Lesson Observation
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. During a whole-class session a teacher may wait a relatively long time for an answer if a difficult concept is being covered, perhaps giving hints to help a pupil who is struggling. In comparison, during a quickly paced Q&A session if a question is met with a sea of blank faces the teacher may move straight onto a differently phrased question rather than wait for an answer.
o Most questions are directed to the class as a whole, however, directing a question at a pupil who is not paying attention can pre-empting misbehaviour. The question brings the pupil back into the class discussion and makes them aware that their inattentiveness has been noticed.
o Most teachers asked questions to a wide range of pupils, throughout the room including more and less able pupils within the class. During one lesson where pupils had 'turned off' and classroom discussion was stilted, the teacher directed a series of questions at pupils whom he knew would know the answer. This kept the discussion going and encouraged other pupils. Also, as mentioned above, pupils who are not paying attention because they are daydreaming or chatting often have a question direct at them to bring them back into the lesson.
o The proportion of open to closed questions used by a teacher depends on the topic being discussed. For example, in a lesson where the answers to a test they did last week were being reviewed, almost all questions were closed questions. Alternatively, when a class were discussing the pros and cons of scientific issues such as GM foods or pollution most questions were open questions.
Other features of a typical lesson:
o A teacher will often present the same information or scientific concept in many different ways, catering for the different learning styles of those in the class. A lesson that incorporates activities for visual, auditory and kinaesthetic learners will get a good response from the whole class.
I feel that the methods and features of a lesson will contribute greatly to the motivation and effective teaching of pupils. A pupil will feel included if a lesson is pitched at their level and they are actively engaged in classroom interactions. Equally, a visual learner will appreciate a diagram to describe a concept whilst an auditory learner will value the spoken description which accompanies it. If pupils' learning needs are being met they can be an active member of the group and an active learner.
Methods to use in lessons:
o Incorporating activities for visual, auditory and kinaesthetic learners
o Encouraging class discussion where possible, motivating pupils to volunteer their thoughts
o Rephrasing questions if not understood the first time
Things to avoid:
o Only directing questions to the pupils who will be expected to know the answer
o Not allowing the class enough time to answer a question before moving on
3 Management and class control
Strategies observed to maintain pupils' behaviour:
o Setting clear ground rules
o Rewards and sanctions - good behaviour is often rewarded with praise or a sticker, pupils who misbehave are often kept behind during break or lunch or given a detention
o Non-verbal signals - eye contact, physical proximity, body language
o Privately talking to pupil - taking the pupil away from their peers and explaining why the
behaviour is inappropriate and what the consequences could be
o Tactical ignoring - ignoring misbehaviour, especially ...
This is a preview of the whole essay
3 Management and class control
Strategies observed to maintain pupils' behaviour:
o Setting clear ground rules
o Rewards and sanctions - good behaviour is often rewarded with praise or a sticker, pupils who misbehave are often kept behind during break or lunch or given a detention
o Non-verbal signals - eye contact, physical proximity, body language
o Privately talking to pupil - taking the pupil away from their peers and explaining why the
behaviour is inappropriate and what the consequences could be
o Tactical ignoring - ignoring misbehaviour, especially attention seeking behaviour
o Partial agreement
o Choice direction - 'either put your mobile away or I'll confiscate it, you decide'
o Consistency - consistent and fair punishments
o Removal - Moving a disruptive pupil within a class or sending them into another teachers class
From observing lessons this term I think that two of the main causes for misbehaviour are boredom and being unable to do the work set. Where the teacher has actively tried to involve all students in interesting, well planned and differentiated lessons, there have been few discipline problems.
However, when problems have occurred, teachers who intervene quickly, consistently and fairly have more success. The use of non-verbal signals and private talks to let a pupil know that you are aware of their behaviour is very effective and can also avoid confrontations which can damage the rapport a teacher has with a class and the atmosphere of a lesson.
As a trainee, I expect that the main control issue I will face is a lack of respect, not being seen as a 'real teacher'. This may mean that I'm not taken as seriously as their other teachers. In addition, being unfamiliar with a class means that the pupils may be less responsive and that there won't be a shared understanding of expectations within a lesson.
Discipline may become a problem because, as a trainee, lessons may not be planned as effectively as they could be and some pupils' learning needs may not be met. This would result in misbehaviour, due to boredom and a lack of motivation.
Methods to use in lessons:
o Making ground rules clear with any new groups
o Finding out about new groups eg. possible behaviour problems, special learning needs, names/seating plan etc
o Respect - appearing confident and dressing appropriately
o Treat pupils with respect and be polite, but be firm when necessary
o Intervene quickly with non-verbal signals eg. eye contact, physical proximity and body language
o Remaining calm
Things to avoid:
o Getting into unnecessary confrontations
o Becoming defensive or hostile whilst dealing with a misbehaving pupil
o Never give a pupil a choice that you don't want them to have for example they may answer with a simple 'no' when asked 'Johnny, are you going to sit down properly?'
4 Differentiation
Strategies observed to differentiate lessons:
o Differentiating by task - setting the same practical or task but giving different groups or
individuals different worksheets or different levels of questioning. In particular, some groups given an extra help sheet
o Using small group work - pairing a dyspraxic pupil with a pupil with higher levels of dexterity, or grouping the most able pupils together so that they can be pushed beyond the rest of the class
o Differentiation by outcome - the same topics will be taught to all sets within a year group,
though the work is differentiated by planning the topics at the level that a group can understand and aiming to achieve different levels of understanding
o Language - low ability sets may need a simpler vocabulary and extra time spent recapping key ideas from previous years, whereas high ability sets are encouraged to use more advanced scientific language
o Level of literacy required - Pre-prepared 'fill in the blanks' sheets to cater for pupils who have poor literacy skills and are otherwise unable to fully participate in the science lesson even though they are comfortable with the scientific ideas involved
Having observed differentiation in practice in a number of lessons, it is very difficult tool to use effectively. In the lessons where it has worked best the teacher has had a good rapport with the class and has an understanding of the abilities of each child. Work can then be tailored to specific needs. This is particularly effective when a class has a pupil with special educational needs.
Many of the pupils I have observed with SEN feel sensitive about the teacher drawing attention to their needs and they appreciate and respond best to discreet differentiation.
Discreet differentiation seems to best achieved by differentiation by outcome, then each pupil can work to their own targets without the rest of the class being aware of the difference. When differentiation by task is used, pupils respond best when the task is the same but extra help is given, often a help sheet or a guided discussion. This means that the whole class is working on the same task and no one feels isolated from the rest of the group.
For the higher ability pupils in a class, or the gifted and talented, the most common form of differentiation observed is an extension sheet where more complicated examples of the same topic are covered. These are usually used when the pupils have finished the class work ahead of their class mates and they need something to interest them and challenge them.
Methods to use in lessons:
o core, enrichment and support worksheets
o group work where different groups can be given tasks of differing demand
o varying teaching style, incorporating activities for different learning styles
o aiming for staggered standards of achievement across a group
o tailoring the level of the language used to the understanding of the pupils
o 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. However, home-made worksheets sometimes look less professional and are time consuming to produce. Commercial worksheets often look good and contain new ideas for activities but they not meet the needs of the class completely or may be out of date or old fashioned.
At KS3 many schools use commercially written resource packs. This resource provides textbooks, teacher guidance and pupil help and extension sheets. The textbooks are colourful and presented well, using relevant pictures and avoiding large blocks of intimidating text. Also, the language is aimed at the target audience so the pupils find it quite accessible. The topic areas are related to the national curriculum but are referenced and indexed badly so can be difficult to find the sections that are relevant.
6 Monitoring and Assessment
Examples of monitoring and assessment observed:
o Critical questioning of key points from lesson
o Homework
o End of unit formal written tests
o Pre-tests ('what do I already know?' tests)
o Mock exams (Year 11)
o Class discussion with teacher directing with open questions
The most frequently used method of testing the pupil's progression and knowledge is effective questioning. This is often used to start a lesson to assess what level the pupils are already at, at what needs to be concentrated on. Out of the lesson, homework then provides an opportunity to assess how much knowledge was retained from the lessons. Books tend to be marked at home with the marks usually noted in the teacher's class register book. This then provides an 'at a glance' impression of a pupil's progression and performance compared to previous work. This means that unusually low or high marks can be identified and any problems can then be addressed. When homework is marked, the pupil receives both a mark for the assignment and an effort grade.
When marking work, teachers identify any areas which have been identified as problematic, then when the work is returned to the pupils these areas can be recapped to ensure that any common misconceptions are explained.
End of unit tests are usually formal tests done under exam-like conditions. When marked and returned to the pupils, they are given a percentage mark and also the corresponding National Curriculum attainment levels. Formal test results are recorded on both departmental and school-wide spreadsheet, which contains assessment details of all the pupils, including predicted GCSE results and MIDYIS results. This means that the spreadsheet can be used to see what NC level a pupil is working at across the board.
In order to aid teaching and monitor progression there needs to be a balanced combination of formative and summative assessment methods. Formative assessment is needed to assess the current levels of understanding and to detect any particular learning needs or reasons for both good and bad performance. Once this has been identified then the lessons can be planned to meet these needs.
Summative assessment is needed to assess the progression of a pupil or class of pupils. These are usually the end of unit tests, both at KS3 or GCSE. These results are used to monitor bothe the pupils and teachers progression. The results are used to assess the teacher's work, for example when coming up to threshold, for 'value-added' teaching.
Methods for assessment in lessons:
o Open questioning
o Critical questioning to sum up the key points covered in lesson
o Marking codes - eg shorthand code for corrections, school-wide policy
o Observing practical technique during experiments
o Asking pupils to give oral or poster presentations summarising what they've learnt
o Monitoring pupils marks to identify problem areas or pupils having difficulty
o Plan flexible lessons which can change depending on the prior knowledge of pupils
7 Focus on Science
o Safety
Most high school science departments will have a science-specific handbook which covers all the requirements that the teachers need to meet. The teachers try to promote the pupils development of a responsible attitude towards safety, both for themselves and those around them. The science department keeps up to date with county instructions regarding the use of chemicals etc and are familiar with publications such as 'Topics in Safety' (ASE 2001) and HAZCARDS. Any updates are circulated around the staff and are kept in the prep room for reference.
o Abstract thought
Pupils struggle most with abstract concepts, which are perhaps encountered most frequently in Science than other subjects. Teachers construct there lessons to build a concept progressively, giving the pupils time to accept and adopt the ideas.
o Practical work
I've observed practical work used to demonstrate a particular concept and enhance scientific knowledge, to develop the pupils own practical skills and often to motivate and stimulate by making a lesson 'fun'. The types of practical work used have also varied, including teacher demonstrations, individual/ group work and investigations used to develop Sc1 skills. Group work is popular with the pupils, it is used frequently and develops communication skills and promotes social co-operation.
o Existing science ideas
Pupils have pre-existing ideas in science, constructed to fit what they've seen or experienced. I've seen evidence of this in the classroom when a pupil asks a particularly odd question indicating that their idea of the concept being discussed is very different from what is trying to be developed. Teachers tackle this problem by taking things back to basics until they find some common ground and they structuring the lesson to build from there, this type of scaffolding seems successful in class.
o Being critical of data
Perhaps more than other subjects, science teachers aim to develop analytical thinking skills. Teachers spend a lot of time after a practical or investigation focussing on how reliable the data is and how it can be presented so that it is a useful tool. Also pupils are asked to find information on the internet and then different sources and data are analysed for validity and accuracy. This helps the pupils when they need to meet the analytical criteria of Sc1 investigations.
o Issues and ethics
Very few discussions observed were regarding scientific issues and ethics, though this may be due to the topics being covered at the time. However, when observed the pupils expressed a wide range of opinions. I feel that this area is a weakness in the school curriculum and current issues and ethical questions should be addressed and discussed openly.
o Interactive teaching strategies
A wide range of learning activities are used in the science department, and the teachers try to vary tasks and teaching styles in line with the KS3 strategy.
Science is a combination of academic demands and practical work whilst other subjects tend to be considered as either academic or practical, for example French and Art. This combination of skills in Science is what sets science apart from other subjects in the eyes of the pupils, making it a challenging subject for all.
8 Focus on whole school issues
Whole school issues observed:
o Pastoral care/PSHE/Citizenship
The pastoral element is a strong aspect of the school curriculum. All year groups have lessons timetabled for PSHE and Citizenship and also time with their form tutors. During this time over the year they address different issues and wherever possible they have guest speakers visit from all walks of life. For example, when discussing drugs with year 11 pupils, inmates from a prison visited to talk about what had happened to them because of their involvement in drugs. School assemblies are also used to support this programme of study including visitor and pupil presentations.
o KS3 strategy
The KS3 strategy having four key principles, expectation, progression, engagement and transformation aims to raise standards in 11-14 year olds. School departments are changing their teaching methods in line with this strategy, adopting the 3 part lesson plan and setting clear objectives. Literacy and numeracy strategies are also being adopted so that teachers are including a wider range of activities to pupils, for example, introducing different types of non-fiction text types in which pupils need to be fluent.
o Literacy & Numeracy
Each department in the school has a policy regarding literacy and numeracy in their subject areas. They detail what types of tasks can be set in their lessons which will give pupils the opportunity to practice and learn literacy and numeracy skills. School-wide fewer pupils had IEPs for numeracy problems than literacy, though I think that this may be due to literacy problems being evident in more lessons. Those with problems had extra support available and could attend homework clubs at lunch and after school.
o Special Educational Needs
The work of the SEN department in the school is clearly evident, they run support sessions in literacy and numeracy, homework groups, advise on teaching strategies and provide teaching assistants. 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