LESSON FEEDBACK FRAMEWORK

For Mentors, Coordinators or University Liaisons

Name of Pre-Service Teacher: Chloe Dunlop Name of Reviewer: Barbara Harris
Learning Area: English Year level: 4
Unit Title: Narrative – What makes a Good Story Lesson Focus: Resolutions – Part 1 & 2
Preparation: (Lesson outline provided to reviewer, resources, organisation, learning outcomes were visible to students,
suitable adjustments provided for varied learning abilities, use of technology, had a plan b if necessary etc. )
You provided me with a clear and explicit copy of both your lesson plan and the unit plan by email
so that I was able to come prepared to observe your teaching. You had referenced the Australian
Curriculum in both your unit and lesson plan, focussing your teaching on clear lesson
outcomes/intentions and also provided me with copies of your resources that you would be using
during the lesson and the rubric you intend to use to assess the individual students’ level of
achievement. Your lesson plan clearly articulated the progression of the lesson, resources and
when they would be used.
Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding, effective use of questioning,
gave clear explanations, resources accessible for all learners, etc.) It was apparent from the beginning of the
lesson that you were in control and you confidently taught the lesson you had planned. You had
all the resources at your finger-tips and you moved seamlessly between each section of the lesson.
You used the electronic whiteboard confidently and your slides were clear and provided the
students with enough information to know what you were teaching as well as the activities they
were expected to engage with.
Content Knowledge: You understood what you were teaching and you were able to provide clear
appropriate examples while presenting the lesson to the students as well as the examples you had
included in your white board presentation. You were able to clarify and expand on the students’
responses to your questions when necessary without hesitation reflecting your preparation and
understanding of the content you were presenting.
Managing student learning: (addressed prior knowledge, assessed for misconceptions, provided constructive,
timely feedback, used suitable teaching strategies and methods, set learning to appropriate level of challenge, offered
You began your lesson revisiting previous learning and you
timely support, reinforced growth mindset etc.)
asked different students to explain what had been learnt to gauge their level of understanding.
You clarified and expanded on their responses as necessary. You implemented a range teaching
strategies to maintain student interest and consolidate their learning. I observed the students
working in pairs at their tables, you had them answering questions, the students also wrote on the
whiteboards while sitting on the floor, sharing their work with the whole class when they had
completed that task. You provided feedback on their responses and when they were working at
their tables you circulated around the whole room checking on each group and their progress with
that specific task. You implemented a range strategies to ensure that a range of students
responded to the question you asked including name sticks, pairing the students yourself for the
table activity rather than allowing them to work with their preferred partner. When you explained
to them that they might find this challenging you also provided them with support by reassuring
them that you were confident that they could manage to work effectively with a different partner to
normal. Expecting them to work with different students builds class relationships as well as
scaffolding student learning through mixing learning abilities.
Managing student wellbeing and behaviour (demonstrated fair and consistent practices, applied common
sense, used prompt corrective feedback, noticed appropriate/inappropriate behaviours, remained calm, provided clear
behavioural expectations, showed empathy etc.) Chloe,
when the students were sitting on the floor in front
of you during the explicit teaching time I observed you scanning the students. I then observed you
asking a question of a student sitting on the edge of the class who was starting to become
distracted. You hooked him back into the lesson through engaging him to answer the question-
excellent work. I observed a positive rapport between yourself and the students with them
responding quickly when you spoke to them. You used your voice by saying stop, look, listen,
when you wanted then to come back from their table activity. Although you felt they took a long
time to pack up they seemed to not waste time and prompt back to the floor. When they students
returned to the floor to review their learning you demonstrated your positive expectations by asking
students to move closer to where you were sitting which meant they were with in your sight and
able to participate in the review activities. You finished the lesson by challenging them to put their
materials and resources within a short time frame – effective strategy.
General Comments and focus for next lesson: It was apparent when we were talking about the
lesson that you self reflect on your lessons’ as you were able to articulate to me areas that you felt
could have been more effective. Don't be too harsh on yourself but use your observations to
develop your teaching strategies. I observed you demonstrating a high degree of self-awareness
of the students as both a group and individually and their involvement with the lesson. You asked
me to specifically observe and comment on your transitions between activities and I felt that these
were well managed and that the class was engaged at all times. There was little opportunity for
the students to become disengaged or restless. There was a busy hum when they were working
in pairs toward the end of the lesson and I did not observe any pair not engaged in the task. They
moved quickly back to the floor when you asked them to. I liked your use of the timers to manage
the length of learning tasks and keep the lesson moving at a reasonable pace to maintain student
engagement. Consider your use of questioning techniques. If you ask the whole class their opinion
then they will all verbally respond and will need to be settled. At the end of the lesson I discussed
with you the use of “Shhh” when settling the class after asking a question and challenged you to
think about ways to avoid using ‘Shhh” as a resettling strategy. Also think about getting some of
the students to read material that you presented on the whiteboard as a strategy to hold interest
and increase the student involvement when they are sitting on the floor for a while. The lesson
went well and I observed your positive interaction with the students, acknowledging them by name,
giving positive feedback and positive interactions with the class. Looking forward to observing you
again in the next few weeks.
Feedback given by: Barbara Harris Date: 7/5/2018