Academic – Lesson Observations (PHB/PHG)

Purpose
i. To raise the standards of teaching and learning through sharing good ideas and practice.
ii. To identify training needs and assist senior management to implement appropriate staff training.
iii. To affirm areas of excellence.
iv. To enable HoDs and senior management to monitor formally the quality of teaching in PHB/PHG.
v. To give PHB/PHG objective evidence for self-evaluation and quality assurance.

System
i. Formal observation will be conducted using the Peterhouse Lesson Observation Form.
ii. Lesson observations will be carried out once a term.
iii. The Teacher Competence Framework will be used for guidance during lesson observations.
iv. Peer observations will be carried out before half term in the Lent term. Observer can be chosen by those
being observed, but any one person cannot observe more than two peers. Peers are not limited to their
department.
v. HoDs are expected to carry out lesson observations for each member of their department in the allocated
two weeks of the Trinity term.
vi. HoDs will be observed in Trinity term by another HoD.
vii. The Rector/HMPHG and the relevant Director of Studies will be ‘floating’ observers.
viii. The schedule for lesson observation will be published at the beginning of each term by each HoD for
members of his/her department and by the relevant Director of Studies for the observation of HoDs i.e.
under normal circumstances there will be plenty of notice given before a lesson observation takes place.
ix. Lesson observations will include a pre-observation discussion (5 minutes) to highlight pertinent issues,
context of the class, and purpose of lesson.
x. Lesson observation forms must be typed (Times New Roman 12)
xi. Lesson observation comments should be constructive and reflective in nature and be as descriptive as
possible. One-word reflections are not to be used.
xii. Teacher’s reflection to be completed before observer’s comments. Post-lesson discussion (20 minutes)
for feedback and to highlight areas for further development.
xiii. Where observations are constructively critical, they should be supported by appropriate suggestions as to
how to remedy the issue. These can be written in comments and/or post-lesson discussion.
xiv. Completed lesson-observation forms (signed hard copies) should be given to the relevant Director of
Studies (for collation) who will then pass it on to the Rector/HMPHG (for filing).
xv. HoDs will write a summary of major areas for improvement needed in their department which will be
used to inform staff training.
xvi. The relevant Director of Studies will be responsible for collating an overview of the quality of teaching
and publishing these results on an annual basis (at the start of the Michaelmas term).
Academic – Competence Framework for Teachers

TEACHING
Class & lesson organisation
 Begins class on time in an orderly, organized fashion.
 Previews lesson/discussion content.
 Clearly states the goal or objective for the period.
 Does not digress often from the main topic.
 Summarizes and distils main points at the end of lesson.
 Appears well-prepared for lesson.
Presentation of the Lesson
 Incorporates various instructional supports (slides etc.) where appropriate.
 Writing is large and legible.
 Speaks audibly and clearly.
 Communicates a sense of enthusiasm and excitement toward the content.
 Use of humour is positive and appropriate.
 Varies the pace to keep pupils alert.
 Selects teaching methods appropriate to the content.
 Moves around the classroom during the lesson.
Interaction between teacher and pupils
 Encourages pupil questions, involvement, and debate.
 Answers pupils’ questions clearly and directly.
 Responds to wrong answers constructively.
 Allows ample time for questions.
 Encourages pupils to respond to each other’s questions.
 Recognizes when pupils don’t understand.
 Recognizes pupils with SEN.
 Uses authority in classroom to create an environment conducive to learning.
Lesson Content
 Has a secure knowledge of the relevant subject and curriculum areas.
 Addresses misunderstandings.
 Seeks to apply theory to problem-solving.
 Explains difficult terms, concepts, or problems in more than one way.
 Relates content to topic and/or syllabus as a whole.
 Builds on learners’ existing knowledge (links to previous lessons).
PUPIL LEARNING
Effort and enjoyment of pupils
 Pupils are participating by asking/answering questions.
 Pupils’ questions are relevant/relate to content.
Quality of pupils’ work
 Evidence of appropriate prep set.
 Evidence of notes being taken/provided, where appropriate.
Academic – lesson observation form
Teacher Observer Date Subject Period Class Number Length of time Room
Grant Roberts Bronwynne Hall 8 Feb 2018 Music 1 C in class: observed: Music
11 40 Mins Centre
Pre-lesson comments (teacher) / Focus for the observer:
Passive class/Learners
Mr Roberts has not had any formal training as a teacher and would like BJH to give feedback on what GR could do better/techniques to employ

Content of lesson/topic: Working out the beat of ‘In the Hall of the Mountain King’

Marks 1-Needs assistance. 2-Needs improvement. 3-Sound. 4-Good. 5-Excellent

Teaching
Teaching standards Teacher’s reflections Observer’s comments Mark
Class and lesson organisation:  I was a minute or two Girls took a while to settle as GR
 Begins class on time in an orderly, organized fashion. late in starting owing to was late (but had warned me 3
 Clearly states the goal or objective for the period. tutor groups at PHB. beforehand that this may happen
 Does not digress often from the main topic.  I should have been due to PHB obligations)
 Summarizes and distils main points at the end of lesson. clearer in stating the The objective of lesson was
 Appears well-prepared for lesson. purpose of analysing the clearly stated at the beginning of
beat the lesson, but purpose of the
lesson was not clear- could have
been explained in previous lesson
as this lesson seemed to be a
follow on.
Presentation of the lesson: Music was played for all to listen
 Incorporates various instructional supports (slides etc.) where  No slides were used in this to – an appropriate method for 2
appropriate. lesson, and writing was this subject.
 Writing is large and legible. minimal, though use of music Writing on the board was large
 Speaks audibly and clearly. (i.e., speakers and a recording and legible.
 Communicates a sense of enthusiasm and excitement toward the content. of the subject piece) were Sometimes GR mumbled and
 Use of humour is positive and appropriate. used. spoke to the board instead of to
 Varies the pace to keep pupils alert.  I would appreciate assistance the girls – could not hear him at
 Selects teaching methods appropriate to the content. in selecting differing teaching the back of the class.
methods. GR moved around the classroom
 Moves around the classroom during the lesson.
a lot – attending to individual
needs and questions.
There was, however, a lot of
empty time (lots of social
 chatter), as the girls were
working individually. Group
work may alleviate this –weak
girls being helped by the stronger
girls.

Interaction between teacher and pupils:  I attempted to keep an open GR has a small enough class to
 Encourages pupil questions, involvement, and debate. dialogue flowing in this address each pupil individually. 2
 Answers pupils’ questions clearly and directly. lesson, and tried to encourage Encourages the girls to use the
 Responds to wrong answers constructively. questions from pupils. correct musical terminology.
 Allows ample time for questions.  I should have given pupils GR paid particular attention to M.
 Encourages pupils to respond to each other’s questions. the opportunity to answer Mashoko – she seemed to be
 Recognizes when pupils don’t understand. each other’s questions. struggling with the assignment.
 Recognizes pupils with SEN. The girls tended to shout out
different answers – they should
 Uses authority in classroom to create an environment conducive to
put up their hands, it encourages
learning.
the other girls to listen and to
help correct their peers if
necessary.
Lesson content (subject and curriculum knowledge): GR knows his subject well and is 3
 Has a secure knowledge of the relevant subject and curriculum areas.  I believe I have secure therefore able to build on their
 Addresses misunderstandings. knowledge of the relevant existing knowledge – this lesson
 Seeks to apply theory to problem-solving. subject. was seemed to be based on a
 Explains difficult terms, concepts, or problems in more than one way.  This lesson followed on from previous lesson or exposure to the
 Relates content to topic and/or syllabus as a whole. previous lessons, discussing music.
 Builds on learners’ existing knowledge (links to previous lessons). elements of music, beat and
rhythm and note values.

Pupil Learning Teacher marks: 10/20

Effort and enjoyment (the pupils):  Some pupils are very active
 Pupils are participating by asking/answering questions. in their participation, though
 Pupils’ questions are relevant/relate to content. this is not universal.
 Questions were largely
relevant to the content.
The girls participated well – they
asked and answered questions 3
throughout the lesson. They
seemed be aware of the purpose
of the lesson.
Quality of pupils’ work:  I did not set prep for this
 Evidence of appropriate prep set. class.
 Evidence of notes being taken/provided, where appropriate.  Rhythmic dictation was done
as appropriate.
This was a double lesson and I
was only able to see the first half, 3
so am not sure about prep set.
The girls were, however, taking
notes and writing down the
musical notes to the beat.
Pupil marks: 6/10

Areas for further development (post-lesson discussion):

Teacher signature: Date:

Observer signature: BJH Date: 14 February