2015-16 MENTOR TEACHING OBSERVATION FORM
Trainee: Fred Flintstone
Date/Time: 13.15-15.45 23 April 14
Observer: Bambam
Location: City College - Quarry Bank site
Subject Specialism: Geology
Qualification, Level and Year: Btec L3 year 1.
Topic of this session: Shale and mudstone identification
No of learners:
12
Current PGCE/CertEd Module: LTA DLLS 490/690
Professional values and practice 2.Evaluate and challenge your practice, values and beliefs; 6. Build positive and
collaborative relationships with colleagues and learners; 20.Contribute to organisational development and quality improvement
through collaboration with others
This documentation must be available to observer:
 Course/Teaching File (containing scheme of work,
previous lesson plans and resources)
Y
 Lesson Plan
Y
 All previous Obs Feedback Forms
Y
 Reflective Development Plan
Y
Where appropriate

Planning for Support Assistant
NA
Planning identifies responses to:
 Health and safety
Y
 Differentiation
Y - see notes
 Outcomes of initial assessment
Y
 Equality & Diversity
Y
 Minimum Core
Y
 Employability
Y
 Use of ILT
Y
 Professional Standards
Y
Subject specialist teaching and learning Standards: 3.Inspire, motivate and raise aspirations of learners through
your enthusiasm and knowledge; 7. Maintain and update knowledge of your subject and/or vocational area; 16. Address the
mathematics and English needs of learners and work creatively to overcome individual barriers to learning; 19. Maintain and
update your teaching and training expertise and vocational skills through collaboration with employers.
Impact of Subject Specialist Teaching on learners and their learning experience
Effectiveness and impact of these areas to be addressed in feedback:
Planning for specialist subject teaching and learning, meeting a diversity of learner needs;
Delivery of up-to-date subject specialist content, addressing common errors and misconceptions;
Support of maths, English and ICT skills and recognition of their impact on learning, as appropriate;
Teaching that raises aspirations of learners;
Traditional/creative/innovative approaches appropriate to specialist subject area;
Sharing knowledge and understandings of FE or HE progression, and employment opportunities in subject specialist
area.
Very well planned session with a detailed lesson plan and scheme of work available. A comprehensive group profile was provided
that showed an in-depth knowledge of learners and their individual needs and differences –appropriate actions clearly identified in
the differentiation statement. Preparation of artefacts and sample materials was excellent - immediately engaged learners and
stimulated their interest in learning e.g. mystery box of soil samples, all supported by very good ILT resources (including short
videos/visual examples to punctuate the early part of session in preparation for the outdoor activity). This also demonstrated your
developing personal knowledge of this aspect of the course specifications. Appropriate slides were also prepared which supported
the learner summary and used to re-inforce learning points. The plan was available to the LSA prior to the session, too. Having the
time in the quarry enabled conversations about possible future employment opportunities and industry roles, including some
information on routes through FE and HE leading to these roles. Topic was soil and rock formation. Firstly exposing the learners to
mystery samples for their consideration, and asking them to share their experiences and observation of others, was very effective
and further embedded the learning by creating an inclusive and positive learning environment encouraging discussion, sharing of
ideas and the correct use of terminology as samples were described. The sheet of key questions provided a useful structure - also
used very effectively as a prompt when pairs of leaners were finding the investigation difficult to manage alone. It was also good to
hear learners correcting each other as they worked out where errors, and unsupported assumptions, had been made in their
calculations, which was also use to the effective use of the key question sheet – well done!
Overall an excellent session: learners were motivated, enthusiastic and challenged throughout. This was due to meticulous
planning and well thought through activities. Learning was enhanced throughout by sensitive and skilled facilitation of paired
work, and less confident learners were encouraged to offer suggestions and contributions in an inclusive and supportive manner –
very well done. The effect of the management of the group was that each leaner was able to contribute, and demonstrate their
understanding of the key processes involved. It also supported their use of correct terminology enabling you to check prior
learning. Especially good to hear you suggest that some learners use their personal glossary pages when it came to writing up the
day’s events. In a group with a range of special needs, all learners were valued and included - care was taken to ensure all learners
were able to engage in activities at their own pace and level demonstrating good differentiation and personalised learning.
Particularly good to hear and see the learners engaged in calculations regarding time spans (duration of era) and aging processes,
and for weight and density – an excellent way to include numeracy principles alongside the literacy skills associated with speaking
and listening throughout the session.
Through LSA support, expert knowledge of a particular learner’s needs was effective in managing behaviour, and the LSA also
support learning during group work in the preparation time just prior to the learner summary.
Grade: 1. Outstanding / 2. Good / 3. Pass / 4. Fail Please delete as appropriate
Further comments on subject specific teaching and/or comments on other aspects of the observed
session that may relate to: Planning for learning, Assessment for learning, Promoting Inclusion,
Managing teaching and learning, and Professional values and practice.
Learning was assessed throughout this session using question and answer. The teacher managed this in an inclusive
and informal way, which actually encouraged contributions and learners supporting each other and confirming, or
challenging, ideas and suggestions. The whole session was managed in a very professional manner with deepening and
extending questions used well to develop learning and differentiation of assessment. Activities were summarised
effectively – and I particular note that the learners themselves did most of the summarising presenting yet more
opportunity to check learning - with directed questions asked and care taken to ensure each learners’ progress was
checked. Other assessment strategies used included a quick-quiz and a discussion on personal experiences of different
landscapes and environments. All the activities required skilful management and this was achieved using a flexible
approach that responded to learner need.
Strengths and examples of good practice – 1. Reflect on what works best in your teaching and learning to
meet the diverse needs of learners.
•
High level of differentiation throughout the session to meet learners’ needs.
•
Excellent preparation of artefacts, ILT and session planning.
•
Group interventions, support and facilitation were managed very well, maintaining an engaging and dynamic
learning environment
•
Range of activities used well to stimulate learners and address different learning styles.
•
Skilled use of question and answer to deepen, develop and differentiate learning – and check understanding.
Targets (with particular focus on subject specialist targets) to be incorporated into trainee’s
Reflective Development Plan in their Professional Portfolio – 10. Evaluate your practice with others and
evaluate its impact on learning.
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Consider keeping notes (maybe on the lesson plan itself) as you go along of any particularly good and interesting points that
learners make, or recurring errors, so that these can be revisited when back in the classroom setting.
Try to make use of the notes leaners have made on their key question sheets either in the classroom, or as possible
revision/review sheets in follow-up sessions. Refer back to these will further encourage their use in the future.
Continue to prepare to this level of detail – it is proving very effective!
To support the subject content of these sessions try to provide posters around the room that show the characteristics of
various rock formations.
Perhaps create a ppt or rolling slide show with descriptions but no pictures, and pictures and no words as a quick-quiz/revision
tool.
Observation by Mentor
Overall Pass / Fail 1 / Fail 2
Please circle as appropriate
Observer name (print):
Bambam
Observer’s signature:
Bambam
See attached sheet for guidance on grades in this area of observed practice.
Observation grading for PGCE/Cert Ed (inc DET) 2015-16
Introduction to role of mentor as observer in this instance – We are very grateful for your
support in developing your mentees’ teaching practice through their teacher training programme.
The mentor role is a vital one, particularly in relation to subject specialist pedagogy. As well as
demonstrating their subject knowledge, through their teaching practice, they must enable their
learners to extend their depth and breadth of the subject. Your expertise in teaching your subject
specialism will support your mentee in learning how to develop their skills, knowledge and
understanding and evaluate the impact their teaching has on learning.
Impact of Subject Specialist Teaching on learners and their learning experience:
Teaching and learning develops subject specialism as well as English, mathematics,
ICT and functional skills to support the achievement of learning goals and career aims
Grade 1 - Outstanding
Demonstration of excellent subject knowledge and pedagogy which supports and engages
learners, with ability to consistently and confidently anticipate and address common errors and
misconceptions. Consistent modelling of very high standards of written and spoken
communication, maths and ICT, successfully developing these skills in their learners.
Employment and design of creative and realistic subject specific assessment activities. Confident
and consistent support of knowledge and understanding of FE/HE and relevant employment
opportunities, and wider social and environmental contexts. Consistent and confident demonstration
of impact on learning through adaption and advancement of subject specialist knowledge and
pedagogy.
Grade2 - Good
Demonstration of well-developed subject knowledge, using different and engaging teaching
approaches, with ability to identify, explain and address common errors and misconceptions.
Modelling of good standards of written and spoken communication, maths and ICT encouraging
and supporting these skills in learners. Ability to design and employ effective and realistic
subject specific assessment activities. Ability to support knowledge and understanding of FE/HE
and relevant employment opportunities, and wider social and environmental contexts.
Demonstrates impact on learning through adaption and advancement of personal subject
specialist knowledge and pedagogy.
Grade 3 – Pass
Application of secure subject knowledge, including accurate and consistent use of subject specific
language that engages learners, develops key concepts and addresses common errors and
misconceptions. Secure level of personal maths, English and ICT, building these into lessons in
support of these skills in learners. Ability to employ suitable and relevant subject specific
assessment activities. Ability to identify FE/HE and employment opportunities and relate these
to learners. Ability to adapt subject specialist knowledge and pedagogy.
Grade 4 - Fail
Insufficient knowledge of specialist subject. Failure to select and apply interesting or relevant
methods for teaching or assessing learner’s subject specific knowledge and skills as appropriate to
the group or individual. Failure to adapt, or develop, set subject specialist knowledge or
pedagogical targets