Lesson Observation Protocol

CPD Nr.: 
09
Developed by: 
National Education Institute Slovenia (Zavod Republike Slovenije za šolstvo)
Sources: 

Research Project Material of NEI Slovenia – Formative Assessment (2016-2017)

Impact+Exercise Table of the Student Voice - the Bridge to Learning Project: Indicators, March 2017

Purpose of the material: 

Lesson Observation Protocol enables fellow teachers and other invited observers to give their colleagues quality feedback on embedding and fostering student voice in their teaching practice, based on the aims and impact indicators of the project.

The purpose of this material is to enable teachers to reflect on their pedagogical practice during each learning cycle with the help of peer observations of the lessons and given feedback about to what extent student voice is present in their classroom and what objectives have successfully been reached or are yet to be fulfilled.

Material: 

The Lesson Observation Protocol provides teachers with feedback by their team colleagues and helps them reflect on their teaching practice in order to improve it in the sense of fostering student voice to prosper. It is a vital part of their personal plan, helping them to improve, make necessary adjustments and plan further activities according to the student voice principles.

Process: 

STUDENT VOICE – PEER LESSON OBSERVATIONS

During the learning cycle, teachers invite their team colleagues, headteacher, consultants and other project stakeholders to observe their lessons in order to provide constructive feedback as their critical friends. To enable target observations the observers are given the lesson observation protocol, the prompts being created on success indicators of the SV project.

  Lesson Observation Protocol – STUDENT VOICE

 

Teacher/subject: ­­­­­­­­­­­­­­­­­­­_________________________    Date:­­­­­­­­­­­­­­­­­­_____________________

 

 

           STUDENT VOICE

YES/NO/NOT RELEVANT

EVIDENCE

  1.  

Students feel their views are valued having a voice in the classroom and school.

 

  1.  

The needs of all students are met.

  1.  

Students increasingly take ownership of their learning and are more engaged in thinking about their own learning.

  1.  

Student’s responsibility for self, for learning and behaviour is increased.

  1.  

Relationships between students and teachers are open and trustful.

  1.  

Students give more direct and open feedback to teachers and peers.

  1.  

Students report being heard.

  1.  

Students are actively involved in design of learning experiences and assessment through processes of co-construction.

  1.  

Roles are blurred and overlapping: students sometimes take on teaching role.

  1.  

Students take greater control over their learning; joint ownership by teacher and student can be observed.

  1.  

Students work with one another – listen to one another and respect different views.

  1.  

Students are motivated and engaged in learning.

After observing the lesson, discussion on the observed follows, with the purpose to give the performing teacher useful feedback on to what extent SV is embedded into their classroom practice, taking the protocol prompts into account. Everyone is given voice in the discussion, which helps participants to reflect on their own pedagogical practice.

Teachers use the feedback given by their colleagues to reflect on their practice in the terms of SV, evaluate the activities of the learning cycle and aims reached. They bring the findings and their insights into their personal plan, which helps them to plan the next learning cycle – by considering the findings making adjustments in planning further steps to successful implementation of SV in their classrooms.

How you can use this material in your practice: 

Lesson Observation Protocol  is used during the learning cycle to  provide constructive feedback to fellow teachers considering embedding SV into their classroom. At the end of each learning cycle, teachers evaluate their practice and use the peer feedback to plan further steps, which is also evident from their personal plans.

 

This material reflects only the author’s view; the Commission is not responsible for any use that may be made of the information it contains.