Classroom Observations Rm 19
Lesson: Target Group-Writing Video
Before the Observation During the Observation
Focus Points
Students are to write a
recount including who, what,
when and where.
Planning / Preparation
Model and LI is written up in
the modelling book to identify
goal and make adjustments
with target group.
Posters to refer to are on the
wall as prompts for students
to refer to when they are
writing.
Students were set with their
writing books and pens ready
to get started- forgot to tell
them to get a highlighter
(created disruption as they
found one)
Lots of PRIDE language used
throughout lesson
4:1 is evident
Clear Learning Intentions
Modelling outlines
expectations and steps
Next Steps:
Record feedback/feed forward
Observer Kristie
Date: 28.8.17
After the Observation
What happened during the lesson?
Began session recapping goal for writing-
what was it that we have to include when we
write a recount.
Work through the modelled text. Identify
what aspects are included- who, what,
where, when- modelled underlining them as
students do with a yellow highlighter in
their own stories.
Draw out detail- do we know who he is? Get
students to give ideas on how to extend to
include detail for the reader.
When- does it say when? When could we
have gone? - questioning students to get
them thinking.
Write words at bottom of page as a
reference that we could use to describe
when- students can refer back to when
writing own stories.
Students turn to their latest independent
story- those that have completed their
highlighting independently, I recapped their
goal with them before they went and
worked independently. Work alongside
students that havent yet highlighted their
goal. Discuss with each students on a 1-1
basis about their stories.
If its not added in, what do you need to
add to meet your goal? Students add to
their stories independently then highlight
to show theyve met their goal.
Once all has highlighted, work with
students to get them started on a new
story. Verbally brainstorm with students 1-
1.
Support needed:
Deb for advice
Observation and critical feedback on what has
worked and what hasnt
Reflective Questions:
How am I recording
feedback/feed forward?
When asking students to find
where they have used who,
why, what, when record in
their books what they arent
using so that can refer back
to it the next day.
The students will be able to
see through the highlighter
system what they are using
and read what they need to
work on/
Ideas to help:
When verbally brainstorming
with students, write down key
words in their books for them
to refer back to.
Good questioning skills used
to enable students to think
about their writing and what
they can do next
Great way of getting
students to think about how
they can add detail to their
writing
Great to see the high lighter
strategy being used
Think time applied
If you were to do a PMI on
the videoing process what
would it look like and how has
your teaching practice
changed from doing this
exercise?