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Observation

Teacher`s name: Katell Bochard Observer`s

Jacob de Ruiter
name:

Teacher`s email: katell.bochard@student.hu.nl Role of observer: Internship supervisor (HU)

What educational form does the teacher Observer`s email: jacob.deruiter@hu.nl

follow?
part-time

Year: Bachelor year 4 Course unit / Module(s): Studie & werk 4 / Professional Development 4

This observation instrument is intended to provide insight into the pedagogical and didactical skills of trainee teachers and to
facilitate a development-oriented discussion with them. In the background data section, you need to fill in things about the
context and background of the observed teaching. This is followed by seven different domains, each consisting of three to seven
skills when expanded. You should observe and score the skills. Skills that you cannot or do not want to observe can be scored as
`not applicable`. There is space at the bottom for comments and feedback.

You score the skills using the following answer categories:

1 = was not observed, even though the situation called for it
2 = observed to a limited degree
3 = observed to a sufficient degree
4 = extensively observed
n/a = not applicable

Background information

Name of the school? Class name?

Het Heerenlanden 2HVT

What year is the class in? What is the education level of the class?
2 havo/vwo

How many students are there? Which subject is being taught?

11 French

Date lesson visit: Time of observation:

07-02-2024 End of the morning (10-12pm)

1. Safe and supportive learning environment

1.1 The teacher demonstrates involvement View Comments

with the students Examples
1 2 3 4 n/a
Katell knows the students. She
connects with their personal lives.

1.2 The teacher demonstrates respect for the View Comments

students Examples
1 2 3 4 n/a
 1.3 The teacher demonstrates empathy for View Comments
the students Examples
1 2 3 4 n/a

1.4 The teacher promotes social cohesion in View Comments

the classroom Examples
1 2 3 4 n/a

1.5 The teacher creates a relaxed View Comments

atmosphere in the classroom Examples
1 2 3 4 n/a
Katell is very relaxed. The students
come into the class to learn and are
focussed on the lesson.

1.6 The teacher maintains order by View Comments

establishing clear rules and procedures Examples
1 2 3 4 n/a
Katell wants students to raise their
hands when asking questions or
answering. She sticks to that
consistently.

1.7 The teacher effectively handles View Comments

disturbances Examples
1 2 3 4 n/a

2. Effective organisation of education activities

2.1 The teacher ensures that the teaching View Comments

materials are in order Examples
1 2 3 4 n/a
All materials are ready and
prepared.

2.2 The teacher structures the education View Comments

1 2 3 4 n/a Examples

Good build up of the lesson.

2.3 The teacher ensures that learning time is View Comments

used effectively Examples
1 2 3 4 n/a
Make sure you give students some
time to assimilate what is being
learned. Example, give some time
for the expressions. The students got
the descriptions, but perhaps missed
out on the expression.

2.4 The teacher deals with the learning View Comments

objectives formulated for the education Examples
programme
1 2 3 4 n/a Objectives are discussed at the
beginning of the lesson, and the
activities fit the objectives.
 2.5 The teacher checks whether the learning View Comments
objectives have been achieved Examples
1 2 3 4 n/a

3. Effective instruction

3.1 The teacher effectively structures View Comments

instruction Examples
1 2 3 4 n/a
Instructions and explanation are
short. Once the correct answer is
given, Katell stops. Does everyone
understand?

3.2 The teacher activates the students` View Comments

existing knowledge Examples
1 2 3 4 n/a
Same as above.

3.3 The teacher explains the subject matter View Comments

in a clear way Examples
1 2 3 4 n/a
See above.

3.4 The teacher checks whether the students View Comments

understand the subject matter Examples
1 2 3 4 n/a
Make sure you know everyone has
understood/learned.

3.5 The teacher clearly explains the View Comments

educational assignments Examples
1 2 3 4 n/a
Students understand what they have
to do and always start immediately.

3.6 The teacher ensures that all students are View Comments
involved in the lesson Examples
1 2 3 4 n/a
All students do the activities. Do
they also all understand the
explanations?

3.7 The teacher tailors their use of language View Comments

to the students` needs Examples
1 2 3 4 n/a
Lots uf use of French, and in Dutch
when necessary. In this group you
might want to do even more in
French.

4. Activating and stimulating education

4.1 The teacher shows enthusiasm about the View Comments

subject and the subject matter Examples
1 2 3 4 n/a
 4.2 The teacher uses activating teaching View Comments
methods and assignments Examples
1 2 3 4 n/a

4.3 The teacher asks questions that stimulate View Comments

the students to reflect on the subject matter Examples
1 2 3 4 n/a

4.4 The teacher organises interactive View Comments

education Examples
1 2 3 4 n/a

4.5 The teacher makes use of cooperative View Comments

teaching methods Examples
1 2 3 4 n/a
There are several opportunities
during your lesson where students
could have worked together. Takes a
bit more time, but they can learn
from each other. It happens any way
(Willem was explaining something
to the boy next to him when you
wanted to give the next instruction).

4.6 The teacher demonstrates flexibility in View Comments

their educational activities Examples
1 2 3 4 n/a
Katell built in the flexibility in the
plan. The lesson is very structured,
hardly any reason to adapt.

4.7 The teacher encourages the students by View Comments

complimenting their work and behaviour Examples
1 2 3 4 n/a
students get positive reinforcement
for giving correct answers. A bit
more would be nice, also give some
positive feedback on behavior, these
kids are great.

5. Promoting a learning oriented culture: focus on learning and achievements

5.1 The teacher has high and appropriate View Comments

expectations of the students Examples
1 2 3 4 n/a

5.2 The teacher stimulates students to do the View Comments

best they can Examples
1 2 3 4 n/a
Student get opportunity to choose
between havo and vwo level. How
do you motivate them to do the best
they can and not just sit back and go
for easy.

5.3 The teacher promotes an environment in View Comments

which it`s okay to make mistakes Examples
1 2 3 4 n/a
 5.4 The teacher provides insight into the View Comments
students` academic progress Examples
1 2 3 4 n/a

5.5 The teacher provides the students with View Comments

effective feedback Examples
1 2 3 4 n/a

5.6 The teacher links the subject matter to View Comments

the world beyond the classroom (transfer) Examples
1 2 3 4 n/a

6. Differentiation

6.1 The teacher adapts their instruction to View Comments

the differences between students Examples
1 2 3 4 n/a

6.2 The teacher adapts assignments to the View Comments

differences between students Examples
1 2 3 4 n/a
Students have the option to choose
between levels. Most options seem
to be provided by the method.

6.3 The teacher adapts guidance and support View Comments

to individual students` needs Examples
1 2 3 4 n/a

7. Support the development of learning skills

7.1 The teacher gives students control over View Comments

their own learning process Examples
1 2 3 4 n/a

7.2 The teacher encourages students to use View Comments

(cognitive) learning strategies Examples
1 2 3 4 n/a

7.3 The teacher promotes students` View Comments

awareness of their own learning process Examples
(metacognitive knowledge)
1 2 3 4 n/a

7.4 The teacher promotes students ability to View Comments

monitor their own learning process Examples
(metacognitive skills)
1 2 3 4 n/a

7.5 The teacher promotes students` self- View Comments

regulation of their motivation to learn Examples
1 2 3 4 n/a
 7.6 The teacher encourages students` to View Comments
engage in critical thinking Examples
1 2 3 4 n/a

Space for comments during observation:

This is a small group, 11 students. They come in calmly and Katell makes small talk. A student who wants to sit somewhere
else is allowed to do so. It doesn`t cause any problems. The class starts efficiently and the pace is good. Students participate,
even though they are not very enthousiastic about speaking.
After some short practice and explanation, students get some work to do. They can choose which activities and at what level
they want to work.
There is a good amount of French speaking.

Space for development-oriented feedback and advice for the future:

The activity with the expressions was very interesting. You could have added some more to it by asking the students if they
know an English or Dutch expression for the French expressions.

You are in charge all the time. You do a lot of work, even though students get to do activities. How can you make them
responsible for their own learning?

The class visit will NOT be graded if a student:

follows the course Pedagogical practice or Methodological practice in the new curriculum;
in the old curriculum follows the course Study & Work 2A, 3A or 4A.

Is this lesson visit part of the conclusion of the Study & Work module 2B, 3B or 4B? Click “Yes” in the question below and please
enter the rating.

Is an assessment part of this lesson visit to conclude a module (e.g. part of an S&W B-module)?
Yes No

Minimum requirements for bachelor teaching degree

Year 1: no minimum requirements. A lesson observation by the supervisor is not required.
Year 2: a minimum score of 3 or 4 on the skills is required for domains 1 and 2
Year 3: a minimum score of 3 or 4 on skills is required for domains 1, 2, 3 and 4
Year 4: a minimum score of 3 or 4 on the skills is needed in the domains 1, 2, 3, 4 and 5

How does the observer assess the pedagogical-didactic behaviour of the student teacher during the lesson visit?

The observed behaviour is not yet at the required level

The observed behaviour is at the required level

The observed behaviour is above the required level

Save Check and close

Attention! Save your work regularly by clicking the `Save` button! If you don`t save for 60 minutes the form will close
automatically and any unsaved data will be lost.

Observation

Teacher`s name: Katell Bochard Observer`s

Basten Berg
name:

Teacher`s email: katell.bochard@student.hu.nl Role of observer: Internship supervisor (HU)

What educational form does the teacher Observer`s email: basten.berg@hu.nl

follow?
part-time

Year: Bachelor year 4 Course unit / Module(s): Studie & werk 4 / Professional Development 4

This observation instrument is intended to provide insight into the pedagogical and didactical skills of trainee teachers and to
facilitate a development-oriented discussion with them. In the background data section, you need to fill in things about the
context and background of the observed teaching. This is followed by seven different domains, each consisting of three to seven
skills when expanded. You should observe and score the skills. Skills that you cannot or do not want to observe can be scored as
`not applicable`. There is space at the bottom for comments and feedback.

You score the skills using the following answer categories:

1 = was not observed, even though the situation called for it
2 = observed to a limited degree
3 = observed to a sufficient degree
4 = extensively observed
n/a = not applicable

Background information

Name of the school? Class name?

Het Heerenlanden 2hvt

What year is the class in? What is the education level of the class?
2 havo/vwo

How many students are there? Which subject is being taught?

11 French

Date lesson visit: Time of observation:

07-02-2024 End of the morning (10-12pm)

1. Safe and supportive learning environment

1.1 The teacher demonstrates involvement View Comments

with the students Examples
1 2 3 4 n/a

1.2 The teacher demonstrates respect for the View Comments

students Examples
1 2 3 4 n/a

1.3 The teacher demonstrates empathy for View Comments

the students Examples
1 2 3 4 n/a
 1.4 The teacher promotes social cohesion in View Comments
the classroom Examples
1 2 3 4 n/a

1.5 The teacher creates a relaxed View Comments

atmosphere in the classroom Examples
1 2 3 4 n/a

1.6 The teacher maintains order by View Comments

establishing clear rules and procedures Examples
1 2 3 4 n/a

1.7 The teacher effectively handles View Comments

disturbances Examples
1 2 3 4 n/a

2. Effective organisation of education activities

2.1 The teacher ensures that the teaching View Comments

materials are in order Examples
1 2 3 4 n/a

2.2 The teacher structures the education View Comments

1 2 3 4 n/a Examples

2.3 The teacher ensures that learning time is View Comments

used effectively Examples
1 2 3 4 n/a

2.4 The teacher deals with the learning View Comments

objectives formulated for the education Examples
programme
1 2 3 4 n/a

2.5 The teacher checks whether the learning View Comments

objectives have been achieved Examples
1 2 3 4 n/a

3. Effective instruction

3.1 The teacher effectively structures View Comments

instruction Examples
1 2 3 4 n/a

3.2 The teacher activates the students` View Comments

existing knowledge Examples
1 2 3 4 n/a

3.3 The teacher explains the subject matter View Comments

in a clear way Examples
1 2 3 4 n/a
 3.4 The teacher checks whether the students View Comments
understand the subject matter Examples
1 2 3 4 n/a

3.5 The teacher clearly explains the View Comments

educational assignments Examples
1 2 3 4 n/a
Veel werkvormen gaan goed op
basis van gewoonte dat is top houdt
dat zo. Wanneer niet alle leerlingen
direct aan het werk gaan, denk dan
even na of je instructie volledig was
(volledige instructie)

3.6 The teacher ensures that all students are View Comments
involved in the lesson Examples
1 2 3 4 n/a

3.7 The teacher tailors their use of language View Comments

to the students` needs Examples
1 2 3 4 n/a

4. Activating and stimulating education

4.1 The teacher shows enthusiasm about the View Comments

subject and the subject matter Examples
1 2 3 4 n/a

The teacher...
... shows a positive interest in the subject and the field of study
... verbally and non-verbally communicates their pleasure in teaching the subject
... energetically presents the syllabus and learning strategies
... shows a commitment to teaching the subject and the lesson materials
... makes appropriate use of contemporary digital teaching materials, teaching resources and IT

4.2 The teacher uses activating teaching View Comments

methods and assignments Examples
1 2 3 4 n/a
let op de vier voorwaarden van
activerende didactiek: 1) Het moet
het leren en denken van leerlingen
activeren, 2) het moet het leren en
denken van leerlingen zichtbaar
maken. 3) Je moet iets doen met de
opbrengst en 4) in de meeste
gevallen ook de samenwerking
benutten.

The teacher..
... makes appropriate use of contemporary digital teaching materials, teaching resources and IT
... uses varied teaching activities and assignments that allow students to take an active role (e.g. live polls, games,
competitive elements, etc.)
... uses (relatively) open assignments that encourage students to use their creativity, insight, critical faculties and
ability to solve realistic problems (challenging)
... uses material and examples from the news and students’ daily lives to illustrate the subject matter (meaningful)
... uses examples offered by students (during the lesson) to illustrate the subject matter
In the context of online education: the teacher has selected appropriate online tools to activate the students (Padlet,
LessonUp, Socrative, EdPuzzle, chat, etc.)

4.3 The teacher asks questions that stimulate View Comments

the students to reflect on the subject matter Examples
1 2 3 4 n/a
Je doet dit (vermoedelijk) onbewust
al gedurende de hele les. Kijk eens
naar de vijf strategieën van
formatief handelen van Wiliam en
 Leahy om deze vaardigheid bewust
te maken.

4.4 The teacher organises interactive View Comments

education Examples
1 2 3 4 n/a

4.5 The teacher makes use of cooperative View Comments

teaching methods Examples
1 2 3 4 n/a
Je bent hier mee bezig in je les dat is
goed. Kijk eens naar de de vijf
sleutelbegippen voor
samenwerkendleren van Johnson &
Johnson. Dit geeft houvast om je
coöperatieve werkvormen aan te
scherpen.

4.6 The teacher demonstrates flexibility in View Comments

their educational activities Examples
1 2 3 4 n/a

4.7 The teacher encourages the students by View Comments

complimenting their work and behaviour Examples
1 2 3 4 n/a

5. Promoting a learning oriented culture: focus on learning and achievements

5.1 The teacher has high and appropriate View Comments

expectations of the students Examples
1 2 3 4 n/a

5.2 The teacher stimulates students to do the View Comments

best they can Examples
1 2 3 4 n/a

5.3 The teacher promotes an environment in View Comments

which it`s okay to make mistakes Examples
1 2 3 4 n/a

5.4 The teacher provides insight into the View Comments

students` academic progress Examples
1 2 3 4 n/a

5.5 The teacher provides the students with View Comments

effective feedback Examples
1 2 3 4 n/a

5.6 The teacher links the subject matter to View Comments

the world beyond the classroom (transfer) Examples
1 2 3 4 n/a

6. Differentiation

6.1 The teacher adapts their instruction to View Comments

the differences between students Examples
1 2 3 4 n/a
 6.2 The teacher adapts assignments to the View Comments
differences between students Examples
1 2 3 4 n/a

6.3 The teacher adapts guidance and support View Comments

to individual students` needs Examples
1 2 3 4 n/a

7. Support the development of learning skills

7.1 The teacher gives students control over View Comments

their own learning process Examples
1 2 3 4 n/a

7.2 The teacher encourages students to use View Comments

(cognitive) learning strategies Examples
1 2 3 4 n/a

7.3 The teacher promotes students` View Comments

awareness of their own learning process Examples
(metacognitive knowledge)
1 2 3 4 n/a

7.4 The teacher promotes students ability to View Comments

monitor their own learning process Examples
(metacognitive skills)
1 2 3 4 n/a

7.5 The teacher promotes students` self- View Comments

regulation of their motivation to learn Examples
1 2 3 4 n/a

7.6 The teacher encourages students` to View Comments

engage in critical thinking Examples
1 2 3 4 n/a

Space for comments during observation:

Space for development-oriented feedback and advice for the future:

Je leeromgeving en klassenmanagement is goed op orde. Leerlingen reageren op jouw en jij op hen wanneer dat nodig is. Dit
heb je strak geregeld. Je instructie is effectief en ook de activiteiten die je onderneemt lijden er toe dat leerlingen aan de
leerdoelen werken. Je bent begonnen met activerende didactiek, samenwerkend leren en formatief handelen.

Leerdoelen zijn voor jouw voorbereiding, de les sluit hier goed op aan. In de les zijn leerdoelen ook voor de leerlingen om focus
aan te brengen in hun leren. Weten al jouw leerlingen de doelen van de les? Weten ze wat ze moeten kennen/kunnen aan het
einde van de les?

Verdiep je eens in de voorwaarden van activerende didactiek, samenwerkend leren formatief handelen en het onderwerp
individuele aansprakelijkheid.

Over volledige instructie, activerende didactiek en individuele aansprakelijkheid is een kennisclip te vinden (mocht je ze niet
vinden mail me dan even). Individuele aansprakelijkheid wordt behandeld vinden je in de kennisclip over de vijf strategieën van
formatief handelen van Wiliam en Leahy.

Voor schaal 7 support en development of learning skills kun je denken aan thema`s zoals metacognitie zelfregulatie en een hele
taak benadering zoas het 4C/ID model van Merriënboer en Kirschner of het hele taak eerst model van Fred Jansen.

The class visit will NOT be graded if a student:

 follows the course Pedagogical practice or Methodological practice in the new curriculum;
in the old curriculum follows the course Study & Work 2A, 3A or 4A.

Is this lesson visit part of the conclusion of the Study & Work module 2B, 3B or 4B? Click “Yes” in the question below and please
enter the rating.

Is an assessment part of this lesson visit to conclude a module (e.g. part of an S&W B-module)?
Yes No

Minimum requirements for bachelor teaching degree

Year 1: no minimum requirements. A lesson observation by the supervisor is not required.
Year 2: a minimum score of 3 or 4 on the skills is required for domains 1 and 2
Year 3: a minimum score of 3 or 4 on skills is required for domains 1, 2, 3 and 4
Year 4: a minimum score of 3 or 4 on the skills is needed in the domains 1, 2, 3, 4 and 5

How does the observer assess the pedagogical-didactic behaviour of the student teacher during the lesson visit?

The observed behaviour is not yet at the required level

The observed behaviour is at the required level

The observed behaviour is above the required level

Save Check and close