Evaluation of Nets
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''Did they learn and how do I know they did? If not, why not?'' | ''Did they learn and how do I know they did? If not, why not?'' | ||
* Were the stated objectives/learning outcomes achieved? | * Were the stated objectives/learning outcomes achieved? | ||
| + | ** There was an early hush | ||
| + | ** Putting my rules on the Electronic whiteboard worked | ||
| + | ** My admin was a lot better – getting the pupils to hand out the work. | ||
| + | ** The Start was better. | ||
| + | ** I am gathering more confidence, which I feel I can carry into other classes. | ||
| + | |||
* What evidence do you have? | * What evidence do you have? | ||
Revision as of 11:09, 18 November 2009
Lesson Details
- Class: 8A3 (30-31 pupils)
- 15-16 boys, 15 girls
- Date: 17th November 2009
- Time: 10.25-11.15
- Room: T5
- Lesson number: 3rd in the day. Last lesson before break.
- National Curriculum (or other syllabus) area: KS3 Y8 Module 14: Shape and Measure
- Target level(s) Grades: This is a relatively low ability set.
Achievement of Your Objectives
Did they learn and how do I know they did? If not, why not?
- Were the stated objectives/learning outcomes achieved?
- There was an early hush
- Putting my rules on the Electronic whiteboard worked
- My admin was a lot better – getting the pupils to hand out the work.
- The Start was better.
- I am gathering more confidence, which I feel I can carry into other classes.
- What evidence do you have?
Clarity of my Teaching
Were my instructions and teaching expositions clear to pupils?
Getting the Pupils Engaged
- Was the response of the pupils enthusiastic, uncertain/negative?
- Did everyone have a real chance to be actively engaged in the lesson?
Issues of class management/control
- Did I cope with any disruptions? (Did the plan cater for behaviour management?)
- Don't say "Has anyone got a better answer?" Say, "That's really good, but we have an even more precise term in maths. Can anyone tell me what it is?"
- Paige was very rude and disrespectful. Next time I should take her out, to put the fear of God into the rest.
- John was talking and not listening. When I asked him to explain vertex, he couldn't.
Knowing the Pupils
- Did I show the class that I knew their names?
- Yes
- Do I have evidence of the pupils’ strengths and weaknesses? (How do I really know what these are?)
Time Management
Did I time-manage the lesson well?
- No! Yet again, I utterly overestimated the amount of material we could get through. My review of the homework had to be completely bypassed, for lack of time. I now have the problem of knowing when to squeeze it in, and in which lesson.
If I could give the lesson again ...
My Subject Knowledge
Any additional subject knowledge development I need to undertake?
- I need to bring my vocabulary down to their level. Polyhedron needs writing on the board and explaining.
- Vertex needs associating with vertices.
- What is a family?
Other issues
For example, do I now have good evidence for having met a particular standard on your course profile?
- Back level version of software on the T12 computer meant my PowerPoint presentation did not work.
Action for next lesson
- By tomorrow, I need a strategy for insisting they stick their hands up before they blurt anything out.
- Some day I might try a no-hands-up phase in the lesson where I reserve the right to choose who will answer the question. * I need to get them to stop talking or working on something else, and start listening to me.
- I need to prepare quicker.
- I need to become more productive in lessons. Hand less stuff out. Get the bright students to hand things out.
