LESSON FEEDBACK: 2nd observation

Name of Pre-Service Teacher: Nathan Fitzpatrick Date: 6 June, 2023

Curriculum Learning Area: Math Year level: 5/6

Unit Title:
Lesson/ Learning Focus: Cartesian planes
Preparation: (Lesson plan provided, used appropriate resources, was well organised, learning outcomes were made visible to students, suitable
adjustments provided for varied learning abilities, use of technology, flexibility etc.)

Success criteria needs to be accessible to students – not sure if displaying 8 points is the most effective way? Focus on the most important one for
that lesson?

Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding provided, effective use of questioning, clear
explanations, resources accessible for all learners, friendly, relaxed, good pace, built in thinking skills, reflection and consolidation etc.)

How can you use the EWB most effectively for student learning? Suggest 8 small dot points isn’t the best use of this resource!

Content Knowledge:

Good - students enjoy the plotting to create a picture! Good idea J

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

I wasn’t there for the introduction, but I wonder if students were clear on exactly what had to be achieved in this lesson – while you were walking
around and in the other room etc, many students were off task and chatting. This could mean there was no sense of urgency or clarity about what
had to be completed, so they didn’t feel the need to apply themselves. Or, there was confusion.. What about a task summary on the board, too –
along with the most important learning intention? Like we talked about last time, being clear about expectations means that students know what
you expect, and also importantly, what will happen if it isn’t completed.

What about extension / remediation for students who need more support? Was there different options in terms of task sheets?

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

What were your behavioural expectations for this lesson? Did you discuss this prior? When students aren’t focused on the task their behaviour will
often be distracting / off task.

I know you started the lesson early, so I am wondering how long you plan it to go for… I have been here for 20 minutes and many students are not
not being that productive. If you started the lesson early, then you could consider finishing early / regrouping to share / moving to another activity.
Longer lessons don’t mean better or productive!

In my view, their behaviour wasn’t actually that bad, but it was off task – I think providing more structure in your instruction would help with
behaviour management, too. If they know what they have to do, and what will happen if they don’t, then they are more likely to remain engaged.

What are the consequences for students who waste time the whole lesson, does anything happen?

I would also ask less questions during your ‘behaviour talk’ This opens up more discussion. ‘I think you need to stop that’ is not likely to be
successful feedback – I would aim for clear instructions alongside clear consequences, as discussed last lesson.

General Comments and focus for next lesson:

Well done, I know this was a tricky day with swimming etc.. Great experience to consider for future – on tricky days like these, what strategies can you
employ to encourage positive student choices and minimize your own frustration?

Feedback given by: Ellen Avery Date: 6 June, 2023