Evaluation of Bisection by Compasses

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Revision as of 13:03, 4 February 2010

Lesson Details

• Class: 8A3 (30-31 pupils)
  • 15-16 boys, 15 girls
• Date: 11th November 2009
• Time: 13.55-14.45
• Room: T3, which is busy the previous period, but free from about 13.30.
• Lesson number: 6th in the day. Last lesson.
• 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?
  • We learnt how to to bisect an angle, but we did not get onto perpendicular bisectors.
  • I reviewed their homework and told them the common mistakes that prevented some of them from getting 10/10.
• What evidence do you have?
  • Homework, and the construction work they did on the worksheets.

Clarity of my Teaching

Were my instructions and teaching expositions clear to pupils?

• My PowerPoint analysis of their hoework mistakes was "brilliant" in the words of Emma Bray, but also ignored by many of the students. They don't like presentations (mostly).

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?
  • I have learnt some classroom strategies, said Emma -- e.g. when D or O were talking, I would put the next question directly to them. I also tend to waalk towards any trouble-makers I am aware of.
  • According to EB, C and S and several others decided not to engage with the lesson, and therefore did not know how to do the exercise when asked.

Issues of class management/control

• Did I cope with any disruptions? (Did the plan cater for behaviour management?)
  • It was really unfortunate that Paige decided to play up from the start, and as a result of refusing to sit at the requested desk, was excluded by Emma and sent to Maureen's class. She missed seeing her name up on the board as one of my five Wranglers of the Week.
  • I'm not noticing Shannon enough, as she is at the far right side of my vision. Perhaps I should move her to the centre.
  • Curtis, Freddie and Seb admitted to Emma afterwards that they weren't engaged during much of the lesson.

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?)
  • Their homework gives me a much clearer view of their understanding of construction work.

Time Management

Did I time-manage the lesson well?

• An improvement over last time, but the fact that I didn't get to perpendicular bisectors is indicative of the time I spent on coping with disruptions.
• I was flexible in my setting of the homework, to take into account that I hadn't covered PDs.

If I could give the lesson again ...

• Do I need to rethink the order of teaching?
  • Emma recommended I might leave the homework review to the end of the lesson, in order to ensure I cover the main part of the lesson.

My Subject Knowledge

• Any additional subject knowledge development I need to undertake?
  • Not evident this lesson.

Other issues

For example, do I now have good evidence for having met a particular standard on your course profile?

• I need to ensure I follow up on homework not done.
• Avoid setting homework that consists of finishing off classwork.

Action for next lesson

• What are the most important points I ought to take forward into my future planning?
  • I need enough material to extend the able students in this class, which has a broad range of students.
  • If handing out a worksheet in which only some of the questions need to be done, try to cut and paste the sheet so that the questions they need to do are at the top of the page.