l.

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Eduetlo.
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,^ffi- Lesson Observation - Challenging Learning Goals

This observation relates to Standard 3 of the Australian Professional Standards for Teachers
Teacher: kol\ L.r?rl _Date: n/tt/:d Lesson: I vtltzatt ,+.-l
Learning Goalsl Frequency Notes

I C^n Svocc,ss?ttJ q^a,l.,,b<- 4n o"*,-.ck lt/,

Objectives
. Learning lntentions/
WALT
{ E,^;a,* g-.1,tTh *o4t*' *c.^,h'5y^+L
n
. Success
- G**d* rc-( e:x**
/ uro-t<a.A
Sar--ptaa

Furpose
. TtB )t
+ b**zid*t '(p,L.^+ ds tQ- fay*.z of an".t7l 15?

Student friendly langu^g" / o6o*6t,1 fc*r;s+iof rr..,Ji^.cl / Ctc,^a

Content language used r/
-S+ill t;{e f ^i
Content language - le.rl^^, * b-sirl*r V'5' Gsli'* lg<
explained ^;tee+ec/r
56
uh-t d{ert hquou: ?,:x,P:rcL q,,2'1
I
.?-1

Goals
a Teacher oenerated
lcyd4olirrt) ' fcc*ll
Teacher/student * Cp-sir)-r +cr^J,-r / 5*-clc^* . Ana5c,s
negotiated a<1o*;.**e-l or
a Student generated , (c{l<-c,liorl
fo.-t-a
Goals
. Whole class / Sra.inolar,^,r - atblo atlss (ob*ll
. Grouffiab * Co.*;dr* Sc-+lt.j /- elaa*7 ^0*7
r lndividual goals flo*l
Vtrb.r,l qalthc- l- 6l<r-{ * C.*sioLv - 94'5ne.l
Goals visible i
/OCa,,* lqta5 O.< p. boc*al o,ali.+ gvorksltaz4
i
'**\ ' 'A.c ok ' -thr'..b t
Check for understanding of
goals { I Vae -p /
'4rt.aar& ebe s*vq;t ? Tc/1, Ac clL^t to tr,L fu;*t' .tln-,-bs r)a,t*
JUU
Goals revisited at different for \
t
,
times through lesson **A
j
l{rr,r}* fer.rl4ilrc ?
,< fi.- loflcelim /,i ,i /r) U
*-l<-t1 t
U
-rhnk
Goals differentiated
o Provide extension I
I en;, / nh;tfg * G*>i&q ktitr
e Re-teach, revise r{,e^nt c bro"J,^Start^,., ql e*-\ o{ r)
. ^J
Cater for individug*
requirements ./ a 5C*/ r^, oLrv+ *LLJ ,( w ALrf Ly /
Goals are
o Specific
i:y o+ LcT issvc.'c , LoA i"^ elc Oll *0
r Measurable ea,-t3 f J-'o\ (e-vlc^-sio.^' )
. Achievable
. Realistic / li*k'-r {o tct^o.t1siS'6k.tl
(*tid^r €-1
. Time limited
vi5 . {t-i*te, {o-*it<-.
Lesson observation - challenging learning goals /e--5joLa ffiffi
@Department of Education 2018
Reviewed Jan 2019
y'cr-tb'rk lXtouc 4ro,'ol s olf ,.f
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r.fier Dop€rtmt o,
Ed{cril{on 'l
ffii* Lesson observation - Classroom Management Strategies

This observation relates to Standard 4 of the Australian Professional Standards for Teachers
feacher: *ts*tA Date -tJrilZl Lesson: I Visvo.l r4r*
Low Kev Skills Freouencv/Notes Low Kev Skills Freouencv/Notes

Social Winning over

Winning Over
a smile
a oreet at the door
a ir" nrr""
a humour/enthusiasm
a personal interest
a politeness
Academic Winning Over
r Marking work in a timely
way
o Explicitly noting studenl
academic progress
r Providing specific feedback "
. Modelling social
t expectations
o lnitiating, maintaining and 7
/ enhancing positive ,/
cohesion
Personal Winning Over
r Notices when they are
away.
r Remembering specific
information about them.
[ - &A]< C,l'4,'-kS r Advocating for them in
,/ times of conflict
ti . Providing praise and /
encouraqement J

Signal to Begin Teacher Movement i.)pr i

1.
2.
Signal or cue for attention
Active pause
| ' Va*l
fl-Xs
o*o9, I
lo c)<tk ,{
'.ii
3. Active scan -*
4. MinimalVerbal/Non- d^-4- ,-,ra u<,'
Verbal/LKS I
5. Thank you
Transition (Trans)
1. $ignal to Begin
4tynen (to move) kI
Ir
a4. .r(rVnat 1to Oo1
Who (willmove) I
*
&- e o.
Check for Understanding
Give the signal to movg
Monitor movement / j I
I -t-
I

7.
8. Specific positive feedback
(,. -Jr" - -l
I
a
a

Proximity ,/
Active Scan r/
^/
Ir ll i
t
Respond to Appropriate
"v
rr
Behaviour
' Type of Response
X !+
Private Dialogue It
RESPONDINC i STRATEGIES STRATEGIES TO DEAL WITH ESCALATING BEHAVIOUR
Non-verbal Focus on misbehaviour
Minimal verbal Square off
Model Appropriate Behaviour ri Choices
Deal with the Problem Choices - follow through
Private Dialogue ? Use of school/class behaviour
Planned lgnore
- ?\r,.^.".rxrt system
Come on Back 'o^- General
Classlschool expectations
evident
(vsialcrfL' ol<az/1 74>'-
'Exoectations refened to
?assischool incentive system
(SS ia {L kot^eilion sVm<.*l .
Evident
lncentive svstem used

(o*siol* 6lol<.c1 {t o(t:-" <}"'t'^ 7**io o{ 7v-oh'o-"S

(,^, dv' ou'-1 {^^^^

;
^6c;1 sf;:'ti *T;t: ."'l/tt
Lesson obseryation Classroom Management Strategies
o,^5 L @-o-r
@Department of Education 2018
Reviewed Jan 2019
-7 1y(,
o{ {*( ,
 lli*r .I
ffi
"ffi,fi-
Daparlrent o,
Educt$on

Lesson observation - time on task

This observation relates to Standard 4 of the Australian Professional Standards for Teachers

O{e: rqft'l ,,Teacher: vt$rtA Lesson: E Visva,.. /l'r h

I tme Tally or key (cotour) r/ Task 1e.g. partner work) Fraction %

+r) J UJ
\J Q ...

N. *,, / Drllt'ae- Ana lq.tt S 8b - n5 o/o

7'oo ,/ ottlr'nr orn^(rtiS 7o t/.
;,/,r. df'td ,/ An t ris/extls,'r-, 6o - A6"/"
L 7'Zo
1.9o
/
/
hrl/rri, /cxfonsist
il-!- /'lntchts
,
ou^
)o/ f7,
+6
() L/ i'D
/

Total
Students reeeive a tick at a pre-determined interval (Eg: 2 or 5 minutes) if on tasUengaged
in leaming.
Glassroom Layout

c*xi{o$o**g
q.L';;
* q,L"
4 &\,1
D Qa,m

'.
q.z,

s'Yo il
c,
$'r,: 7'tp a
q
*-!
tD ,t.n
{** * .qD "19',

Key:
E Student present
Lesson observation * time on task
@Department of Education 2018 Gr_o-
Reviewed Aug 2019