Improving learning through

effective lesson observation

and professional dialogue

November 2012

Karen Spence-Thomas London Centre for Leadership in Learning Institute of Education k.spence-thomas@ioe.ac.uk

www.ioe.ac.uk/lcll

Aims

To explore:

• the purposes of observing lessons

• how to ensure it makes a sustained difference to adult

practice and pupil outcomes

• how a coaching approach can enhance the culture around

lesson observation.

To develop skills in:

• evaluating teaching and learning

• coaching in the context of a post-observation conversation.

‘Skilfully done,

classroom observation

can be a valuable tool

for improving the

quality of teaching;

badly handled, it can

be a menace.’

Wragg, E.C. (1994) An Introduction to

Classroom Observation. 2nd Ed (2002).

London: Routledge

Proving Improving

Performance Learning

Watkins, C (2010) Learning, Performance and Improvement in Research Matters (34). London : IOE.

Why observe teaching and learning?

Observing

learning What does learning look like when it’s taking place?

What is he thinking?

What might he say?

What does he know (about…how to…)?

What is he doing?

What is he hearing?

What is he seeing?

What is he feeling?

Observing

teaching

What teacher actions enable effective learning?

• What is she saying?

• What is she thinking?

• What is she doing?

• What does she know?

• What does she understand?

• What is she seeing?

• What is she hearing?

• What is she feeling?

A practical

activity (1)

• Make a narrative record of what you see and hear.

• Focus carefully on what the teacher’s doing to activate learning.

• Focus also on how pupils respond to her and to each other.

• How do you know whether they are actively engaged and learning?

How does this feel? What impact will it have on your subsequent post-lesson dialogue?

Creating

mental maps

What is coaching?

What’s your key learning to date?

What are the values and beliefs that underpin it?

Adding

plates

Risk of adding your own ideas as coach

(putting back plates on top of the stack)

is that that will prevent others in the

coachee from rising up (Rosinski 2003)

Five key skills:

establishing rapport and trust;

listening for meaning;

questioning for understanding;

prompting action, reflection and learning;

developing confidence and celebrating success.

National Framework for Coaching and Mentoring: www.nationalcollege.org.uk

A coaching approach

1. GOAL: agree topic

2. REALITY: invite self -assessment

3. OPTIONS: consider all options

4. WRAP–UP: commit to action and

agree support

The

GROW model

Practical

activity (2)

Now return to your observation notes.

In pairs, prepare how you will approach a post-lesson learning conversation.

What will you aim to achieve?

What key phrases will you use to develop the conversation?

8

Techniques

Active

listening

Maintaining

silence

Initiating action &

offering ideas

Gaining ownership

Open – ended

questions

Reflecting back

Summarising

Being sensitive

Hay/McBer

Protocols and key learning

What do you need to bear in mind

–Before

–During

–After a lesson observation?

• What action will you take as a result of today?

• Who will you work with – what support will you need?

From professional

learning to professional

development