LESSON FEEDBACK FRAMEWORK

For Mentors, Coordinators or University Liaisons

Name of Pre-Service Teacher Name of Reviewer

CASSIE BRIAN Trish Newport

Learning Area Year level

New Arrivals program – Intensive English Adults
Unit Title: Lesson Focus: Text-based English
proficiency learning (Text: Sadako and the
Thousand Paper Planes)
Preparation: (Lesson outline provided to reviewer, resources, organisation, learning outcomes were visible to
students, suitable adjustments provided for varied learning abilities, use of technology, had a plan b if necessary etc. )

Cassie’s lesson plan and a supporting power point presentation (PPP) were emailed by the
agreed time (forty-eight hours before the lesson). The PPP demonstrated Cassie’s ability to
develop effective resources for this group of students. The screen was visible to all students and
diagrams and photos were clear with effective use of colour.

The presentation effectively used both words and emojis to indicate feelings and emotions.

The lesson plan was well-structured and sequenced appropriately for this group of students, with
a mix of instruction, class discussion and small group work.

The lesson plan and PPP demonstrated Cassie’ strong understanding of the students’
backgrounds, learning needs and the methodologies that would lead to positive learning
outcomes.

Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding, effective use of
questioning, gave clear explanations, resources accessible for all learners, etc.)

Cassie’s presentation demonstrated a strong understanding of successful communication with

this class. Her tone was friendly and relaxed and her interactions with students were always
respectful, positive and suitably empathetic when required. Cassie managed the marking of the
roll and late arrivals to class discreetly without disrupting the flow of the lesson.
Cassie’s methodologies fostered student participation and engagement and reflected a
supportive learning environment. Her “Acknowledgement of Country” was well-considered and
presented, supporting respect for Indigenous nations’ culture and language; reinforcing
understanding that all cultures and languages are to be valued.

Content Knowledge:

Cassie demonstrated strong content knowledge of the Australian Curriculum: Cross-curriculum

priority - Aboriginal and Torres Strait Islander Histories and Cultures and the ability to include this
in her lesson planning and delivery. She also demonstrated strong knowledge and
understanding of the New Arrivals Program delivered at Thebarton Senior College and effective
methodologies to support the program. She was aware of students’ proficiency levels, in
accordance with the Education Department’s LEAP levels as indicated on the lesson plan.

Managing student learning: (addressed prior knowledge, assessed for misconceptions, provided constructive,
timely feedback, used suitable teaching strategies and methods, set learning to appropriate level of challenge, offered
timely support, reinforced growth mindset etc.)

In discussion after the lesson, Cassie was able to further articulate her understanding of the
learning needs and outcomes for this group of students to achieve proficiency in the English
language. Cassie utilised a range of activities and methodologies throughout the 100 minute
lesson, giving visual demonstrations to explain the meaning of words, encouraging class
participation and asking for examples of words from students’ own language backgrounds. The
Conversation cards and small group work where students practised English conversation with
their peers were particularly effective, encouraging social interaction, keeping students engaged
and on task.

Cassie was positive and encouraging when individual students’ engagement levels were flagging
over the course of this 100 minute lesson.

Managing student wellbeing and behaviour (demonstrated fair and consistent practices, applied common
sense, used prompt corrective feedback, noticed appropriate/inappropriate behaviours, remained calm, provided clear
behavioural expectations, showed empathy etc.)

Cassie was always fair and consistent in her approach, being mindful of individual students’
issues and circumstances and managing discussions sensitively and always in a safe,
supportive way. Any classroom issues were dealt with quietly and efficiently without drawing the
attention of the whole class or disrupting the flow of the lesson.

Cassie also used the set text to identify concepts (e.g hope) and resilience-building strategies for
the students whilst also keeping the focus on the building of English proficiency.

General Comments and focus for next lesson:

Cassie developed a lesson plan and supporting PPP that were highly relevant and
accessible for this group of students. She was calm and confident in her approach,
dealing with the content matter in a highly skilled and sensitive manner. Students
obviously felt comfortable and appreciative of her approach, valuing her willingness to
“act” words and their meanings in front of the class. This also had the effect of injecting
fun into the lesson. I’m sure Cassie’s openness and her ability to take risks supported
students’ own willingness to contribute to class learning.

Focus and/or consideration for next lesson:

 Further strategies to encourage student participation and energy levels

throughout the lesson

 An in-class break for students to, for example, stand, access amenities, move
around the class, engage in informal discussion with their peers in line with the
College’s practices and procedures.

Feedback given by: Date:

Trish Newport 31 May 2022
Flinders’ University PST liaison