Evaluation of Conversion Factors
From Teach
Contents |
Lesson Details
- Class: 8A3 (30-31 pupils)
- 15-16 boys, 15 girls
- Date: 19th 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, with levels of between 4B and 5A when last assessed (Mini SATS 7).
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?
- What was supposed to be the classroom worksheet became the homework, because of the time taken on behaviour management and the conversion factors starter.
- What evidence do you have?
Clarity of my Teaching
Were my instructions and teaching expositions clear to pupils?
- Emma said that because they hadn't written down any notes in class, and hadn't written down the homework, she would be surprised if more than 25% know what to do with the homework worksheet.
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 should have got them to write notes in their exercise books. These guys are not mature students -- they won't dip in and record what they think will be useful -- they will only write what I tell them to write.
Issues of class management/control
- Did I cope with any disruptions? (Did the plan cater for behaviour management?)
- The lesson, last of the day, was a bit chaotic.
- One girl, already 'on report', got screamed at by the observing teacher sitting at the back, and removed from class for throwing a projectile which I hadn't noticed.
- One of the vice-principals poked her head round the door for a minute; she said she was on a general look-around, but I can't help worrying that perhaps she had been attracted by the noise.
- I spoke to her the following day; she said that one of her duties as VP was to wander the corridors. As a pupil had been sent out of my class, she came in to check that it was being taught appropriately.
- I forgot to call the register!
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?
- My time-keeping was poor, so what I had planned to be the worksheet they did in class became their homework for tonight, which aggrieved them because they should have been set homework last night (but weren't).
If I could give the lesson again ...
- According to EB, do it stage by stage. Write on the whiteboard, in total silence (apart from the Q&A activity), with them giving me their full attention:
kg <-> pounds (lbs)
(process flow loop)
(example) 5 kg to lbs:
5 x 2.2 = lbs
(example) 44 lbs to kg:
44 / 2.2 = kg
Then get them to write it in the exercise books.
My Subject Knowledge
Any additional subject knowledge development I need to undertake?
Other issues
For example, do I now have good evidence for having met a particular standard on your course profile?
- Despite having a bad cold, I felt I had to go into school, having missed the previous day with the trip to uni.
- I should have been very, very tired but the adrenalin rush kept me energetic throughout the lesson, but not particularly alert to the time or projectiles.
Action for next lesson
- EB will take the Wednesday lesson, with me observing, so I can see how she keeps them under control.
- Always tell them what you want them to write in their exercise books.
- And always know in advance what you will want them to write.
