Improving learning through effective lesson observation and feedback May 8th, 2012 Karen Spence-Thomas London Centre for Leadership in Learning Institute of Education k.spence-thomas@ioe.ac.uk www.ioe.ac.uk/lcll
Aims To explore: • the purposes of observing lessons • how a coaching approach can enhance learning and support you. To develop skills in: • evaluating teaching and learning; • coaching in the context of a feedback conversation.
‘Skilfully done, classroom observation can be a valuable tool for improving the quality of teaching; badly handled, it can be a menace.’ Wragg, E.C. (1994) An Introduction to Classroom Observation. 2nd Ed (2002). London: Routledge
Why observe teaching and learning? Proving
Performance
Improving
Learning
Watkins, C (2010) Learning, Performance and Improvement in Research Matters (34). London : IOE.
Observing learning What does learning look like when it’s taking place? What is he thinking? What might he say?
What does he know (about…how to…)? What is he doing?
What is he hearing? What is he seeing? What is he feeling?
Observing teaching What teacher actions enable effective learning? • • • • •
What is she saying? What is she thinking? What is she doing? What does she know? What does she understand? • What is she seeing? • What is she hearing? • What is she feeling?
A practical activity (1) • Make a narrative record of what you see and hear. • Focus carefully on what the teacher’s doing to activate learning. • Focus also on how pupils respond to her and to each other. • How do you know whether they are actively engaged and learning? How does this feel? What impact will it have on how you feedback?
Creating mental maps What is coaching? What’s your key learning to date? What are the values and beliefs that underpin it?
Adding plates Risk of adding your own ideas as coach (putting back plates on top of the stack) is that that will prevent others in the coachee from rising up (Rosinski 2003)
A coaching approach Five key skills:
establishing rapport and trust; listening for meaning; questioning for understanding; prompting action, reflection and learning; developing confidence and celebrating success.
National Framework for Coaching and Mentoring: www.nationalcollege.org.uk
The
GROW model
1. 2. 3. 4.
GOAL: agree topic REALITY: invite self -assessment OPTIONS: consider all options WRAP–UP: commit to action and agree support
Conversational structures – broadening things out and narrowing them down Contract Context Create focus towards goals Create options Consider reality Commit to action
1. Contract Why are we here, what do we both want to get out of today? How will we treat each other? 2. Contextualize Appreciation of strengths, skills and successes. Broadening self awareness/ self understanding/role within what is happening, who is involved, dynamics, impact, wider picture, developing new understandings. What has meaning and importance? 3. Create focus towards goals about what changes, developments individual wants to make, things they want to achieve. 4. Create options - broaden thinking, creativity, awareness, possibilities about how these goals could be supported and achieved 5. Consider reality – people, places, personal and material resources that will support or challenge the options and choose which options to proceed 6. Commit to action – Double check on scale 1-10 how likely you are to act. What would help you achieve your goal? Ensure SMART plan and review.
Practical activity (2) Now return to your observation notes. In pairs, prepare how you will approach a post-lesson learning conversation. What will you aim to achieve? What key phrases will you use to develop the conversation?
Techniques
Open – ended questions
Maintaining silence
Active listening
Initiating action & offering ideas
8
Gaining ownership
Reflecting back
Summarising
Being sensitive Hay/McBer
Protocols and key learning What do you need to bear in mind –Before –During –After a lesson observation?
From professional learning to professional development
• What action will you take as a result of today? • Who will you work with – what support will you need?