Ota Jacob and Basten
Ota Jacob and Basten
Ota Jacob and Basten
Observation
Year: Bachelor year 4 Course unit / Module(s): Studie & werk 4 / Professional Development 4
This observation instrument is intended to provide insight into the pedagogical and didactical skills of trainee teachers and to
facilitate a development-oriented discussion with them. In the background data section, you need to fill in things about the
context and background of the observed teaching. This is followed by seven different domains, each consisting of three to seven
skills when expanded. You should observe and score the skills. Skills that you cannot or do not want to observe can be scored as
`not applicable`. There is space at the bottom for comments and feedback.
Background information
What year is the class in? What is the education level of the class?
2 havo/vwo
3. Effective instruction
3.6 The teacher ensures that all students are View Comments
involved in the lesson Examples
1 2 3 4 n/a
All students do the activities. Do
they also all understand the
explanations?
6. Differentiation
This is a small group, 11 students. They come in calmly and Katell makes small talk. A student who wants to sit somewhere
else is allowed to do so. It doesn`t cause any problems. The class starts efficiently and the pace is good. Students participate,
even though they are not very enthousiastic about speaking.
After some short practice and explanation, students get some work to do. They can choose which activities and at what level
they want to work.
There is a good amount of French speaking.
The activity with the expressions was very interesting. You could have added some more to it by asking the students if they
know an English or Dutch expression for the French expressions.
You are in charge all the time. You do a lot of work, even though students get to do activities. How can you make them
responsible for their own learning?
follows the course Pedagogical practice or Methodological practice in the new curriculum;
in the old curriculum follows the course Study & Work 2A, 3A or 4A.
Is this lesson visit part of the conclusion of the Study & Work module 2B, 3B or 4B? Click “Yes” in the question below and please
enter the rating.
Is an assessment part of this lesson visit to conclude a module (e.g. part of an S&W B-module)?
Yes No
How does the observer assess the pedagogical-didactic behaviour of the student teacher during the lesson visit?
Observation
Year: Bachelor year 4 Course unit / Module(s): Studie & werk 4 / Professional Development 4
This observation instrument is intended to provide insight into the pedagogical and didactical skills of trainee teachers and to
facilitate a development-oriented discussion with them. In the background data section, you need to fill in things about the
context and background of the observed teaching. This is followed by seven different domains, each consisting of three to seven
skills when expanded. You should observe and score the skills. Skills that you cannot or do not want to observe can be scored as
`not applicable`. There is space at the bottom for comments and feedback.
Background information
What year is the class in? What is the education level of the class?
2 havo/vwo
3. Effective instruction
3.6 The teacher ensures that all students are View Comments
involved in the lesson Examples
1 2 3 4 n/a
The teacher...
... shows a positive interest in the subject and the field of study
... verbally and non-verbally communicates their pleasure in teaching the subject
... energetically presents the syllabus and learning strategies
... shows a commitment to teaching the subject and the lesson materials
... makes appropriate use of contemporary digital teaching materials, teaching resources and IT
The teacher..
... makes appropriate use of contemporary digital teaching materials, teaching resources and IT
... uses varied teaching activities and assignments that allow students to take an active role (e.g. live polls, games,
competitive elements, etc.)
... uses (relatively) open assignments that encourage students to use their creativity, insight, critical faculties and
ability to solve realistic problems (challenging)
... uses material and examples from the news and students’ daily lives to illustrate the subject matter (meaningful)
... uses examples offered by students (during the lesson) to illustrate the subject matter
In the context of online education: the teacher has selected appropriate online tools to activate the students (Padlet,
LessonUp, Socrative, EdPuzzle, chat, etc.)
6. Differentiation
Je leeromgeving en klassenmanagement is goed op orde. Leerlingen reageren op jouw en jij op hen wanneer dat nodig is. Dit
heb je strak geregeld. Je instructie is effectief en ook de activiteiten die je onderneemt lijden er toe dat leerlingen aan de
leerdoelen werken. Je bent begonnen met activerende didactiek, samenwerkend leren en formatief handelen.
Leerdoelen zijn voor jouw voorbereiding, de les sluit hier goed op aan. In de les zijn leerdoelen ook voor de leerlingen om focus
aan te brengen in hun leren. Weten al jouw leerlingen de doelen van de les? Weten ze wat ze moeten kennen/kunnen aan het
einde van de les?
Verdiep je eens in de voorwaarden van activerende didactiek, samenwerkend leren formatief handelen en het onderwerp
individuele aansprakelijkheid.
Over volledige instructie, activerende didactiek en individuele aansprakelijkheid is een kennisclip te vinden (mocht je ze niet
vinden mail me dan even). Individuele aansprakelijkheid wordt behandeld vinden je in de kennisclip over de vijf strategieën van
formatief handelen van Wiliam en Leahy.
Voor schaal 7 support en development of learning skills kun je denken aan thema`s zoals metacognitie zelfregulatie en een hele
taak benadering zoas het 4C/ID model van Merriënboer en Kirschner of het hele taak eerst model van Fred Jansen.
Is this lesson visit part of the conclusion of the Study & Work module 2B, 3B or 4B? Click “Yes” in the question below and please
enter the rating.
Is an assessment part of this lesson visit to conclude a module (e.g. part of an S&W B-module)?
Yes No
How does the observer assess the pedagogical-didactic behaviour of the student teacher during the lesson visit?