Subject (Practical or Theory): Practical - Art
Class Profile & Details: 1ú class, 18 students, mixed ability, mixed gender, SNA present
Duration of Lesson: Single (1 hour)
Professional teaching skills and ability
Use of visualiser to show the making of a pinch pot was very effective as all students could see techniques up close
Eloquent & clear explanation of steps to making a pinch pot - clear experience with making + teaching pinch pots to learners at all levels - using student friendly language + making sure all understood each step
Giving their own personal advice from their experience working with clay - giving reasoning behind steps so students know what the end goal is / why they are doing each step
Classroom management
1st year students were very quiet + easy to “manage” - struggle would have been getting them talking about their work / steps to making their pinch pots
one student with SNA would talk quite loudly - had SNA to answer questions / have conversations with, opposed to peers
teacher moving around classroom to look at how students are getting on, or to demonstrate steps some were struggling with
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Presentation of learning content
Demonstration of pinch pot making was the pain piece of learning content - presented through visualiser + shown to students in person on top table
Advice / methodologies delivered verbally to students, specific advice given to some students individually in 1 to 1 conversations
Effectiveness of planning
This lesson seemed to have been planned to allow time for students to firstly get accustomed to working with clay, and understanding + carrying out the first steps to making pinch pots - pacing was quite slow - evidently matched to students’ level (1ú)
Assessment and evaluation of pupils work in class
walking around to students individually to gauge how well they understood the demonstration - formative assessment given through individual advice
Any additional comments on what you learned from the observation class?
There was some struggle with getting these students active, talking + communicating at all with each other or the teacher - some of this could be explained by covid precautions which have students working very individually - not much verbal engagement with students eg. group discussions / questioning
Was interesting to see this lesson compared to the sane project done with a TY class as I observed the same teacher delivering to both classes - clear ability to gauge level of their students + pitch lessons appropriately.
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