Classroom Observation with a focus on key elements of Harrison practice

Teacher: John Bowyer

Observer:

S Pickard

Date:

21st May

Year: 2015

Subject and/or Question of Practice (QT): 56 Woodwork

General Comments: The class was very productive. The students paid close attention
when being given instructions. The task varied slightly for each student.
Harrison Classroom Environment
(Vision, Intent and Values)
School values, intent and vision are evident through classroom
practice and visuals.
All the students were fully engaged (endeavour) and allowed each other to
work without interference (respect).
School procedures for positive interactions followed.
John ensured that he moved around the classroom and gave each student
some of his time and ensured each felt their effort was valued.

**Backgroun
QT **Deep
Understandin
d knowledge
Knowledge **
g
**Inclusivity
Deep

Differentiation and Scaffolded learning

(Know students and how they Learn)
Modelled instruction.
In this lesson he carefully showed them the best way to sand a block of
wood.
Students are involved in joint construction of understanding a
concept.
As well as sanding they had to learn how to use a hammer and were able to
observe how their peers were doing it.
Students are involved in mini-scaffolded learning/different learning
experiences dependent on targeted learning goals.
The hammering task varied for each students as they had to place nails so
as to write their initials.
Learning is expressed in multiple ways (eg, speaking, visual,
writing, in groups).
At various points the class was drawn together and directed questions were
used to test their broader knowledge, e.g. types of wood.
Teaching to meet curriculum requirements.
(Know the content and how to teach it)
Evidence that curriculum outcomes are being met.
Two outcomes were met: ACTDEK023 (use of tools and materials) and
ACTDEP026 (safe working).
Evidence of understanding cross cultural perspectives.
The hammering tasks allowed students to create letters in their native
script.

QT **Explicit Quality Criteria **Metalanguage **cultural knowledge **Narrative

Learning is in context and there is evidence of purpose.

The lesson took place in a woodwork shop where one is surrounded by tools
and materials. This demonstrated a real-world, practical perspective and
material progress was evident.
Strategies are in place to explicitly support students in moving
along the language continuum (EALD). Leading by example and
enabling EALD students to see others progress helped overcome language
barriers.

QT **Substantive Communication **Higher Order

Thinking ** Student direction **problematic
knowledge

Teaching to advance learning

(Plan for and implement effective teaching and learning)
Teacher asks different levels of question to challenge students to
think:
Students ask questions that make others think.
By directing questions on wood types and what might be appropriate for the
current task John brought in a wider perspective.
Evidence of comments and experiences that advance learning.
As part of his individual attention he would discuss how the work might be
improved, e.g. sanding the block in a different direction.
Teacher/students give learners feedback during the lesson.
Continuously.
Students are given opportunities to reflect on the learning in the
lesson and to influence future directions of learning.
Discussed how wood is a natural product and so has faults. This provided
the opportunity for the students to reflect on how they might need to fix
things and how raw materials can affect outcomes.
Multiple levels of Engagement
(Create and maintain a supportive and safe learning environment)
Student not teacher dominates discussions.
John always listened carefully to students comments.

QT **Engagement ** High Expectations ** Student self

-regulation **Social Support, **Knowledge integration
**Connectedness

At least 80% of students involved in answering questions in

multiple ways.
As this was a practical rather than theoretical lesson learning was
demonstrated mostly by doing.
Students support each others learning.
There was plenty of evidence of positive interactions between the students
as they inspected each others work.
Students can be self-directed in completing independent tasks.
The students had to work out for themselves how best to present their
initials (one chose their fathers) and accurately place the nails.
Students inquiry process is visually evident in the classroom.
Absolutely.

Examples of good practice observed:

1. Clear demonstrations
2. OH&S observed and modelled
3. Individual feedback
Teacher Reflection:
I find the year 5/6 students to be keen and motivated. I always use a lesson structure of
wait at the front, call the roll and explain the session. The students get their work out
and we begin. I allow five or ten minutes of practical as they are keen to get on with it
before bringing the class together to cover the theory relevant at the time. At all other
times I encourage students to seek help from each other before speaking to me as a
think pair share model. I always move around the class watching and helping students
as required. I have some EALD students, as the task involved writing initials I
encouraged them to write in their home language and then discussed the meaning of
the symbols.