Please find the resources and information to support the 2012-13 Observation of Learning, Teaching and Assessment (OLTA) detailed below.
Practitioner OLTA Briefing PowerPoint.
The PowerPoint plays quite quickly, to pause the show ‘hover’ the cursor at the bottom left hand side of the viewing window and pause as necessary. The screen can also be maximised by clicking the [ ] symbol at the bottom right hand side of the screen.
Link to the PowerPoint which can be downloaded and saved.
OTL Practitioner Guide
1. The Process for 2012-13
2. Formal Observations
3. Outstanding Learning, Teaching and Assessment
Criteria for Outstanding Learning, Teaching and Assessment
The following grid is based on the Ofsted 2012 Common Inspection Framework (CIF) and is a handy reference tool for assessing the quality of learning, teaching and assessment.
The form below will be used by Observers to assess and provide feedback on the learning, teaching and assessment.
1. Example Session Plan 1
2. Example Session Plan 2
Although there is no formal requirement to write a session plan, two examples of session plans are provided as exemplars of best practice. It is up to practitioners to determine how they evidence planning for session delivery; further guidance can be found in Support Document 15.
2012-13 Session Plan Template
3. Example Scheme of Work
Practitioners are required to provide a detailed Scheme of Work to show how the learning required for the qualification/unit/subject has been scheduled for delivery. This allows observers to assess the stage of learning of the learners, prior and subsequent learning etc. Where the learners are required to complete formal assessments, these need to be shown in the Scheme of Work. It is recommended that if available, evidence of assessed work is readily available for observers.
Blank Scheme of Work 2012-13
Please note, if SOWs are completed on the old template, there is no requirement to re-write the scheme on the new template.
4. Observation Tutor Questions
Some examples of the questions that observers may ask practitioners following the Observation.
5. Observation Learner Questions
Questions the Observer may ask learners during or following the Observation
6. Learning Walks
Learning walks are a way of sharing good practice and supporting the development of teaching on a particular topic or of measuring the impact of CPD. The “walkers” might include staff from across the college and include members of SLT and ELT. The focus of a learning walk is always supposed to be positive and developmental and is not part of the formal observation process.
7. Professional Practice Squares
Professional Practice Squares often referred to as ‘Teaching Squares’ provide a form of peer observation. They comprise 4 colleagues who:
- visit at least one session taught by each square partner (a total of 3 observations each)
- reflect on their observation experience
- share reflections with their square partners
- share their experiences as a group and reflect on the overall experience
Those involved can be from the same faculty, curriculum area etc or be from different areas.
8. The Perfect Session
This resource is based on the work of Jackie Beere and is adapted from a TES resource. It aims to provide practitioners with current best practice ideas for learning, teaching and assessment.
9. Guidance on the Observation of Technology Enhanced Learning
10. Guidance on the Observation of English and Maths
The development of English and Maths skills feature prominently in the new 2012 CIF. Along with developing learners’ skills in discrete classes, there is a focus on ensuring learners are provided with the opportunity to develop and practice English, Maths and oracy in the main vocational/academic classes. Observers will look for evidence of practice and development of English and Maths when the carry out the Observation.
11. Guidance on the Observation of Health and Safety and Safeguarding
12. Guidance on the Observation of Equality and Diversity
13. Bloom’s Taxonomy Teacher Planning Kit
This TES Resource is a useful guide when writing learning outcomes or ‘success criteria’ for a session. It also provides a handy list of questions which could be used to check the learning taking place in the session.
14. Revised Bloom for 21st Century Learning Skills
During the 1990’s, a former student of Bloom’s, Lorin Anderson updated the taxonomy to add relevance for 21st century students and teachers. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.
Structural changes in that the top two levels are essentially exchanged from the Old to the New version, Evaluation has moved from the top to Evaluating in the second from the top; Synthesis has moved from second on the Old version to the top of the New version as Creating.
The new terms are defined as:
- Remembering: Retrieving, recognising, and recalling relevant knowledge from long-term memory.
- Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarising, inferring, comparing, and explaining.
- Applying: Carrying out or using a procedure through executing, or implementing.
- Analysing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organising, and attributing.
- Evaluating: Making judgments based on criteria and standards through checking and critiquing.
- Creating: Putting elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning, or producing.
(Anderson & Krathwohl, 2001, pp. 67-68)
15. Cohort profile & Learner Starting Points
There is no need this year to write a detailed pre-amble, unless practitioners choose to do so. Summary information which shows a basic profile of the cohort can be generated through WebSTaR.
Learner starting points and progress-in-learning
Although a formal extensive documented session plan is not mandatory, practitioners need to be able to evidence that planning has taken place.
Example Session Plans are provided in the Supporting Documents, but it is up to the practitioner as to what they want to use and show as evidence that planning has taken place.
There are four general considerations that you must take into account when selecting the method of teaching and the structure for your teaching session:
- the learning outcomes of the teaching session – use Bloom; see Support Document 13 and Support Document 14
- the characteristics of the learners
- practical requirements
- the interactions between the practitioner and learners – and amongst the cohort as a whole
Learner Starting Points
Know your learners:
- What individual needs do learners have?
- Where are these recorded and monitored – ILP and tutorial/progress review records? Are they regularly reviewed? How can you demonstrate the distance individuals have travelled?
- How does your delivery need to differentiate for these needs?
- What are individual learners’ English & Maths needs? How are you developing and embedding these in your delivery?
- If ALS is provided, how does the session accommodate and meet the needs of these learners?
- Are there any sensitivities you are aware of? These will probably only be known to staff, but they may need sharing with an observer if an opportunity arises and you have the learner’s permission to share these.
You should know for each learner:
- at what level is the learner achieving?
- is the learner on target?
- what is their attendance and punctuality level?
Two ideas from Jackie Beere (2012) and Claire Gadsby (2012)
Further information is available in Support Document 15
2012-13 Observation of Learning, Teaching and Assessment Policy
2012 Common Inspection Framework
2012 Inspection Handbook
Creative Teaching – Innovative Learning
Innovative ways of teaching Pythagoras
|An maths teacher turns the perennial challenge of teaching Year 8’s Pythagoras into fun. An Observer John Bayley analyses the unorthodox pedagogy of 2009 Secondary Teacher of the Year Dan Walton as he takes the children of St John’s in Gravesend, on a fast paced and imaginatively planned double lesson. Discarding lesson objectives, the students are engaged in a series of activities, which lead them to discover the formulae of Pythagoras for themselves. Dan uses golf to explore right-angled triangles, introducing the hypotenuse by solving a dog-leg hole in one. By playing games with numbers the children discover a numerical solution to their problem. We see how their new-found knowledge is put into practice as the class compete to solve a murder using the answers to a series of Pythagoras problems. Dan keeps the momentum going using praise, games and even the children’s mobile phones to ensure the class are engrossed to the end.|