Triples 10 Minute Observation

Teacher’s Name:      Ryan Dunn                    Learning Area:      Reading                                   Year Level/Class:     Year 7/8                         Term:       2              Date: 16/05/12

Observation Focus:	Reading (General Observation)
Learning Intention:	Decoding difficult words as we read
Success Criteria:	·
Best Practice that may be observed:	Actual Observed Practice: What the observer notices about the clarity of the learning as well as teacher/ student and student/student conversations and deliberate acts of teaching.
·         Teachers construct with students what they are leaning and why. (L.I.) ·         The teacher constructs criteria for achieving the learning with students (S.C.) ·         The ‘learning; and the ‘doing’ are closely matched but separate in function (L.I. vs the activity) ·         Teachers construct with students what the learning might look like (exemplars and models) ·         Teachers construct with students how well the learning has been achieved ·         Teachers initiate classroom/student discussions about learning assessment and progress ·         Teachers use feedback, prompts and questioning to support student learning ·         Use a variety of instructional strategies to encourage critical thinking and problem solving ·          Provide opportunities for active engagement	Using whiteboard and modelling book. Good introduction – look at picture, title, questioning to get details – used prior knowledge. Asked students what do good readers do –read on to see what makes sense, re-read, find chunks, breaking words up. Told children that any words they get stuck on we’ll tackle them together – good scaffolding Lots of DAT’s – questioning, prompting, directing, and giving lots of feedback and praise. You were specific with your praise Each child read a reasonable chunk Reminded to look at the whole word especially the endings – sweeping through the word. Ryan the students were actively engaged throughout the lesson. Ellice has definitely moved ahead of Liam. We will need to check this is not holding her back. Will get that RTLit application soon as possible. Will complete running records (both fiction and non-fiction) this week. You were using the DAT well and asked some good questions but still managed to stick to the WALT – decoding. You prompted and directed when necessary.

Student voice:

	Student one	Student two
What are you learning? Are you getting better at…? How do you know? What are your next learning steps?	To work out words Yes Because I can read bigger words and sweep words when I need to. Look at the endings

Follow-Up Conversation:

The goal of the follow-up conversations is to provide the teacher with supportive feedback geared towards improvement to raise achievement. The teacher should come away with a sense of what he/she is doing well. A small number of thins he/she could work on and support to work towards these goals.

1.     How do you think your lesson went?   Did you achieve what you wanted to?  2.     Observers share what the saw and any student voice they gathered. (Helps teachers to see their teaching through new eyes) 3.     Talk to us about your inquiry and how it relates to what we saw today. Share inquiries if happy to do so. 4.     Can you share the progress these students are making? 5.     Where to next do you think? 6.     Co-construct next steps offering suggestions/asking questions? 7.     What professional support do you require to take these next steps.

Went OK still finding your feet with teaching   decoding strategies. Lots to learn. As above – Laura’s WALT’s and children and very similar to Ellice and Liam. Having a specific focus on words – the two students need work on decoding. Feel the students need to have a toolkit of strategies to use and to know when to use a particular strategy. Ellice appears to be making more progress than Liam. Liam is enjoying the new books he has been reading from library. Comprehension will improves as decoding does. For Liam RTLit application Continue to work with group each day – focussed teaching on decoding. ·         RTLit ·         Rita Palmer when she starts working with us ·         Read ‘Reading Fluency’ Ontario Education Department