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Teacher: Josh BUTLER Observer: Brett WATSON Class/Subject: Year 9 Mathematics Date: 7 / 09 / 2018
Clear expectations
Sequencing and linking
1. Sequenced lesson well.
learning
2. Used the Gradual Release of Responsibility
Clear transitions
Structuring Lessons Scaffolding
3. Transitioned by bring attention back to whiteboard and had students summarise the
activity outcomes.
Questioning/Feedback
4. Utilised a quick formative assessment warm-up activity to differentiate groups.
Formative assessment
Exit cards
LI shared
Relevant content and 1. LI on whiteboard and outlined SC explicitly.
activities 2. Content was relevant to each student and in line with Vic Curric.
Explicit Teaching New content explicitly 3. Used a worked example on whiteboard to introduce new material.
introduced and explored. 4. gave students the opportunity to practice using the new knowledge and then sought
Worked example class feedback to ascertain depth of understanding.
Practice and feedback
Clarifies LI
1. Josh differentiated the LI to help students in their understanding of what was
Demonstrates task. Models
required in the lesson.
application of knowledge
Worked Example and skills.
2. Used both the whiteboard and student workbooks to provide worked examples of the
maths being studied.
Students use worked
3. Students were able to refer to the worked example to reinforce their understanding.
example as a model.
HITS Observation
1. Feedback was specific to each student and focussed on the specific student learning
outcome that the individual was working on.
Precise, actionable, specific
2. Students were given the opportunity to work at the whiteboard and elicit feedback
Use student voice to
Feedback feedback on teaching
from each-other on their learning. Students were then asked how Mr Butler could
improve the teaching of this topic.
Questioning/assessment
3. Informal formative assessment was used initially in the lesson.
4. Time was given for reflective responses to the material taught.
Teaching problem solving,
1. Taught specific problem-solving strategies that were applicable not only to
study skills, promotes self-
Metacognitive Mathematics but to life in general.
questioning, concept
Strategies mapping, classroom
2. Highlighted how using questions could enhance their own understanding of problems.
3.
discussions.
HITS Observation