Lesson Observation

PGCE 1 Observation 1 Date 24/11/2009 Author Gareth J stars Observation of an experience T from from each one oneer An Evaluation Introduction My freshman bill was at a4e, which is where I in traffic pattern for 5 hours per week. These hours count towards my teaching hours as embark on of my PGCE. The instructor paying the seance was Charlotte Faichney who is the Skills for tone specialist. She delivers the Numeracy and Literacy modules at the a4e Wrexham office. The studentss ages ranged from 16 to 18 and were at Entry Level 2 and 3. The academic session was held in Basic Skills Classroom, which is salubrious equipped, well lit and well maintained.This showed an intellectual ab discover ways to maintain a scholarship environment in which apprentices feel safe and bear up (BK 1. 1) This was my first of to computation observation and would count towards the PTLLS module of my PGCE. The session ran for 95 minutes. blueprintning The aim of the littleon was to intro duce the disciples to incompatible aspects of handling in regulateation through the hire of funfair skills. The learners objectives were to eternise numerical data, extract and interpret that data and to make comparisons with the give of banish maps. They would take for to find the average and the range for a set of data.The lesson forge showed a arranged flow from introduction of the session, to the practical exercises, collection and interpreting the data and the final Q & A session that evaluated the success of planned development activities (DP 3. 1). These Q & A sections were relevant and acted as a natural stepping stone to progress the lesson. The first Q & A showed prior cognition, while the second assessed the newly acquired knowledge onwards starting the main activity. The next session re-capped the activity and gave the learners the opportunity to analyse their results.The after part session enable students the knowledge to manoeuver arithmetic averages for their sets of data and the last session was a summative judgment of the square session. This detailed plan really showed how to plan a teaching and cultivation session (DK 1. 2). Management of Learning Communication, both vocal and demonstrative was clear, concise and always relevant. The instructor was always engaging and confidently controlled the classroom. I noticed that she use open and Socratic questions to draw out answers from the learners.There was stiff adherence to the rules of the classroom that were predominantly displayed on a poster. These rules covered behaviour, what the teacher evaluate from the learners in terms of input and what the learners could have a bun in the oven from the teacher. Mobile phones had to be switched off and food for thought and drink were not allowed. The teacher was proactive and walked confidently around the classroom.. It showed me the importance of establishing and viscid to firm rules and gave me a valuable sagacity on ho w beneficial classroom circumspection can be to both the teacher and the learner.The lesson was definitely learner focussed, as all students were fully engaged and participed in collaborative learning activities. Biggs (1994) argues The focus should not be on the skills it ego, but whether its deployment has the desired aftermath on student learning. Learners were encouraged to deal their findings and the Q & A ensured that the learners had to think about what, and how they could use, what they were learning. Gibbs (1981) states that this is one of the qualities displayed by learners with a deep hail. . ResourcesThe circus skills theme was fun and make the collection and meter reading of data less mundane than it could have been. This highlighted ways to engage, propel and encourage active participation of learners and learner independence (BK 2. 2). The handouts were clear and relevant, whilst the flipchart provided a in effect(p) point of reference throughout the session. A lthough I have used these resources myself, I could go across how well thought out and untroubled quality handouts greatly enhanced the learning experience. The flipchart was covered when not in use to prevent distraction.There were three skills to try, which catered for the varying abilities. Information was easily recordable, which meant origination and interpretation was very manageable. I could see that the jolt of resources on effective learning (BK 5. 1) was clear visible and the emphasis was on the inevitably of the student. Reece and Walker, (2007, p26) state that a teaching dodge maybe defined as a purposeful combination of student activities supported by appropriate resources to provide a particular learning experience (process) and/or to bring about the desired learning (product) AssessmentInitial opinion was carried out by apply a Q & A session to establish prior knowledge of tally and bar charts and also of the kernel of mean, mode, range and medial. Formative judgement took the form of Q & A about the results from the tally chart exercise, the deliberate omissions from the tutors bar graph. The leaners swapped graphs and had to interpret each others results, which showed ways to develop, establish and promote peer and self assessment (EK (1. 3). The results from calculating the mean, mode, range and median were discussed and an understand of the terminology was verified.For summative for assessment, we re-visited the flipchart to re-cap on the session, using Q & A to determine which areas the learners required to a greater extent information on. The session showed the teacher used appropriate forms of assessment and evaluated their effectiveness in producing information useful to the teacher and the learner (EP 1. 1) Conclusion The first social occasion I noticed was how the layout and environment of the room impacted on the learners pose to the session. They are normally in a nosier more congested classroom and as a whole are mai nly quite rowdy.They settled quickly and seemed ardent to start the session and were asking questions out front the session had even began. Once they realized they were going to try various circus skills their level of interest grew even more. It seemed to me to be a great way of delivering a session. They were having fun, learning about collating, recording and extraction of data, carrying out self and peer assessment and obtaining an understanding of various mathematical terms. This technique would be useful in back differentiation within the classroom.The teacher point the session, whilst the learners drove it. She was inclusive and took an active part in what was going on. However she stood back as soon as the learners were actively engaged to observe and assess the activity. intimately of the learners want to work in factories or retail, so an understanding of sales and occupation figures, which normally come in the form of charts, is required. Most stock taking is ab initio carried out using a tally system and knowing how to calculate the mean, range, median and mode is useful in near present day jobs.Most businesses enthrone a huge emphasis on the gathering and interpretation of data. Without detailed and streetwise information they consider themselves to be footrace blind. This session has shown me that you dont just go out and deliver a given subject in its rawest form. I can see the benefits of modernistic teaching methods and using visual and kinaesthetic strategies. The use of formative and summative assessment to establish that learning has taken confide can not be argued against. Whilst the teachers use of peer and self assessment to compliment this strategy underlines the value placed on it.I add up with Reece and Walker (2007, p369), who state that, The important thing is that assessment is an integral part of each lesson, the course and of the learning. References Biggs, J (1999) command for Quality Learning at University, Bu ckingham SRHE and return University Press. (Gibbs, G. (1981) Teaching Students to Learn. Milton Keynes and Philadelphia Open University Press Reece, Ian and Walker, Stephen, (2007) Teaching, learning and learning, 6th Ed. Tyne and Wear Business genteelness Publishers Ltd. Appendix Evaluation Sheets Session Plan Handouts