E5 Observation Template

Class: Year 8 Foodtech Semester 2

Ray Halliwell

Teacher: Liana Tosun Observer:

Liana has shown a huge progress within her time, here at Penola Catholic
College, teaching the year 8 Food Technology classes. She has shown a
willingness to be open to a learning a range of different methods and approaches
to teaching. Liana was then able to put these learnings into practice within the
classroom setting. She has taken on feedback I have given her and also put this
into practice.
I find Liana is knowledgeable in the areas of content, pedagogy and is
progressing with her classroom management strategies and skills. I believe she
would be an asset to any school.

Engage: (Fosters positive relationships between

students and shared expectations, stimulates
curiosity and connection to students lives and
elicits students prior knowledge, sets learning
goal)
All students gather in the seating area out
the front of the kitchen work spaces
In this space it is explained how the lesson
will proceed
Homework is checked as preparation for the
cooking within the lesson and the closure of
the lesson beforehand
Once students have had a run-down of what
is expected of them within the lesson they
are to grab an apron and come over to the
front work bench.
Explain:
(Opportunities
for
students
to
demonstrate their current level of understanding,
explicitly teaches relevant, concept and skills,
connects with students existing knowledge
assisting them to represent their ideas, asses
students understanding)
Food demonstration at the front workbench
of preparation of the ingredients and meal
Has a visual tv screen so all students have
the opportunity to see what is going on
Explains to students why the food is being
prepared the way it is

Develop
share norms
Determines
readiness
for learning
Establishes
learning
goals
Develops
metacogniti
on

Presents
new
concepts
Develops
language
and literacy
Strengthens
connections

Explore: (Presents challenging tasks, provides

Prompts
tools and procedures to assist student learning,
teachers
identify
students
concepts
and
inquiry
challenges misconceptions)
Structures
In pairs students are to start preparing their
inquiry
Maintains
workbenches in order to start cooking
Gather their ingredients and start preparing
lesson
momentum
their meal
Working in pairs to create, cook and finish
the recipe together
Elaborate:
(Students engage in dialogue
extending their understanding, new concepts are
Facilitate
applied to a range of contexts. Teachers monitor
substantive
students understanding and provide explicit
conversatio
feedback)
ns
Cultivates
Students allow food to cook
higher order
Work in pairs to clean their workspace and
thinking
kitchen area
Monitors
Work as a class to ensure the room is tidy
progress
and everything is put back in place
Students gather at the work seats and
discuss the cooking lesson and what they
got out of it
Evaluate:
(Teachers
support
student
Assess
development
through
performance
for
understanding, evidence of learning is mapped to
performanc
learning goals, students reflect on their own
e
against
learning progress, future learning goals are
standards
identified)
Facilitate
Asks student directed questions throughout
student
selfthe lesson
assessment
The evaluation is in ones production of their
food, how it tastes? Whether it turned out? If
it didnt, why did this happen? What could
be better improved for next time?
Students are to complete their lesson brief
and prac questions for their food tech class
General observations & questions:
Gives faster students tasks to keep them busy, if they are
not busy they are distracted
All students have something to do, working in pairs and as
a team
Talks about safety
Constantly checks on students progress
Keeps on top of distractive students, as soon as they have

had 1 warning they go and sit in the workspace out the

front of the kitchen and reflect
Follows PACE of the kitchen keeping an eye on the clock
Always Has extra work ready, e.g. Food Evaluations on the
Practical, especially if the classes finish early
All work is online so students can progress at their own
pace if they would like to work on ahead
Use Of One Note Live shown as an effective tool to use

RAYMOND HALLIWELL
expert teacher
Penola Catholic College
Broadmeadows AND Glenroy
9301 2777