Students as lesson observers and learning partners Training for students

Icebreakers

What is an icebreaker? Technically an icebreaker is: “a special purpose ship or boat designed to move and navigate through ice-covered waters” The icebreaker we’re interested in is designed to: Ease tension amongst the audience. Help the audience get to know each other. Encourage a team atmosphere.

Quick... Crazy feet Rotate your right foot in clockwise direction. Now draw the number 6 in the air with your right hand. Hard, isn’t it?

Line up Line yourselves up in: Alphabetical order of first names Active...

Line up Line yourselves up in: Order of birth months from January 1 st through to December 31 st Active...

Say the colour not the word! pink brown pink brown purple pink green pink yellow green purple yellow pink blue grey blue orange yellow blue grey purple blue red purple Fun...

Aims 8 To understand the students as learning partners (SaLP) model in order to observe and feedback on learning in lessons. To identify principles and ethics which may underpin this work. To recognise and use the appropriate language for feedback. To actively practice a SaLP observation.

What is students as learning partners about? Studentsaslearningpartners It’s about students working in partnership with staff to impact on learning. not about judging the teaching! 9

Students as learning partners: what are they? Students consult with teachers on a focus and then they are invited into the classroom to observe the learning, based around the focus. A non-judgmental dialogue takes place between staff and student and possible ways forward are considered. 10

11 Students as learning partners: what happens? Student Student 2 Teacher

12 Students as learning partners: what happens? Six stage process: Training. Agreement. Focus (teacher led). Agreement of date/class. Observation. Feedback.

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What makes a good lesson? Discuss, in groups, what makes a good lesson.

Turning each ‘what makes a good lesson?’ statement into an observation focus What evidence might you need to record? 18 Sense of humour How often a teacher smiles or makes a joke

Principles and ethics 19 Activity Work in pairs or small groups to discuss the statements and put them in order of importance. Amend/add to them as you see fit. You will need 5.1: principles and ethics ranking cards

Code of conduct Use sheet 5.2 to write down your agreed statements to form yoursheet 5.2 code of conduct for your research observations. What statements are most important? How will the code of conduct affect your observation? Why is it necessary? 20

Language of feedback 21 Using the ‘right’ language to feedback to staff is crucial – why? What words and phrases are suitable to use? What words and phrases are not suitable to use? Refer to 5.3: language of feedback ‘constructive feedback’ ‘improvements’ and ‘reflection’

22 Recording the observation Remember: You are there to observe and give feedback on an agreed focus. Your teacher is inviting you to reflect with them on their lesson – not to pass judgement. You are there to observe learning, not teaching. This should be reflected in the way you record the observation

23 Activity Look at the three examples of observation sheets: 5.4 Observation record sheets 1, 2 and 3 Which do you prefer and why? Recording the observation

Observation in practice 24 Activity Working in pairs, observe the role-play lesson.observe the role-play lesson. Use either observation sheet 5.5a or 5.5bobservation sheet 5.5a or 5.5b The focus of the observation is: use of praise

25 Activity Now spend five minutes with a partner discussing how best to feedback to the teacher using appropriate language. You may have the opportunity to role play a feedback session based on your observations. Observation in practice

26 Activity You are going to observe another lesson. The focus of the observation is: use of questions Observation in practice

27 Activity Design an observation sheet for this research focus. 5.4 Sheets 5, 6 and 8 are all about use of questions so you may like to use these to help you. Pick the best elements of each observation sheet to put into yours. The research focus is: use of questions Observation in practice

28 Activity For this section you will require a ten minute film clip of a lesson. You could use one from your school. Observation in practice 2

29 Activity Observe the lesson in the video clip. Use your own observation to record your observations. The focus of the observation is: use of questions Observation in practice 2

30 Did you find the criteria used useful? Was there anything on your observation sheet which you didn’t need? Was there anything that you think would have been useful to have on your observation sheet? In groups of 3, role play the feedback session which might follow Observation in practice 2 Feedback

Evaluation: returning to the aims 31 To understand the students as learning partners (SaLP) model in order to observe and feedback on learning in lessons. To identify principles and ethics which may underpin this work. To recognise and use the appropriate language for feedback. To actively practice a SaLP observation.

32 You will have the opportunity to meet with your teacher to: Tell them about the training. Share your code of conduct and agree/amend this with them Agree a focus for the first lesson to be observed Design your observation record sheet To recognise and use the appropriate language for feedback 1.Training 2.Agreement 3.Focus 4.Agreement of date/class 5.Observation 6.Feedback What’s next?

Recording the observation 33 Activity Agree the research focus for the lesson. Design an observation sheet with this research focus in mind.

Next steps 34 When you have designed the observation record sheet, arrange to meet with your learning partners to arrange: When, where and which class you will be observing What permissions you need if this involves missing other lessons