PRT CLASSROOM OBSERVATION

Date: 12.04.21
Name: Jodel Kerr Observed by: Halina Munro

Focus: AFL practises delivered through Big Book and Poetry

- Purposeful learning intentions and success criteria

- big books and designing follow ups

Observations (hard data) Comments

Poem of the week - Snake Skin

What do we do on a Monday? What is our WALHT?

Child - predict Love how the ownership of the
T - What do we use to help us predict? learning is shared. You got the
children to think about their learning
C - pictures and share the learning intention.
C- title

What do I mean if I ask you to predict the story?

C - guess what they story is about Great clarifying!

T referred to how they predicted last week in the modelling book.

T - prompts the children to predict the poem using the title only.
T prompts children to clarify and give more detail by questioning
the children

Class reads the poem alongside the teacher.

T - think back to our predictions and tell me which one was the
most accurate
C - justifies their answers

T - What is the title for our big book this week

WALHT use the title and the pictures to help us predict what the
story will be about. Love how the children were able to
talk and share ideas relating the
T - Remember we learnt last week to look at the details in the success criteria.
illustration to help you.
T - chooses children to share the details they see in the
illustrations

T - uses a thinking routine - What makes you think that Great thinking routine!

T discusses the worksheet she wants the children to complete.

And that the children will share at the end of the lesson what their
predictions are and they will read the story.

Uses thumbs to indicate how well they understood the activity.

Sideways and down to stay behind for another chat. Awesome active reflection!

T - shares with the children that she loved their predictions and
who would like to share their prediction for the T to write into the
modelling book.

T - praises children that introduced other characters that we don’t

see in the illustration.

T reads the big book to the class. Lots of think alouds and
promoting of detail.

T - What can we do next time to make our predictions more Great promotion of further learning!
accurate?
C - think about other characters
T - and settings.

Observer Comment

What a beautiful lesson Jodel! It was very calm, precise, well thought out and it flowed wonderfully.
Throughout the lesson you promoted further learning by drawing the children’s attention to
different details and pushed their thinking by promoting further thought into different characters
and settings. You shared the learning intention and the children were able to use their prior
experiences to contribute to the success criteria. I noticed you didn’t call it specifically a ‘success
criteria’ but the children were able to own it and be able to talk about it, showing that they had
clarity in what was to be taught. I loved that you used active reflection with the children to indicate
how they were feeling about the task. Well done Jodel! I love your modelling book layout.

Further development:
- Active reflection - after the lesson discuss questions such as;
- What did you find tricky?
- What do you need help with?
- What were you successful with and why?
 - Why are you learning it?
- How will you know you have learnt it?

Parts of predicting:
- Predict the problem
- Predict the solution
- Read half and predict the ending

Recording the success criteria for the children to use in order to self assess their predictions.

Teacher Reflection