The document provides feedback from a learning walk conducted on November 12th, 2014. It indicates that most characteristics were present to varying degrees, including clear learning outcomes, differentiated activities, targeted teacher questioning, and student engagement. Strengths included targeted questioning, independent student work, and differentiated tasks and challenges. Areas for development were ensuring students understand success criteria, using a variety of questioning techniques, and deploying teaching assistants to better match individual student needs.
2. Learning walk feedback 12th Nov ‘14
Evidence of clear, differentiated learning outcomes.
Evidence that students clearly understanding success criteria.
Evidence of differentiated activities and/or resources e.g. scaffolding of tasks for less able and
appropriate work for most able.
Level of teacher support differentiated ( time, material, questions)
Evidence of targeted questioning.
Evidence of teacher giving oral formative feedback targeted to individuals or groups of
students.
Evidence of LSA being used appropriately to match individual needs.
Most students engaged with the teaching and learning activities provided.
Evidence of students working independently.
Evidence of teacher comments and challenges that advance learning (can be written).
Evidence of student self/peer assessment and personal target setting.
3. Every characteristic present,
but to varying degrees
Strengths
Targeted questioning.
Students working independently. Evidence of
differentiated tasks and varying levels of challenge.
Level of teacher support differentiated
4. What went well…
Progress bar to maintain focus on desired outcomes
Helpdesk to support and scaffold learning. Good examples of
outcomes and questions to enable understanding
Prompts to enable accurate sentence construction
Good one-to-one support provided by teacher.
Diagnostic marking leading to individual challenges being set
Teacher support levels and quality of oral feedback
Students’ high levels of engagement in the majority of lessons
5. Every characteristic present,
but to varying degrees
Areas for development
Ensure that students are aware of the learning outcomes
and clearly understand the success criteria
Develop a range of questioning styles – targeted
questioning was prevalent in the lessons visited, a variety
of questioning techniques helps to cater for different
types of learner.
TAs were rarely deployed to match individual needs. This
is an OFSTED focus that we need to address.
6. Even better if…
Types of assessment signposted – PA, SA and TA
Increase in types of questioning styles and techniques
Students were all able to articulate what next steps
were, what good looked like, what they were working
towards
TA support clearly targeted
