TLA Self-Assessment: To What Extent Do My Lessons Show… OLTA Code | Area of Teaching, Learning and Assessment - “To what extent do I, my students or my lesson show…” | Strength | AFI | 1 | QUALITY OF LEARNING | | | 1a | Punctuality (and attendance) * do my students arrive on time; are they ready and prepared for work; * do I address lateness properly and effectively; have I evidence of strategies I have used to prevent lateness; * do I support late-comers and integrate them into the lesson; * am I aware of any background issues that might prevent my students arriving on time; * do my students demonstrate a commitment to learning through consistently high records of attendance (90% +)… | | | 1b | Learner Engagement * are my students attentive and focused; * are they responding to my questioning and are ALL my students engaged in the tasks during the lesson; * are my students enthusiastic and do I nurture this with my tasks; * am I aware of which students need more of a challenge and do I include this in my tasks… | | | 1c | Standard of Work * if someone was to look at my students’ work on the tables or in their folders does it meet or exceed the expectations of typical students at this level; * are their folders neat, tidy and have they brought the appropriate resources with them; * am I helping my students develop along Blooms’ taxonomy from developmental to higher order skills… | | | 1d | Individual & Independent Learning (outside) * are my students able to work effectively and purposefully using their own initiative where appropriate; * are my students able to set and review their own goals/targets; do my students come prepared and are they able to be self-organised when needed; * are my students able to solve the problems, analyse and be critical of their own work; * have I taught my students the underpinning skills needed to learn in this way; * are my students able to link previous learning with the new things they have learned from this lesson… | | | 1e | Collaborative/Group Learning * do my students work together effectively, in groups, pairs or as a class when the task expects them to; * do I help them work together and manage the group effectively; * have I taught my students the underpinning skills to help them do this… | | | 1f | Personalised Learning * are my students able to show that they are working to their individual levels and needs in tasks; * are my students able to tackle different tasks or levels of tasks that develop their individual needs; * have I included a range of tasks and learning opportunities that cater for the different needs of my students… | | | 1g | Student Interaction and Questioning * are my students able to demonstrate constructive rapport with both me and the rest of their class; * are they able to listen and respond to each other in a constructive way and not lose focus, discipline or respect for each other during tasks; * are my students able to think for themselves and challenge their own learning as well as that of their peers… | | | 1h | Use of ICT (and VLE) * where appropriate, are my students able to show relevant, enhancing and engaging use of ICT which clearly supports their effective learning, in class and outside of it; * do I make references to things like Oaklearn and use of mobile technology where appropriate; * is appropriate ICT embedded within the classroom and syllabus, so that it enhances the course… | | | 1i | Use of Resources * are my students able to learn from my effectively designed and provided resources; * do my resources cater for the individual needs of the students; * have the students been able to contribute to the course resources; * is the classroom a suitable learning environment and do my students feel able to contribute to the learning atmosphere in the classroom… | | | 1j | Safe Working Practices/Safeguarding * are my students aware of the potential H&S hazards in the classroom & can they demonstrate safe working & learning practices; * do my students embody the safe working practices that they will need when they enter the real world; * are my students able to feel safe in the classroom and do they support and look out for each other when working on practical and hazardous tasks… | | | 1k | Transferable skills * where appropriate, are my students able to develop their Literacy, Numeracy and/or ICT skills in the tasks and assessments set in class; * are my students able to identify and show off additional, wider skills that could help them get a job or move into higher education; * are they aware of the skills and expectations of their future careers and are they able to demonstrate them in class, where appropriate… | | | 1l | Equality & Diversity * are my students able to demonstrate awareness of naturally occurring and relevant Equality and Diversity issues when they arise (in context) on the course, in the college and the real world; * do my students actively practice these skills and behaviours and do they respond positively to challenges for inappropriate comments and behaviour… | | | 1m | Progress Made in Lesson * are my students able to show that they have made demonstrable progress towards my expectations during the tasks; * are some of my students able to show that they have progressed beyond their expectations, and have been able to link their progress back to their outcomes and targets from the session; * have my students been able to complete the tasks set… | | | 1n | End of Lesson * are my students clear about what they have learned in the classroom tasks; * would my students be able to show what they have learned and explain what they now can do / know that they didn’t when they arrived in the lesson; * are my students given the opportunity to summarise and reflect on the learning they have gained in class and link it to their other units and their wider programme… | | | | | | | 2 | QUALITY OF TEACHING | | | 2a | Planning * have I given enough evidence of planning for this lesson; is there a clear active scheme of work (amended and updated throughout the year) and appropriate lesson plan; * are my activities and resources effective and relevant to the session, which enable the students to engage and learn from; * does my lesson follow a sensible structure (with a clear start, middle and end); * is my lesson contextualised against the prior and/or future learning of my students; * are the tasks and activities relevant to the outcomes and do they “fit together” to form a well-planned lesson; * above all, is it clear that I have planned the lesson around my students and the appropriate parts of the syllabus… | | | 2b | Effective Start of Lesson * does my lesson regularly start promptly, on-time and are my students given a suitable and effective warm up task to help recap or review prior learning, and/or get them into the mood for learning; * am I able to share outcomes that are differentiated and that meet the needs of my group, pointing out the key parts of the lesson and where learning will be taking place for all students; * are my students clear about the purpose of today’s outcomes and activities, and what they will be doing in the lesson, and for what reason… | | | 2c | Use of Group Profile * do I have an up-to-date profile of my group, containing relevant and sensible information such as MAGS, targets, current working grades and background information; * does my profile enable me to support each and every student appropriately and support the reasons for the strategies I use in class to support and address student behaviours; * can I show that I use and update this information to ensure that all my students are able to participate and engage in my lessons and learn to their potential… | | | 2d | Setting Tasks and Activities * do I set clearly planned and structured tasks that enable students to engage in the lesson; * do I create tasks and assignments that clearly signpost key elements (such as functional skills, assessment criteria, extension tasks) and are appropriately timed, monitored and concluded; * do my tasks include differentiated elements (such as Must, Should, Could / All, Some, Few) so that all students can learn from them according to their needs and current progress… | | | 2e | Teaching Methods * are my teaching methods appropriate and student-centred in order to maximise my students’ learning; * do my teaching methods foster a suitable level of engagement and interaction; * have I used student feedback to adapt and develop my teaching methods to cater for the individual and group needs of my students… | | | 2f | Relationship with Learners * is my manner and attitude to my students professional and respectful; * do I use feedback constructively; * am I able to command the respect of my students with my approaches and teaching methods; * am I able to maintain and demonstrate up-to-date knowledge of my subject & use this to engage / enthuse my students… | | | 2g | Managing Behaviour * do I maintain a consistent and confident approach to all forms of classroom behaviour; * do I use a range of effective and professional strategies to effectively maintain attention, pace, progress, structure and engagement; * is there evidence of how effective my strategies have been, and what help or support I have sought from colleagues/managers etc. and used in the classroom to help my students’ learning; * do my students demonstrate professional behaviours that match the expectations of others at their level /course… | | | 2h | Managing Group Work * do I regularly maintains my students’ attention during teaching and activities; * am I able to use my teaching skills to maintain the focus and pace of my lessons and tasks so that my students can more easily achieve or exceed the desired outcomes from the lesson; * can I confidently evidence a range of strategies and methods for managing more challenging groups / students and show positive results and outcomes… | | | 2i | Additional Learning Support (clear as to what they are there to do other than support / if they have done their bit, what else? Communication?) * do I work closely and effectively with any ALS staff that I have secured for my students to ensure that they are integrated into the lesson seamlessly, rather than being seen as a hastily employed add-on; * do I effectively plan and include, in my lesson plans and group profiles, the strategies and information gathered to support the individual needs of my students and the work I have been doing with my ALS staff member; * do I demonstrate clear evidence of any targeted support that is being provided to my students in class and outside of class… | | | 2j | Content * is my session’s content appropriate to the course, level and syllabus/specification; * is the content delivered appropriate for typical students on similar courses nationally at that stage of the programme / unit… | | | 2k | Personal and Professional Teaching Qualities * do I demonstrate effective oral and written communication with my students, both in class and through feedback and eILP targets etc; * am I able to show use of praise where appropriate and provide clear instructions and guidance during the tasks and teaching practices throughout the lesson; * am I able to appear knowledgeable and enthusiastic at all times; * am I able to maintain my confidence; * is my teaching adaptable to the needs and demands of the lesson and students themselves and am I able to demonstrate self-reflection during and after each lesson… | | | | | | | 3 | QUALITY OF ASSESSMENT | | | 3a | Tracking Progress * are my students making clear progress in the session, which also would be expected at their level; * am I able to provide clear, up-to-date and individualised tracking documentation that clearly shows the progress of each student, making appropriate use of MAGs, CWG, prior learning and target grades where appropriate; * am I able to demonstrate where lessons and tasks have been adapted to cater for individual / groups’ progress and attainment... | | | 3b | Questioning * is my use of questioning effective and differentiated to demonstrate a mix of both open and closed, directed and non-directed questioning styles which are appropriate to my individual students’ needs; * is my questioning style developmental and encouraging, supportive as well as informative… | | | 3c | Checking Learning * do I check the learning that has taken place on a regular basis, where appropriate to the lesson and tasks; * is my checking of progress, learning and attainment thorough, appropriate and targeted so that it is clear where all students are learning throughout the lesson, and where I adapt my techniques to suit the levels of progress during the tasks etc; * are my checks of learning related to the ability and needs of all of my students… | | | 3d | Feedback to Students * do I provide regular written and oral feedback to all students that is clear, appropriately detailed and enables the student to know what they need to do to improve; * do I provide feedback that is formative as well as summative, developmental as well as constructive, and above all, individualised, so that my students can take ownership of their learning and make the next steps independently as well as with guidance, when necessary and appropriate… | | | 3e | Peer-Assessment * are there regular and appropriate opportunities for students to constructively assess and/or evaluate each other’s work in a supportive environment; * have I embedded the skill of peer assessment into previous lessons so that students are able to develop their wider skills and employ them effectively in lessons, tasks and assessments… | | | 3f | Self-Assessment * have I planned for and provided appropriate opportunities for students to self-reflect in tasks and during feedback, enabling them to confidently mark and evaluate another students’ work in a supportive environment; * do I encourage students to independently think about their own progress and provide their own views on their work, progress and targets… | | | 3g | Target Setting * do I provide appropriate opportunities for students to review and set their own short and longer-term targets; * have I helped my students develop the skills in setting their own individualised targets; * are my students able to set, take ownership of and meet these challenging and SMART targets in the lesson; * have I built in appropriate and regular opportunities in my course (and planning documents) to review my students’ targets and provide targeted feedback… | | | 3h | Ending of Lesson/Recap * have I allowed time for a structured, clear closure to the lesson enabling me to revisit the group (and individual’s) outcomes; * do I give enough time to allow the class to identify what has (and has not) been achieved during the lesson and allow students to negotiate and agree future targets/activities; * have I planned for and set appropriate homework tasks that bridge the learning between the current and future sessions and encourages independent learning outside of the classroom… | | |

Summary of reflections / Stop/start/continue