4.8
University of Warwick
Skills for Life Diplomas in Teaching in the Lifelong Learning Sector
Supporting Information for Literacy Observation Report Form
The purpose of this document is to indicate the kind of things that observers will be looking for under
each heading when they observe you. They will not expect you to cover everything in one session but
over the series of observations you should attempt to have covered all the points. You might also use
it to inform your action planning if there are particular areas you think you need to develop.
Lesson planning (LLT 1.1,1.2,1.3, 5.1,5.2,5.3)
The observer will look for evidence that you:
 identified learners’ needs using appropriate methods which involved the learner
 had a lesson plan with clear outcomes prepared, with reference to:
- learners’ aspirations, learning styles and literacy needs (recorded on ILP)
- a range of language skills: reading, writing, speaking and listening
 made reference to the core curriculum in planning
 provided a rationale for your planning
 match teaching and learning activities to the intended learning outcomes
Differentiation in planning and in delivery (LLT 2.1)
 adapted teaching methods to suit learners’ needs and individual learning preferences, including
those with specific learning difficulties and disabilities
Development of the skills of learners using appropriate methodology to develop
the literacy skills and language awareness of learners (LLT2.1,3.1,3.2,3.3,3.4)
The observer will look for evidence that you:
 choose approaches that demonstrate an underpinning knowledge of how language and literacy
skills are developed
 use approaches that link word and sentence level work with whole texts
 use a range of strategies to develop the subskills of reading with beginner readers
 use strategies to develop a range of higher reading skills if appropriate
 ensure learners understand the writing process and can use the various stages themselves
 help learners develop a range of spelling strategies which they can use independently
 use approaches to develop literacy learners’ awareness of how language works
 elicited learners’ relevant experience and knowledge as a starting point
 used language appropriately for all learners
 demonstrated effective facilitation skills: (listening, observing, responding flexibly to learners’
needs)
 support learners in making changes in their everyday literacy practices
 made links between spoken varieties of English and its written representation in standard
English
 support learners in their use of metalanguage by using it selectively and appropriately
Assessment and checking for understanding LLT 5.1,5.2,5.3
The observer will look for evidence that you:
 gave accurate and constructive feedback using appropriate and accessible language
 monitor understanding of learners through a range of methods (observation, questioning,
discussion)
 highlighted errors selectively, accurately and at an appropriate pace for the learner
 helped learners to peer and self assess, reflect on their own learning and the learning process
 evaluate learning against the achievement of learning outcomes and learner feedback
 monitor individual and group progress and keep effective records that inform the learner, the
teacher and the institution
Group management LLT 2.1, 3.1,3.2,3.3,3.4
The observer will look for evidence that you:
 made good use of whole group and/or small group activities to develop literacy work
 designed small and/or whole group activities to ensure all members used and developed their
spoken and written skills
 gave clear instructions about how activities should be carried out; summarised learning points
and outcomes with learners, set appropriate follow up tasks
 used the learning environment effectively
Learner centredness/learner engagement
The observer will look for evidence that you:
 paced the activities appropriately for all the learners
 took steps to support a lively and supportive group atmosphere
 negotiated an individual learning plan (informed by assessment) with each learner
 teach in a way that engages learners’ interest so that they become fully involved in the lesson
 use their subject knowledge to find different ways of explaining
Promoting learner independence
 encouraged learners to use a range of self checking, memory and revision strategies
 promoted and encouraged the use of self access learning aids
 provided opportunities for individual or self study
Promotion of equality and diversity issues
 demonstrate an awareness of equal opportunities and inclusive education practice
 develop learners’ wider understanding and appreciation of social and cultural diversity
Use of Resources including ILT (LLT 2.1)
The observer will look for evidence that you:
 selected/adapted/developed and used a range of learning resources to suit different learning
styles but which support the development of reading, writing and speaking and listening skills
 used materials that were accurate, appropriate, well presented and where possible authentic
 used resources with appropriate language, style and format for all the learners involved,
including those with specific learning difficulties and disabilities
 used resources that reflected diversity, and adult learners’ background, interests, goals and
aspirations
 used computers, where available, to assist learning