4.8
University of Warwick
Skills for Life Diplomas in Teaching in the Lifelong Learning Sector
Supporting Information for Numeracy 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 (NL 2.1, 2.2. NLT 2.1, 4.3)
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 numeracy/maths needs (recorded on ILP)
- a range of numeracy skills
 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
The observer will look for evidence that you:
 adapted teaching methods to suit learners’ needs and individual learning preferences, including
those with specific learning difficulties and disabilities
 plan numeracy teaching that reflects diversity and promotes equality of opportunity
Development of the skills of learners using appropriate methodology to develop the
numeracy/maths skills of learners (NL 3.3, 4.1, 4.2, 4.3. DNKU 1.1, 2.3 NLT 7.4, 7.5)
The observer will look for evidence that you:
 choose approaches that develop conceptual understanding in maths/numeracy
 use strategies that facilitate learner interaction in order to support numeracy learning
 use a wide range of strategies to develop learners’ mental and written calculation skills
 use strategies to develop learners’ confidence with numbers
 use approaches which encourage learners to make connections between a range of areas in
maths/numeracy
 use a range of strategies to enable learners to develop numeracy language and vocabulary
 elicited learners’ relevant experience and knowledge as a starting point
 demonstrate effective facilitation skills: (listening, observing, responding flexibly to learners’
needs)
 support learners in making changes in their everyday numeracy practices
Assessment and checking for understanding (NLT 3.1, 4.2, 4.4)
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)
 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
 encourage learners to discuss their errors and explore where they went wrong
 use a range of questions appropriately to check understanding.
Group management (NLT 3.1,3.2)
The observer will look for evidence that you:
 made good use of whole group and/or small group activities to develop numeracy work
 designed small and/or whole group activities to ensure all members used and developed their
numeracy vocabulary and language
 gave clear instructions about how activities should be carried out and check learners understand
what to do; summarised learning points and outcomes with learners, set appropriate follow up
tasks
 used the learning environment effectively
 took steps to support a lively and supportive group atmosphere in which mistakes are seen as
opportunities for further learning
Learner centredness/learner engagement (NLT 1.3,)
The observer will look for evidence that you:
 paced the activities appropriately for all the learners
 negotiated an individual learning plan (informed by assessment) with each learner
 teach in a way that engages and enthuses learners in numeracy and fosters positive self images
 use your subject knowledge to find different ways of explaining
Promoting learner independence
The observer will look for evidence that you:
 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 (NLT 2.1)
The observer will look for evidence that you:
 demonstrate an awareness of equal opportunities and inclusive education practice
 used resources that reflected diversity, and adult learners’ background, interests, goals and
aspirations
Use of Resources including ILT (NLT 1.2)
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 numeracy 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 computers, where available, to assist learning