Ready for Observation? Hints and Tips
for Tutors
1
Are all your students learning?
2
Do you know what their needs and specific goals are and are
you adapting your teaching to include that information?
3.
Are you stretching and challenging all your learners –
including the more confident ones.
3
Can you evidence their continued learning?
4.
Can they explain what they have achieved and what they
need to do to improve?
What will an observer expect to see when they observe a class?
1. Classroom management





Students arriving on time ready to learn
Late students acknowledged and, if appropriate, challenged in an adult way.
Tutor well prepared with room and equipment ready.
Register taken and complete for all sessions.
A pleasant atmosphere conducive to learning with tutor talking and greeting
students by name. Good group dynamic.
2. Managing the learning process


Clear lesson start; lesson outcomes shared with learners.
A re-cap on previous sessions involving students (questions and answers, quick quiz,
etc). Checking out gaps in learning.
Teaching and Learning, City Lit, Nov 2014 (adapted from WEA)
1









Range of different and lively teaching activities for the session to meet different
learning styles.
Use of well planned and purposeful group activities. Students briefed well and
learning summarised (Small group work, class discussion, working in pairs, peer and
self assessment activities, project work etc)
Use of regular, well planned questioning, both open and closed, to encourage and
check learning. Use of ‘wait time’.
Good quality resources and learning materials, that are concise and accessible to all
learners. (plain, non colloquial English, images, layout)
Use of new technology to enhance learning. (uncrowded powerpoints, video, digital
photography, referrals to online sources, Moodle etc)
Opportunities taken to support functional skills (English, Maths and IT) (eg
glossaries, modelling, tips on presentations, encouragement to take notes, promoting
use of IT)
Valuing of diversity fully embedded in the learning experience (in course content,
materials etc)
Where relevant, effective use of support workers or volunteers to enhance learning.
End of session review and reflection on learning; work required before next session,
and topic for next session.
3. Meeting individual student’s needs
Evidence that you
 Identify individual learner’s starting points, levels and motivations, through initial
assessment.
 use the information gained to adapt your course to meet this particular group’s
needs and goals. This is clear in your Scheme of Work and Session Plans (eg hand
written adjustments), Group Profile, IRLs/ILPs etc.
 expect high standards of students and this is evidenced in their work.
 plan extension exercises for more advanced/confident learners showing sufficient
stretch and challenge
 scaffold learning for less experienced learners or those with particular needs (eg
additional homework, differentiated tasks, additional resources, pairing with
confident student etc) while still providing challenge.
 Make reasonable adjustments to meet the learning needs of learners with
disabilities or learning difficulties.
4.
Effective formative (developmental) assessment
Evidence that you
 display clear learning outcomes for the session and review these with the learners.
 check student learning throughout the session and in varied ways.
 ensure all students are engaged and participating (group work, paired work with
feedback etc….).
 provide opportunities for peer and self assessment.
Teaching and Learning, City Lit, Nov 2014 (adapted from WEA)
2


give detailed, frequent and accurate feedback, and specific guidance on how to
improve. Students can explain this.
keep records of individual progress; students self assess and set new targets at least
once during the course.
5. Care, guidance and support
Evidence that you
 give care and support in their broadest forms, both in and between learning sessions
– including timely referral.
 induct learners to the course (do students know what to expect from the course? Do
they know what is available in the building?)
 link learning where possible with progression, employment and/or other uses
outside the class (eg health), and with students’ own learning goals.
 make referrals for additional support - where appropriate.
 give advice on progression routes inside and outside City Lit
6.
Achievement
 Evidence that learners regularly review their achievements against learning
outcomes during and at the end of the course (eg end of session review, ILP review
of targets, review of learning and goals through Individual Records of Learning).
 High standards of work that are at, or above, that expected for this level.
7.
Accredited courses
Evidence that
 initial assessment includes English and/or Maths skills (recorded as appropriate)
 initial/diagnostic assessment has an impact on planning
 detailed ILPs set SMART targets for learners which are regularly reviewed
 content of lessons relates to students’ personalised targets
 course files demonstrate that student progress is assessed, monitored and tracked.
 written assignments are marked and returned swiftly, with specific strengths
identified and clear actions for improvement.
What will observers expect you to have available?



Tutor Course File well organised and up to date – group profile, scheme of work, all
session plans complete and up to date
Register.
Examples of students work – in portfolios, displays, recording documents, photos
etc… Some with your comments (or you are able to comment).
Teaching and Learning, City Lit, Nov 2014 (adapted from WEA)
3
Observers may chat to your students. There is a major focus on how well learners
are learning so they may ask your students questions such as:





Did the tutor ask you about previous learning or your long term aims?
How are you progressing towards achieving the learning outcomes?
What feedback do you get from your tutor?
What are you working on now? What is your next step?
What have you gained so from coming on the course?
 How has the course helped you towards achieving your long term goals
What may an observer ask you?
 How do you find and record student starting points?
 How did initial assessment impact on your planning?
 How do you ensure learning outcomes are sufficiently challenging for all your
students?
 How do you cater for the different needs of individual students?
 How do you take account of equality and diversity?
 How do you know and record that students are making progress?
 How do you feedback to students about their progress?
 What opportunities do students have to review their progress and specific learning
goals during the course?
 How do you provide information and advice to students on progression to other
courses?
 What opportunities are there for progression?
 What CPD (continuous professional development) have you engaged in recently?
 What support do you get?
 How useful was you’re your last observation? Did you put into practice any actions?
How can students help?
 Arrive in good time. (or give message to tutor/dept about late arrival)
 Participate normally.
 Bring in any course files, work products etc…
Remember
Observers can’t value what they don’t see. Make sure you provide them with all the
evidence they need to celebrate what you do.
Teaching and Learning, City Lit, Nov 2014 (adapted from WEA)
4