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Observing Lesson Structure Page 2

RECORDING SHEET FOR LESSON STRUCTURE


Preservice Teacher Name

Date: Day of the week
Context (Subject, after lunch):
Start time of observation: End time of observation:
What is the teacher
doing?
What are the students
doing?
Questions, comments,
queries, connections
Introduction





Body






Conclusion






Summary of discussion with Mentor Teacher (Preservice teacher to notate)

Preservice teacher personal reflection.


Luke Francis Conroy
12/08/2014
Tuesday
Digital Technologies, after recess
10:25am
11:25am
fs
* Introducing lesson structure.
* Making links to past work.
* Checking for understanding.
* Handing out previous work to
students, reminding them what
they should be doing
* Students nd a computer.
* Student gather at front of class
to get instruction and collect
work.
* Students are not particularly
engaged or ready for class:
talking, nudging, distracted.
* Teacher moves around class
helping with individual problems
and checking for understanding.
* On relevant questions, teacher
engages whole class to emphasise.
* Teacher facilitates technology,
giving instruction as doing so.
* Manages language and behaviour.
* Students: engaged, need
prompting or disengaged.
Location above gym makes hard.
* Trouble with technology or
requiring teacher intervention
stunts learning and engagement.
* Student without IPad and Pencil
sits without interest.
* Discusses progress today and
disappointment with
interruptions.
* Links to end goals and 'where to
next'.
* Outcomes reached are checked
verbally and visually. End product
to be assessed later
* Students pack up their work,
needing to be reminded to save.
* Students save work, pack up,
but leave chairs in middle of
room.
- Good to bring students over to the
front of the class to gain their
attention. There is a lot of energy in
the room and this helps to settle it
slightly.
Students start off on task, but
require prompting to continue. If
something fails, often the reaction is
to give up rather than search for a
solution. Without teacher
management this could prove very
difcult where technology often
needs xing.
The hour lesson probably only has a
life of maybe 40 minutes, by which
time students can no longer
concentrate. By the end of this lesson,
students were swearing, pushing and
getting off task. Some had nished
the task, however most had given up.
* Today's lesson was a fairly standard lesson. There was a bit of swearing, pushing and mucking around. But generally, students were on task.
* Usually there are a few other boys in this class that require a bit more attention, however they were not here today which made things easy.
* The length of this class and location is difcult, the boys are easily distracted.
* The boys would not consider themselves 'artsy', are more inclined to complete tasks when they can see some relevance and tangible outcomes for
them.
I thought this class was quite rowdy compared to others I have been in, however this was not reected in the teacher's comments. There were quite a
few students who were off task, some sat the whole lesson without achieving anything. It was really hard for the teacher to get around to all
students, as each query required some use of software or a demonstration. It seemed to be the rowdy or loud students which got told off, while the
ones who sat quietly achieving little slipped under the radar.
If this was my own class, I would need to break tasks in to very small, achievable blocks which have tangible outcomes. I would need to able to the
students interest and not make it too 'artsy'. I would also need to ensure that I managed the class adequately, ensuring I give attention to all students.
Not just those on task, or loudly off task.

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