Post on 25-Mar-2016
description
Improving learning through
effective lesson observation
and professional dialogue
November 2012
Karen Spence-Thomas London Centre for Leadership in Learning Institute of Education k.spence-thomas@ioe.ac.uk
www.ioe.ac.uk/lcll
Aims
To explore:
• the purposes of observing lessons
• how to ensure it makes a sustained difference to adult
practice and pupil outcomes
• how a coaching approach can enhance the culture around
lesson observation.
To develop skills in:
• evaluating teaching and learning
• coaching in the context of a post-observation conversation.
‘Skilfully done,
classroom observation
can be a valuable tool
for improving the
quality of teaching;
badly handled, it can
be a menace.’
Wragg, E.C. (1994) An Introduction to
Classroom Observation. 2nd Ed (2002).
London: Routledge
Proving Improving
Performance Learning
Watkins, C (2010) Learning, Performance and Improvement in Research Matters (34). London : IOE.
Why observe teaching and learning?
Observing
learning What does learning look like when it’s taking place?
What is he thinking?
What might he say?
What does he know (about…how to…)?
What is he doing?
What is he hearing?
What is he seeing?
What is he feeling?
Observing
teaching
What teacher actions enable effective learning?
• What is she saying?
• What is she thinking?
• What is she doing?
• What does she know?
• What does she understand?
• What is she seeing?
• What is she hearing?
• What is she feeling?
A practical
activity (1)
• Make a narrative record of what you see and hear.
• Focus carefully on what the teacher’s doing to activate learning.
• Focus also on how pupils respond to her and to each other.
• How do you know whether they are actively engaged and learning?
How does this feel? What impact will it have on your subsequent post-lesson dialogue?
Creating
mental maps
What is coaching?
What’s your key learning to date?
What are the values and beliefs that underpin it?
Adding
plates
Risk of adding your own ideas as coach
(putting back plates on top of the stack)
is that that will prevent others in the
coachee from rising up (Rosinski 2003)
Five key skills:
establishing rapport and trust;
listening for meaning;
questioning for understanding;
prompting action, reflection and learning;
developing confidence and celebrating success.
National Framework for Coaching and Mentoring: www.nationalcollege.org.uk
A coaching approach
1. GOAL: agree topic
2. REALITY: invite self -assessment
3. OPTIONS: consider all options
4. WRAP–UP: commit to action and
agree support
The
GROW model
Practical
activity (2)
Now return to your observation notes.
In pairs, prepare how you will approach a post-lesson learning conversation.
What will you aim to achieve?
What key phrases will you use to develop the conversation?
8
Techniques
Active
listening
Maintaining
silence
Initiating action &
offering ideas
Gaining ownership
Open – ended
questions
Reflecting back
Summarising
Being sensitive
Hay/McBer
Protocols and key learning
What do you need to bear in mind
–Before
–During
–After a lesson observation?