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Presentation on Lesson Observation – for the Algerian Inspectorate

Appendix 5g - Kent AfL (Assessment for Learning) Good Practice Lesson Observation Form
School Date/time Teacher Lesson

Planning Clear objectives – planning states what children should learn Differentiation – distinct activities/expectations evident for one or more parts of the lesson Start Prompt – lesson kicks off with a clear start, children ready & listening Learning Environment – children can see; organisation, displays, prompts etc Children clear on purpose – use of aside, relevance, how it fits in, etc Teacher modelling – expectations, enthusiasm, voice, interest, pace, etc What, when, how & why – explanation of main activity: order, means, reason; success criteria Main Part Children clear on what to do – can children tell you clearly, simply? Quality of activities – interesting, varied, children keen to start? Progression – does the lesson ‘flow’? Differentiation – can observer see clearly how this is done? Pupil interest – buzz, readiness? Use of adults – are TAs & helpers well


1 Phil Silvester CBE –

Presentation on Lesson Observation – for the Algerian Inspectorate
informed/prepared & utilised? Focus/diffuse/intervention – is there a pause for breath, consolidation, mental stretch, miniplenary? Praise – for all abilities & do they know why? VAK – are all styles catered for?

Discussion – talking partners/paired discussion, encouragement of thinking skills Questioning – open/closed/appropriate to ability. Targetted? Engagement – do children sustain their interest/attention throughout the activity? Use of ICT? Finish Feedback – synopsis of what has been done Children’s responses – are they clear/accurate in expression of their learning? Evidence of learning – form work completed, verbal responses, summative assessment High finish – enthusiasm, praise, positive ending Strengths of lesson Areas for Development


2 Phil Silvester CBE –