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Great video
Great exercise
Outline what class need to do during video before video starts.
Asked class what was learnt from video.
Good visuals on IWB.
Good recourses.
Good info on trench life - trench foot, rats, corpses, 'doing a blighty', drowning in mud.

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Assessed knowledge at end for potential to move from? Resonated didactisicm for own self progression too.

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Fantastic handouts, very engaging. Video was impactful and created a lust to know more. Resources good for later revision.

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YouTube video is good, with real archive footage.
Hand outs given is very detailed

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Lots of Resources
Prepared for lots of different questions to draw out appropriate responses. Lots of interesting facts prepared to engage students. Even better if slightly less sheets.

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Lesson was well structured with information sheets, video and note making.

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Asked questions to engage students after video and make sure they've taken in information

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Stood in one part of the room, should have moved around?

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N/A

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Maybe move around the room a bit more and ask a few more questions, getting students involved a bit more

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i could have moved more around the class as i was in a fixed position. I should have given more information about what to do with the sheets that i handed out. Maybe explained the anatomy of trenches in more details

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The use of the video was a good way to hook the participants in and gave me time to be able to hand out the resources that I brought in. I could see that maybe my body positioning was a bit too informal and that could be changed in a class environment. There was quite a bit of teacher talk and I could do with less. I could improve student involvement by asking more questions.
1-smart target could be to reduce teacher talk by having activities in which instead of student listening to me they find out the information for themselves.
2- be more enthusiastic. change pitch of voice to show that I am enjoying teaching the students about history.

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Good explanation of the task, timings given. Great questioning, use of both praise and behaviour for learning to ensure that students are engaged

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Good modelling and questioning

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Made class do the work. Didn't spoon feed

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Good engagement through questioning

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Good resources and flow into each other

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Questioning. Ensuring stability of knowledge
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