Learning to Teach Science in the Secondary School. Chap 4, Planning for teaching. o www.dfes.gov.uk/languagesstrategy o Wragg, E. (1984) Classroom Teaching Skills o Cowley, S. (2003) Getting the Buggers to Behave 2 o www.standards.dfes.gov.uk/keystage3 ...read more.

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