Using lesson observation for professional development

OVERVIEW

An investigation into a range of strategies to enhance how Year 10 Students perceive the role of ‘mistakes’ in GCSE Product Design.

HOW THE RESEARCH WAS CARRIED OUT

12 volunteers each had 3 lesson observation cycles. Feedback was then asked for from the teacher and the observer at each cycle.

The feedback was then analysed with regards to the following questions:

  • Are the sample participants positive about the new observation process?
  • Is there clarity regarding the participants’ self-determined TDP focus and/or evidence of participants focusing on this area of their Teaching Development Plan?
  • Are the strategies/actions/ innovations appropriate and leading to Professional Learning/ changes in beneficial teaching practice?
  • Miscellaneous – Other evidence of beneficial impact/outcomes and those aspects which are not commented on positively.

FINDINGS – IMPLICATIONS FOR TEACHERS

  • Process is valuable and is having positive impacts
  • More thought into process for selecting teaching focus
  • How do we share areas of focus. Prior feedback and actions?
  • Raises issue of expertise of observers and training needs
  • How do we support action and impact?

IMPORTANT TO NOTE

Wider impacts on faculty including curriculum planning and faculty is an area for development

Author(s)

Lindsay Alexander, Cherwell School

Contact information

email_icon-sm lalexander@cherwell.oxon.sch.uk

Research Role

Local teacher

Funding

NA

Status

completed

Links

Lesson observation and Feedback PPT Lindsay Alexander

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