2015

LESSON OBSERVATION REPORT FORM

Preservice teacher
Mr Michael Allen
School/site
Roma Mitchell Secondary College
Number in class/group
17 Students
Professional Experience Course
Physical Education
Lesson/topic focus
AFL – Modified games
Date: 15/6/2017 Notes for users:
Mentor/Site Coordinator (please circle) Preservice teachers should be observed
Mr Shane Dalziel and given written feedback at least
Year/group/ability information once per week during Professional
Year 9 Experience placements. The AITSL
Week/day standards provide focus for
Week 2 Day 4 (Thursday) observation and can stimulate
Observation focus (standards/target(s)) professional dialogue around strengths
and developmental needs.

Previous targets (achieved/still to be achieved - link to Graduate Standards (AITSL) where appropriate)
3.5 Use effective classroom communication – Learning intention and key questions focus
area.

1. Know students and how they learn

Teaching and Learning 1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific
learning needs of students across the full range
Recapped prior learning – discussed achievement in skills. of abilities
1.6 Strategies to support full participation of
students with disability
2. Know the content and how to teach it
Had key questions to focus on clearly on PowerPoint – clear 2.1 Content and teaching strategies of the
instructions given. teaching area
2.4 Understand and respect Aboriginal and
Torres Strait Islander people to promote
reconciliation between Indigenous and non-
* Revise PowerPoint for mistakes in spelling or sentence Indigenous Australians
2.5 Literacy and numeracy strategies
structure. Check technology and test connection so that the 2.6 Information and Communication Technology
lesson flows. (ICT)
3. Plan for and implement effective teaching
and learning
3.3 Use teaching strategies
Moved around the room to make sure students were on task 3.4 Select and use resources
3.5 Use effective classroom communication
and gave feedback on responses and examples. 4. Create and maintain supportive and safe
learning environments
4.1 Support student participation
Completed the PMI chart on the two Football codes and 4.2 Manage classroom activities
4.3 Manage challenging behaviour
discussed the responses. 4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5. Assess, provide feedback and report on
*Give a reason WHY we did the PMI and relate it to the student learning
5.3 Make consistent and comparable
upcoming assessment task. judgements
5.4 Interpret student data
6. Engage in professional learning
6.4 Apply professional learning and improve
Gave students a teacher feedback form to assess his own student learning
performance, which allowed students to be honest about 7. Engage professionally with colleagues,
parents/carers and the community
teaching practices. 7.3 Engage with the parents/carers

Skill progression had good transition into minor game.

 2015

1. Know students and how they learn

Planning and Preparation 1.1 Physical, social and intellectual development
and characteristics of students
Lesson plan sighted and emailed day before for feedback. 1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres
PowerPoint presentation clear and well organised – only small sentence mistake. Strait Islander students
1.6 Strategies to support full participation of
Had teacher feedback form organised to collect and reflect on teaching practices – students with disability
2. Know the content and how to teach it
strengths/weaknesses.
2.2 Content selection and organisation
3. Plan for and implement effective teaching
YouTube video – was researched and selected to be most appropriate for easy and learning
understanding and relate to an all-girls class. 3.1 Establish challenging learning goals
3.2Plan, structure and sequence learning
programs
Practical was set out well with cones and quick transitions from skill drills to minor to 3.7 Engage parents/carers in the educative
major game. process
4. Create and maintain supportive and safe
learning environments
Concluded lesson with key points and teachable moments – what worked/not worked,
4.5 Use ICT safely, responsibly and ethically
what skills need to be developed. 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
Need to read through responses of PMI and feedback to see if focus of lesson was met
5. Assess, provide feedback and report on
and students are on task to complete minor game and CAT. student learning
5.1 Assess student learning
5.2 Provide feedback to students on their
learning
5.3 Make consistent and comparable
judgements
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)
1.2 Understand how students learn
3.4 Select and use resources
4.2 Manage classroom activities
 2015

Developmental targets arising out of this lesson (at least ONE, no more than THREE – link to Graduate
Standards (AITSL) where appropriate)
3.6 Evaluate and improve teaching programs – From the previous/current lessons – develop a sequence to
teach each skill in both Theory to practical so each lesson flows from one to another.