Observation Prompt Sheet This framework of suggestions may help you when observing learning. (The word “Tutor” is used to describe the learning programme leader or teacher) Is the following documentation in place? Course Information Sheet Scheme of Work Individual/group objectives – learning plans Session Plan Evaluations Handouts/learning materials Record of work done Record of learners’ progress Initial assessment records How well do learners achieve? Consider, where applicable, the extent to which: Learners achieve planned learning outcomes, including qualifications where applicable The retention rate of learners meet benchmark targets The extent to which learners develop group-based skills Learners make significant progress Learners possess appropriate levels of literacy, numeracy and language skills Learners develop attitudes and skills to maintain lifelong learning Learners acquire knowledge, skills and understanding which are of value to them Learners make the minimum expected progress Learners develop the skills they need for paid or voluntary work, which will enhance their employability Learners develop skills which improve their quality of life Learners develop their self-confidence, self-esteem and attitudes towards learning Learners attend punctually and regularly and do their best to keep to the agreed pattern of study Learners are trained to adopt safe working practices How well do the programmes and courses meet the needs and interests of learners? Consider where applicable, the extent to which: The programme of work is socially inclusive, ensuring equality of access and opportunities for learners How well are learners guided and supported? Warwick Education & Training Consultancy © 2010
Yes
No
Consider where applicable, the extent to which: Introductions to programmes enables learners to settle quickly, understand their rights and responsibilities and the demands of their programmes or courses Procedures and early support are available for poor punctuality, non attendance and poor performance by learners. Support arrangements are planned and managed coherently Learners have access to an appropriate range of support services, including those from external agencies (such as IAG) Effective, impartial and up-to-date advice is available for learners Guidance and support take equality of opportunity into consideration Learners work in a safe and healthy environment Health and safety checks and risk assessments are carried out, including assessments of activity during the planning process The tutor monitor and reinforce safe working practices, particularly on programmes involving physical activity or the use of hazardous substances Equality and Diversity – Additional Guidance Consideration of Equality and Diversity should underpin all teaching and learning. There are a number of areas of good practice under Equality that should be embedded into the planning and delivery of teaching and learning. Checklist Teaching and Learning Schemes of work and lesson plans specifically refer to the integration of equality and diversity matters The tutor presents material/resources in a way that is sensitive to issues of equality and diversity and avoids stereotyping When resources are produced positive consideration is taken to represent the diverse range of learners accessing the provision The tutor uses language which is appropriate and non-discriminatory The tutor appropriately manages comments or discussion from other learners to ensure language is appropriate and non-discriminatory Teaching styles are varied and reflect and meet the needs of the range of learners within the group Resources are adapted to meet the identified needs of the learner, e.g. on tape, large print, on coloured paper and are accessible to learners All assessment is fair, accessible and does not discriminate against any learner Warwick Education & Training Consultancy Š 2010
Learners are actively encouraged to evaluate the course/tutor in an open and honest way Guidance and support An assessment is made of individual learners to determine specific needs and referrals for additional support are made as appropriate Any requested Assistive technology is in place, appropriate and in working order Learner Support Tutors/Support Workers Any external support worker or carer in the session is clear on their role and reference is made to the role in the lesson plan Learners who have additional support (i.e. help from a Learning Support Tutor) are fully included in the session The tutor addresses questions and comments to the learner and not the Learning Support Tutor The learner is assisted to work as independently as possible. The learner’s work should not be taken over by the Learning Support Tutor Sample Questions for Learners Rephrase if necessary. You don’t need to ask all these questions – these are just suggestions to help you seek information about Learning and Teaching 1. How typical is this session? 2. Did you understand its purpose? What is it? 3. How does it build on/lead on from what has been learned before? 4. What health and safety regulations/instructions have you been asked to observe? 5. Does the Tutor expect you to arrive on time? 6. How interesting was the session? 7. Was the session easy/difficult? 8. Do you have specific learning needs and are they being met? 9. Does the Tutor give clear instructions and information? 10. Describe the different ways you are taught (teaching methods used)? You may need to ask specifics as prompts. 11. Do you get any individual help? 12. Is assessment regular? 13. How does the Tutor check that you have learnt? 14. How would you describe your relationship with the Tutor?
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