Classroom observation checklist

                                 Classroom observation checklist

Issues	Yes/No	Evidence
There is a short recap of the last related lesson’s outcomes or focus.
Questioning with no hands up and talking partners serves to gather the key points and involve all learners.
The learning objectives is introduced and linked to the bigger picture of the unit coverage so that learners understand the place of today’s learning within the context of the whole unit.
Learners own ideas are explored about the new focus and they have a go, using their own strategies and ideas first. The teacher questions and observes in order to better understand their current understanding and to adapt teaching to meet learners needs.
The teacher’s modeling and teaching follows learners’ ideas, building on them. Learners feedback – individually, in pairs or in groups – gives indications of their understanding, which the teacher uses to shape the next steps in learning and teaching.
The task is set and the teacher asks learners to summarise the key points to remember (the success criteria). These are written or pasted up. They may have been gathered already during the course of the lesson. They may also be success criteria for aspects of learning, such as working with others.
Learners are reminded throughout the lesson to use the success criteria to decide where they are doing well where they need help, from each other or from an adult.
The teacher’s role during the task consists of giving continual feedback either to individuals or with a focus group, asking open questions and enabling learners to reveal and develop their understanding.
During the course of the activity learners are asked to identity success against the learning objective of their work, and to identify a part to be improved or developed. Self-assessment or peer discussions are used as the vehicle for this assessment and improvements are made there and then.
The teacher asks learners to reflect on their most successful learning and the area most in need of development or improvement, using the success criteria as a guide.
The teacher orchestrates a plenary to discuss the learning developed in the lesson. Learners are encouraged to make an overall self-evaluation about success and improvement needs via talk partners.
The lesson ends with a recap of the overall learning objective for the current unit of work. Learners are helped to see how today’s learning can be extended and how it connects with what they will be learning text.