Lesson Observation & Reflection Form
Teacher __________________________________
Date__________________________
Period
1
Observer ____________________________________
2
3
Subject____________________
Teaching Group___________
Observation Context:
Outline of situation: (For example, ‘…second in a sequence of three lessons about…’ or ‘…first 45 minutes…’)
Information about the learners in the group: (Include total number of boys and girls, whether the group is mixed or a set,
SEN students, EAL, G & T students)
Date of Dialogue ____________________
Record of Dialogue
Lesson Grade (1-4)
Strengths of lesson:
Area for discussion leading to development:
Teacher’s comment
Please tick aspects relating to Every Child Matters
Please tick PLTS observed in the lesson
Stay safe
Independent enquirers
Enjoy and Achieve
Creative thinkers
Make a positive contribution
Reflective learners
Achieve economic well being
Team workers
Be healthy
Self managers
Effective participators
Observer’s signature ____________________________
Teacher’s signature_____________________________
Phase 1 - Overview/Starter
Does the teacher create a focused and yet purposeful atmosphere?
Are all students engaged from the start?
Is the lesson linked to students’ prior knowledge and placed in a wider context?
Are students provided with an overview and an indication of what will come next?
Are learning objectives shared with the students?
Is there a sense of curiosity, challenge and high expectations?
Phase 2 - Input/Teaching
Is the lesson chunked?
Does the lesson have sufficient pace?
Do activities match the abilities all the students whilst still challenging them?
Is the ratio of taught time to processing time appropriate?
Is homework challenging, differentiated and understood by all?
Using journals, is homework being set according to the school policy?
Does differentiation allow all students to access learning (e.g. SEN, G & T)
Are able students challenged?
Is questioning used by the teacher to enhance learning?
How are resources used to support learning effectively including the use of ICT?
Is praise used effectively by the teacher?
What evidence was there of care, guidance and support?
Phase 3 - Process/Learning
Can all students asked articulate the learning that has taken place to the observer?
Does the teacher know who vulnerable group students are and their progress?
Does the teacher’s record keeping show attainment and progress marked against target grades?
Is there an emphasis on students re-creating rather than reproducing information to develop understanding?
Do students show a positive attitude in the lesson?
Are students given the opportunity to demonstrate understanding?
Is the teacher able to assess how much has been understood?
What forms of assessment are evident?
Do students work well independently?
What variety of learning strategies are employed?
Is the teaching environment, including displays, supportive of learning?
Where is the student made aware of their target?
How do students know the level that they are achieving at?
Are there written targets for students?
What evidence was there of personal development?
Phase 4 - Plenaries and Reflection
Were reviews linked to the learning objectives?
Were students actively involved in the reviewing process?
Are students encouraged to reflect on how they have learned?
Have effective AFL methods been employed to allow for future planning?
Is a sense of achievement evident?
Do students understand what level they are working at?
Do students know how to improve?
Comments and / or /
NOTES/DIALOGUE
Have you checked:
* Teacher’s mark book?
* Journals for homework?
* Assessment in students’ books/work?
Y/N
* How many students have you
spoken to about their progress?
ALMOST ALL LEARNERS...
1…acquire knowledge, develop understanding and learn and practise skills exceptionally well.
2…acquire knowledge, develop understanding and learn and practise skills well.
3…acquire knowledge, develop understanding and learn and practise skills satisfactorily.
4…acquire knowledge, understanding and practise skills inadequately.
1…demonstrate excellent concentration and are rarely off task, even in extended periods without direction from
an adult. They respond well to challenging activities and take control of their own learning successfully.
2...apply themselves diligently in lessons, work at a good pace, are keen to produce their best work and are
usually interested and enthusiastic about their learning.
3…work effectively when provided with appropriate tasks and guidance but lack confidence in improving the
quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest.
4…fail to work effectively unless closely directed by an adult and give up easily. They do not enjoy the activities
provided, which is reflected in poor completion of tasks.
1…make progress that is at least good and is exemplary for some.
2…make at least good progress and some may make outstanding progress, with nothing that is inadequate.
3...make the progress expected given their starting points and some may make good progress.
Progress is inadequate in no major respect.
4…make too little progress.
How well do
learners and
groups make
progress?
How well do learners enjoy
their learning shown by
interest, enthusiasm and
engagement?
How well do learners acquire
knowledge, develop their
understanding, learn and
practise skills?
THE QUALITY OF LEARNING AND PROGRESS
T E A C H I N G...
T E A C H E R S...
How well is assessment used to
meet the needs of all learners?
How well does teaching promote
learning, progress and enjoyment
for all learners?
THE USE OF ASSESSMENT TO SUPPORT LEARNING
1…is good and much is outstanding, with the result that the students are making exceptional progress. It is highly
effective in inspiring learners and ensuring that they learn extremely well. Excellent subject knowledge is
applied consistently to challenge and inspire learners. Resources, including new technology when relevant,
make a marked contribution to the quality of learning, as does the precisely targeted support provided by other
adults.
2…is consistently effective in ensuring that learners are motivated and engaged. The great majority of teaching is
securing good progress and learning. Teachers have strong subject knowledge which enthuses and
challenges most to good progress. Imaginative use is made of resources, including new technology to enhance
learning. Other adults’ support is well focused and makes a significant contribution to the quality of learning.
3…may be good in some respects and there are no endemic inadequacies. Learners show interest in their work and
are making progress that is broadly in line with their capabilities. Teachers’ subject knowledge is secure.
Adequate use is made of a range of resources, including new technology. Support provided by other adults is
effectively deployed. Teaching ensures that students are generally engaged by their work and little time is wasted.
4…expectations are inappropriate and teaching fails to promote the learners’ learning, progress or enjoyment.
1…are acutely aware of their learners’ capabilities and of their prior learning and understanding, and plan very
effectively to build on these. Marking and dialogue between teachers, other adults and learners are consistently
of a very high quality. Learners understand in detail how to improve their work and are consistently supported
in doing so. Teachers systematically and effectively check learners’ understanding in lessons, anticipating where
they may need to intervene and doing so with striking impact on the quality of learning.
2…plan well to meet the needs of all learners. Learners are provided with detailed feedback, both orally and
through marking. They know how well they have done and can discuss what they need to do to sustain good
progress. Teachers listen to, observe and question groups of students during lessons in order to reshape tasks
and explanations to improve learning.
3…regularly and accurately assess which informs planning and generally meets the needs of all groups. Learners
are informed about their progress and how to improve through marking and dialogue. Teachers monitor students’
work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.
4…assessment takes too little account of the Learners’ prior learning and is not used effectively to help them
improve.
ALMOST ALL LEARNERS..
How do learners behave in
lessons?
LEARNERS’ BEHAVIOUR
1…thoughtful behaviour is an outstanding factor in their successful learning. They are highly considerate and
very supportive of each other in lessons and there is no evidence of disruptive behaviour.
2…behaviour makes a strong contribution to learning showing responsibility in responding to the expectations of
staff, set consistent standards for themselves and respond quickly and well to any guidance from staff.
3…behave so that learning proceeds appropriately and time is not wasted. They understand what is expected
when asked to work on their own or in small groups and only gentle prompting is needed to maintain
discipline.
4…poor behaviour and rudeness occur inhibits progress and time is wasted through persistent low-level
disruption, excessive off-task chatter and a lack of attention in too many lessons.
GRADE 1-4
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