Ready for Observation? Hints and Tips for Tutors

Ready for Observation? Hints and Tips for Tutors

1Are all your students learning?

2 Do you know what their needs and specific goals are and are you adapting your teaching to include that information?

3.Are you stretching and challenging all your learners – including the more confident ones.

3 Can you evidence their continued learning?

4. Can they explain what they have achieved and what they need to do to improve?

What will an observer expect to see when they observe a class?

1.Classroom management

Students arriving on time ready to learn
Late students acknowledged and, if appropriate, challenged in an adult way.
Tutor well prepared with room and equipment ready.
Register taken and complete for all sessions.
A pleasant atmosphere conducive to learning with tutor talking and greeting students by name. Good group dynamic.

2.Managing the learning process

Clear lesson start; lesson outcomes shared with learners.
A re-cap on previous sessions involving students (questions and answers, quick quiz,etc). Checking out gaps in learning.

Range of different and lively teaching activities for the session to meet different learning styles.
Use of well planned and purposeful group activities. Students briefed well and learning summarised (Small group work, class discussion, working in pairs, peer and self assessment activities, project work etc)
Use of regular, well planned questioning, both open and closed, to encourage and check learning. Use of ‘wait time’.
Good quality resources and learning materials, that are concise and accessible to all learners. (plain, non colloquial English, images, layout)
Use of new technology to enhance learning. (uncrowded powerpoints, video, digital photography, referrals to online sources, Moodle etc)
Opportunities taken to support functional skills (English, Maths and IT) (eg glossaries, modelling, tips on presentations, encouragement to take notes, promoting use of IT)
Valuing of diversity fully embedded in the learning experience(in course content, materials etc)
Where relevant, effective use of support workers or volunteers to enhance learning.
End of session review and reflection on learning; work required before next session, and topic for next session.

3.Meeting individual student’s needs

Evidence that you

Identify individual learner’s starting points, levels and motivations, through initial assessment.

use the information gained to adapt your course to meet this particular group’s needs and goals. This is clear in your Scheme of Work and Session Plans (eg hand written adjustments), Group Profile, IRLs/ILPs etc.
expect high standards of students and this is evidenced in their work.
plan extension exercises for more advanced/confident learners showing sufficient stretch and challenge
scaffold learning for less experienced learners or those with particular needs (eg additional homework, differentiated tasks, additional resources, pairing with confident student etc) while still providing challenge.
Make reasonable adjustments to meet the learning needs of learners with disabilities or learning difficulties.

4.Effective formative (developmental) assessment

Evidence that you

display clear learning outcomes for the session and review these with the learners.
check student learning throughout the session and in varied ways.
ensure all students are engaged and participating(group work, paired work with feedback etc….).
provide opportunities for peer and self assessment.
give detailed, frequent and accurate feedback, and specific guidance on how to improve. Students can explain this.
keep records of individual progress; students self assess and set new targets at least once during the course.

5. Care, guidance and support

Evidence that you

give care and supportin their broadest forms, both in and between learning sessions – including timely referral.
induct learners to the course (do students know what to expect from the course? Do they know what is available in the building?)
link learning where possible with progression, employment and/or other uses outside the class(eg health),and with students’ own learning goals.
make referrals for additional support - where appropriate.
give advice on progression routes inside and outside City Lit

6.Achievement

Evidence that learners regularly review their achievements against learning outcomes during and at the end of the course (eg end of session review, ILP review of targets, review of learning and goals through Individual Records of Learning).
High standards of work that are at, or above, that expected for this level.

7.Accredited courses

Evidence that

initial assessment includes English and/or Maths skills (recorded as appropriate)
initial/diagnostic assessment has an impact on planning
detailed ILPs set SMART targets for learners which are regularly reviewed
content of lessons relates to students’ personalised targets
course files demonstrate that student progress is assessed, monitored and tracked.
written assignments are marked and returned swiftly, with specific strengths identified and clear actions for improvement.

What will observers expect you to have available?

Tutor Course File well organised and up to date – group profile, scheme of work, all session plans complete and up to date
Register.
Examples of students work – in portfolios, displays, recording documents, photos etc… Some with your comments (or you are able to comment).

Observers may chat to your students. There is a major focus on how well learners are learningso they may ask your students questions such as:

What may an observer ask you?

How do you find and record student starting points?
How did initial assessment impact on your planning?
How do you ensure learning outcomes are sufficiently challenging for all your students?
How do you cater for the different needs of individual students?
How do you take account of equality and diversity?
How do you know and record that students are making progress?
How do you feedback to students about their progress?
What opportunities do students have to review their progress and specific learning goals during the course?
How do you provide information and advice to students on progression to other courses?
What opportunities are there for progression?
What CPD (continuous professional development) have you engaged in recently?
What support do you get?
How useful was you’re your last observation? Did you put into practice any actions?

How can students help?

Remember

Observers can’t value what they don’t see. Make sure you provide them with all the evidence they need to celebrate what you do.

Teaching and Learning, City Lit, Nov 2014 (adapted from WEA) 1