Student Name: David Culloty

ID: G00380167

Subject: Wood Technology Topic(s): Paper Towel Holder

Pupil Year Group: Second year No. of Pupils: 22
Lesson Number: 11 Length of lesson: 80 mins
Date: 15 /11/23 Time of Lesson: 12.00 pm

1. PREVIOUS KNOWLEDGE, SKILLS & AND OSERVATIONS

Previous Knowledge

• Students have completed projects.

• Organizing at managing time.

Previous Skills

• Marking out and measuring.

• Sawing and chiseling.
• Sanding, surface preparation and finishing.
• Assembly.
• Have used machines.

Teacher Observation (previous lesson)

Students have marked out and cut the pins, tails and tenons. They have also marked out the
mortices.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.

• Making the Paper Towel Holder will allow the students to learn about and become NL
more confident marking out, measuring, sawing, using a chisel, sanding, finishing
and assembly.
 • These skills must be learned to complete their final third year Junior Certificate RL
project.
• I will use observation, questioning and self-assessment strategies. RL

*KEY: RL=Reinforced Learning, NL=New Learning

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

1.1 explore key elements required for the completion of tasks

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Self-assessment –
o Demonstrate how to process the observation. Accurately carry out
mortise and assemble the mortice Teacher assessment the correct steps PM
and tenon element of project. – observation and while processing.
questioning.

1.1 explore key elements required for the completion of tasks

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Self-assessment – The students will use
o Demonstrate the process involved observation. the sandpaper PM
in sanding the wood. Teacher assessment correctly to give the
– observation and project a smooth
questioning. surface
1.10 apply recognised health and safety practices in the use of tools, equipment and
materials

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Self-assessment – Students select and
o Apply recognized health and safety observation. use the correct C
practices in the use of tools, Teacher assessment skills/techniques to
equipment, and materials correctly. – observation and complete work
questioning safely.
5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0 - 5 min Routine - Students enter the room MA

in an orderly fashion, they take up
their assigned seats. They sit quietly CL
The teacher informs students that
and wait for the teacher’s
they will be continuing the paper GI
instruction.
towel holder.
Students realize that they will be
continuing with paper towel holder.

LESSON SEQUENCE (MIDDLE)

The teacher informs students that

they can collect their wood and
5 - 10 min working drawing for the paper
towel holder.
Recap on previous lesson
• Marked out tenon
• Processed tenon
The students collect their wood and
working drawing and return to their
assigned seats.
MA
Students listen, and answer CL
teachers’ questions and get
GI
involved in the discussion

New learning - Processing of O

10 - 18 min mortice by hand.
CL
Students are watching the
The teacher emphasized that the demonstration and get involved…. MA
chiseling needs to be accurate
otherwise the joint will not go GI
together.

Key questions: (LO and HO)

1. What is the function of

masking tape.
2. What depth is the mortice.
O
Could it more or less, Explain.
3. Why do you hold the chisel CL
vertically.
4. Explain why it is driven sharply. The students will answer… MA
5. Explain why you work.
backwards in short stages. GI
 6. Why stop 2mm from end of
piece.
7. Explain why the grinding angle
of the chisel should be towards
the center.
O
18 – 25 min New learning - Processing of Students are watching the CL
mortice by machine. demonstration and get involved….
MA
Key questions: (LO and HO)
GI
1. How many students are at the
machine at a time. Why?
2. Explain why eye protection
must be worn.
3. Explain why you never start the
O
mortiser with the drill bit chisel
The students will answer…
pressed against the workpiece. CL
4. Explain why the machine is
stopped before removing scrap MA
pieces of wood from the
machine? GI
5. Why are hands kept clear of
moving parts?
6. Explain why the workpiece is
securely held.
7. What if the workpiece was not
securely held?

25 – 45 mins Students are doing…….

The teacher walks around the room CL
observing and monitoring students Students return to benches and
actively proceed to process the MA
working and reinforces and
emphasizes good health and safety mortices.
GI
practice.

The students will apply the correct

health and safety rules and skills in
the use of the tools, equipment, and
materials.

Students complete the mortices.

Positive comment – well done.

45 – 50 mins
Reinforced learning - sanding

The teacher informs the students

Students are watching the
that he will be demonstrating the
demonstration and get involved….
process involved in preparing
(sanding) wood.
 Key questions: (LO and HO)

1. Explain why the wood is

securely held in the vice.
2. Explain why you sand in the
direction of the grain?
3. What if you don’t sand in the
direction of the grain?
4. Explain for end grain why you O
run your fingers along the
grain. The students will answer… CL
5. Why do you remove sawdust
MA
from the surface of wood with
a brush? GI
6. What did you learn about
sanding.

Students are doing…….

50 – 65 mins
The teacher informs the students
that he will place the sanding Students return to benches and
blocks and sandpaper on the top actively proceed to process and
sand project. CL
bench for the students to collect.
MA
The teacher walks around the room GI
The students will apply the correct
observing and monitoring students
health and safety rules and skills in
working and reinforces and
the use of the tools, equipment, and
emphasizes good health and safety
materials.
practice.
Students complete the processing
and sanding.
Positive comment – well done.

Recap
65 – 73 mins The teacher recaps on the lesson
by reinforcing the learning CL
Students listen to recap, and
intentions and has a question and MA
answer teachers’ questions and get
answering session.
involved in the discussion
GI
The teacher encourages students to
get involved in the discussion.
The teacher will ask the quieter
students questions.
O
1. Process mortise. The students will answer…
2. Sand the wood. CL
3. Complete work safely.
MA
 The teacher will have a positive GI
comment. Well done class, looking
forward to next class… Thanks sir…………

CLOSURE (END)

73 - 80 min Teacher signposts the next lesson

by informing students they will be
continuing with the paper towel
holder. Students are doing…….

Tidy up - quick and snappy. Students tidy up. MA

The teacher informs students to Students make sure their name is CL

start tidying up. on piece.
GI
The teacher reminds students to Students finish tidying up.
put their name on piece.

Students exit class in an orderly

Positive comment - great clean up. fashion.

The teacher organizes an orderly

exit from classroom.

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability, CL=
Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion.

Key teaching strategies for my AR dissertation

I have introduced a small project that will promote layers of sustainable activities in the classroom in
various ways each week over four to five lessons with this second year class. My key teaching
strategies are …
Material
• Upcycling with off cuts from waste.
• 44% of project material has been upcycled.
• Careful planning and cutting were completed before giving out wood.
• Waste minimized while marking out project with students.

Design
• The project is small (300mm x 150mm).
• Creative design that is quick to make, saving energy, time, and resources.

Hand tools
 • 90 % of the project is completed with hand tools, which develops better skills.

Carbon footprint - one machine only

• One mortice will be removed by hand and one mortice will be removed with a mortice
machine. The teacher will emphasize how the teacher and student are working together
to reduce the carbon footprint of the classroom.

Sandpaper box
• The sandpaper can be used again in the next class; students return sandpaper to the box.

6. LIST OF TEACHING RESOURCES

Outline opening, learning and closure activities

Paper towel holder model

Paper towel holder PowerPoint

Paper towel holder working drawing

SCHOOL PLACEMENT EVALUATION REPORT (2023-2024):

School Visits OR Live Streamed Assessments

Module: SP3 Repeat / SP4 (please highlight)

Programme BSc (Hons) in Education (Design, Graphics and Construction)

Tutor’s Name: Enda Byrt

Student’s Name: David Culloty

School: Scoil Phobail Sliabh Luachra. Rathmore

Observation Type In-person visit / Live-streamed / Professional Dialogical Review (please highlight)

Reviewed lesson: NO. PUPILS: 18(5 girls) SUBJECT: Wood Tech Topic: Paper Towel Holder

Date: 15/11/23
 REVIEWED LESSON(S): FEEDBACK ON CORE SKILLS (please tick or highlight)

Core Skills (as evidenced by the type of observation) Poor Fair Good Very Excellent
Good

Preparation & Planning: Knows pupils’ names; seating plan; SP files are fully X
up to date, detailed lesson plan, variety of professional original lesson resources
that are source referenced (author’s name).

Lesson Structure: 1. Set induction (orderly start, recap, learning intentions & X
plan for the lesson), 2. A planned series of new active learning activities & 3.
Closure (reinforcement of learning, active recap, homework, tidy, orderly exit).

Teacher Presence & Communication Skills: Respectful command of the X

learning; demonstrates competence and confidence, clearly breaks down the
new learning, reinforces learning throughout the lesson, clear instructions and
explanations; examples.

Classroom Management: Clear rules & routines, clear instructions, orderly X

transitions, positive working climate, applies code of behaviour.

Numeracy, Literacy, Oracy & Graphicacy: plans for N, L, O & G strategies X

which are visibly and explicitly promoted in ALL lessons.

Active Teaching Strategies: Uses a variety of active teaching strategies for X

recaps and new learning – introduces new strategies weekly.

Differentiated Learning – Planning for difference. Mixed Ability, GLD (General ?

Learning Difficulties), SEN (Special Education Needs)- research signs and
symptoms & strategies for the classroom.

Universal Design for Learning - UDL-friendly resources, selected UDL X

strategies and reflection on effectiveness.

Inclusion - Gender & Intercultural Inclusion observations and strategies. X

Technical Competence: Best practice skills demonstrated and promoted; no X

subject-specialist errors; design-led teaching & learning.

Assessment Strategies: Assessment FOR Learning- monitoring/formative X

feedback/exit cards/self & peer assessment rubrics; Assessment OF Learning-
summative grading/class exams & exam paper questions /criterion-based
assessment, etc.

Creativity & Innovation: Skilled use of various educational technologies; X

creative and innovative approaches to teaching and assessment.

Health & Safety: Posters; Reinforcing practical classroom safety; COVID X

procedures aligned with school policy.
Reflective Practice- lessons: End-of-lesson appraisals, for each lesson,
bringing reflections into the next lesson plan (in the prior observations and
rationale boxes);

Reflective Practice- weekly: weekly critical reflections show dialogue with X

teachers/tutors and literature research. Demonstrating UDL, i.e., exploring a
variety of reflection modalities: guiding questions, podcast, video, dialogical
reflection with peers, etc. Progressively more experimental from years 2 to 4,
and creative approaches distinguish year 4.

e-Portfolio: Linked to the Master Excel and showcasing best weekly X

examples of SP4 work; professional, aesthetics excellent, variety,
innovation: grids, lessons, resources, activities, reflections. Appropriate
school consent, where required.

SP4 ONLY: Action Research Project. Achieved appropriate school X

consents; 3 data gathering processes-rigour and ethics; reflection on the
challenges and benefits of AR in teaching; understanding of the ‘teacher-
as-researcher'; a link in the folder to the data gathered- as evidence.

EVIDENCE OF GOOD PRACTICE BASED ON SELECTED CORE SKILLS HEADINGS (ABOVE)

(ATU SP Tutors add headings of their choice: 3-5 ideally)

Professional in appearance and approach. You are the standard bearer as far as I am concerned of how
student teacher should present:3rdyr standard upheld. Treoiraithe were most positive in their
comments and appraisal of your teaching, preparation and willingness to integrate into the of the life
school.

Preparation and detailed attention to all documentation. Lesson plans are well constructed and include
questions (L and H order to direct student activity). Active learning is the foundation of the lessons.
There is also a very clear emphasis on accuracy and respect for the materials. Timing and transitions
were excellent.

Demonstrations were very good with plenty of student involvement and challenging questioning. The
AR theme of sustainability was nicely integrated in the lesson.

GUIDELINES FOR IMPROVEMENT

(ATU SP Tutors add headings of their choice: 3-5 ideally)
 Literacy and Numeracy. You can add greatly to the lesson by having an integrated approach to L&N as well as
oracy: not just a word wall. Be innovative. We examined the need to take a break in an 80 minute class. Here
might be an opportunity for L, N and Oracy. (but dot confine it to this time).

You might consider the bench seating arrangements. Is it necessary for all the girls to sit together?
When you are using Cooperative Learning structures you will create different partnerships as the year
goes on.

We examined the core value of design in the curriculum. This is an area where you can show innovation and
creativity. Projects are too often simply presented as a working drawing with the concept of “design” included
with some minor addition at the end. Instead of this the alternatives of design can be explored. If this approach is
central to your teaching, then come JC design project students will be well prepared and I imagine will find
additional enjoyment in the subject.

We discussed the notion of looking for cross curricular opportunities in the projects being completed. This helps
promote the place of the practical subjects in the school curriculum and allows you to integrate in a professional
manner with teachers in other disciplines.

ASSESSMENT: FORMATIVE & SUMMATIVE

(For the attention of ALL - please read carefully)

1. FORMATIVE FEEDBACK: The school placement evaluation is formative and intended for your
improvement during SP. It will also form the basis of SP Tutor Reviews, post-lesson. Student teachers
must take detailed notes during the post lesson review and implement suggestions.
2. SP ASSESSMENT REPORT: Tutors to upload the SP Assessment report to the student’s One Drive
reports folder, within three working days, and are to email the students, informing them that the
report is uploaded, and asking them to hyperlink to the Excel administration page.
3. SUMMATIVE GRADE: For equity, ALL students will be summatively graded by SP tutors AFTER
placement, in the same manner, with a particular focus on: 1) SP PLANNING FILES, 2) CLASSROOM
DELIVERY, 3) REFLECTIONS, & 4) POST-LESSON ASSESSMENT REPORTS, by tutors.
4. GENERAL PERFORMANCE INDICATOTOR. Following the SP lesson assessment, a general indicator of
performance is provided, to be seen as a tentative guide only:
5.

Potential FAIL Potential PASS Potential HONS Potential HIGHER HONS

(SP TUTOR ONLY - HIGHLIGHT)

*NOTE: The above indicator of performance may be revised. This is merely an initial impression of
performance. In line with reflective practice, supervisors are subsequently required to reflect more deeply
upon the experience, analyse its components more thoroughly, and dialogue with other supervisors before
coming to a final assessment, which may or may not differ from the original.
WISHING YOU THE VERY BEST ON SCHOOL PLACEMENT!