2015

LESSON OBSERVATION REPORT FORM

Preservice teacher Date: 8/6/2017 Notes for users:
Mr Allen
School/site Mentor/Site Coordinator (please circle) Preservice teachers should be observed
Roma Mitchell Secondary College Mr Shane Dalziel and given written feedback at least
Number in class/group Year/group/ability information once per week during Professional
17 Students Year 9 Experience placements. The AITSL
Professional Experience Course Week/day standards provide focus for
Physical Education Week 1 Day 4 (Thursday) observation and can stimulate
Lesson/topic focus Observation focus (standards/target(s)) professional dialogue around strengths
Introduction to Football codes – Skills and developmental needs.
required for soccer – modified games

Previous targets (achieved/still to be achieved - link to Graduate Standards (AITSL) where appropriate)
3.2 Plan, structure and sequence learning programs – Football codes – soccer and AFL
skills

1. Know students and how they learn

Teaching and Learning 1.2 Understand how students learn
Mark roll with the use of photos 1.5 Differentiate teaching to meet the specific
learning needs of students across the full range
Clear learning intention and instructions of abilities
1.6 Strategies to support full participation of
Used questioning for understanding – prior learning and students with disability
2. Know the content and how to teach it
recapped from previous lesson. 2.1 Content and teaching strategies of the
teaching area
2.4 Understand and respect Aboriginal and
Practical lesson was well planned (lesson plan sighted day Torres Strait Islander people to promote
reconciliation between Indigenous and non-
before) Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology
Warm up and stretches were easy to follow. Re-positioned (ICT)
3. Plan for and implement effective teaching
self so students were not looking into the sun. and learning
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
Activities were team-taught and skill progression flowed well 4. Create and maintain supportive and safe
from easy to more difficult. Prompting students with key learning environments
4.1 Support student participation
terminology and encourage students when in competition. 4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
Was able to work on his feet – with time constraints and 5. Assess, provide feedback and report on
suggestions of activities to complete so that the progression student learning
5.3 Make consistent and comparable
of tasks will flow from one lesson to the next. Soccer to AFL to judgements
5.4 Interpret student data
Touch rugby etc. 6. Engage in professional learning
6.4 Apply professional learning and improve
student learning
Empahsised the rules and using the side of the foot to trap the 7. Engage professionally with colleagues,
parents/carers and the community
ball and body parts required to maintain control of the ball. 7.3 Engage with the parents/carers
 2015

1. Know students and how they learn

Planning and Preparation 1.1 Physical, social and intellectual development
and characteristics of students
1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Lesson plan well organised – timining of events need to closely looked at – adapted
1.4 Strategies for teaching Aboriginal and Torres
appropriately. Strait Islander students
1.6 Strategies to support full participation of
Encourage students throughout tasks. students with disability
2. Know the content and how to teach it
2.2 Content selection and organisation
Used key concepts – referred to the statement of inquiry and used correct sporting and 3. Plan for and implement effective teaching
skill terminology. and learning
3.1 Establish challenging learning goals
3.2Plan, structure and sequence learning
Concluded lesson with recap and discussed further learning and teachable moments.
programs
3.7 Engage parents/carers in the educative
process
4. Create and maintain supportive and safe
learning environments
4.5 Use ICT safely, responsibly and ethically
6. Engage in professional learning
6.1 Identify and plan professional learning needs
7. Engage professionally with colleagues,
parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and
organisational requirements
7.4 Engage with professional teaching networks
and broader communities

2. Know the content and how to teach it

Assessment and Reporting 2.3 Curriculum, assessment and reporting
3. Plan for and implement effective teaching
and learning
3.6 Evaluate and improve teaching programs
5. Assess, provide feedback and report on
Students responded verbally their responses about sataement of inquiry and key student learning
questions. 5.1 Assess student learning
5.2 Provide feedback to students on their
learning
Students will complete a PMI chart on the activities completed in the next two lessons.
5.3 Make consistent and comparable
judgements
A rubric of tasks to complete will be discussed in future lesson. 5.4 Interpret student data
5.5 Report on student achievement
6. Engage in professional learning
6.3 Engage with colleagues and improve practice
7. Engage professionally with colleagues,
parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and
organisational requirements
7.4 Engage with professional teaching networks
and broader communities

Strengths of the lesson (Identify at least THREE for inclusion in the preservice teacher’s Professional
Development Record - link to Graduate Standards (AITSL) where appropriate)
2.2 - Content selection and organisation
3.2 - Plan, structure and sequence learning programs
5.2 - Provide feedback to students on their learning
 2015

Developmental targets arising out of this lesson (at least ONE, no more than THREE – link to Graduate
Standards (AITSL) where appropriate)
3.1 – Establish challenging learning goals – Get students to peer assess their skill development – use
students as example of what the skills or activities look like at a good level.