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I observed an English lesson preparing students on new exams requirement for the Tempest. The teacher gave very clear and comprehensive instructions and got good feedback from students who were asked questions on the content studied thus far. It was evident there is a good rapport with teacher.  all students were attentive. 

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I observed an English lesson preparing students on new exams requirement for the Tempest. The teacher gave very clear and comprehensive instructions and got good feedback from students who were asked questions on the content studied thus far. It was evident there is a good rapport with teacher.  all students were attentive. 

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I saw a well planned and exciting History lesson. Lots of open questions and also recapping on prior knowledge. Visual stimuli to connect historical events to contemporary issues and students taking notes and discussing in pairs. Wish I could have stayed a bit longer.

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I saw a well planned and exciting History lesson. Lots of open questions and also recapping on prior knowledge. Visual stimuli to connect historical events to contemporary issues and students taking notes and discussing in pairs. Wish I could have stayed a bit longer.

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Instead of introducing new sub-topic (momentum in 2D) teacher sets open tasks lead to lots of problem solving and independent thinking/applying of knowledge. Plenty of challenge!

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Instead of introducing new sub-topic (momentum in 2D) teacher sets open tasks lead to lots of problem solving and independent thinking/applying of knowledge. Plenty of challenge!

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Use of mini-whiteboards (scattered around on desks) takes the fear away and allows physics students to attempt problems without worrying too much if they are correct.

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Use of mini-whiteboards (scattered around on desks) takes the fear away and allows physics students to attempt problems without worrying too much if they are correct.

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I visited an English Literature class and observed part of a session on The Tempest. On arrival students were discussing their thoughts on the characteristics of Caliban. Discussions were lively and the students were enthusiastic. The teacher also interacted with each table joining in on the discussions. When feeding back, the teacher was excellent at developing student responses and students were made to feel confident with what they were saying. A lovely class with a really nice atmosphere and excellent rapport with the teacher

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I attended a very well structured history source lesson. Students had been asked to unpick sources before the lesson and the teacher displayed said sources on a screen and they contributed to picking out arguments. All were engaged.

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I observed an excellent lesson by Malcolm in which students were really drilling down into exam performance. There was clear evidence of prior learning about the difference between knowledge and understanding and students were using past student answers to see where marks were being lost and gained. Interesting to see how well an 'old-school' seating plan of two students per desk works. Malcolm was able to move around the room more easily than one can in a horseshoe and I think it gave the  room more focus. People were there to work, not just be taught.

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I saw a well structured lesson that let the students do an experiment before introducing the theory behind it. They were all engaged and already had good subject knowledge

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I observed the 1st required practical in biology. The teacher has a lovely encouraging manner with his students. The clarity of his instructions and the way in which he introduced his students to their first formal practical assessment was really superb!

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I observed the 1st required practical in biology. The teacher has a lovely encouraging manner with his students. The clarity of his instructions and the way in which he introduced his students to their first formal practical assessment was really superb!

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It was impressive to see how knowledgeable, aware and interested our students were in this discursive lesson.  The contributions and answers from students showed that they were able to make comparisions and connections between quite disparate issues.

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A really good introduction and starter in an English lesson where the students were building on prior knowledge and work set for independent learning, through a task of drawing what they deemed to be the most important part of the ending of Dracula. Students then shared their thoughts and the teacher listened to their interpretations and whilst the teacher wrote all the ideas down, encouraged and explained how students should use this process for effective note taking when revising and further developed when discussing quotes and the symbolism encased. All students were engaged, thinking hard and willing to share their ideas and interpretations with the rest of the class.

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I observed challenging targeted questioning.
I was interested in the wall displays which gave clear sentence structures on developing points, evaluating and analysing. I think this really helps support weaker students to form complex ideas

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I observed an English Literature lesson. The students were working in groups to plan an essay question. The teacher was supporting and guiding them by going around the groups, listening to their interpretations and encouraging them to analyse complex arguments. Afterwards the students shared their ideas with the rest of the class meanwhile the teacher was writing the key points on the board and stretching them to go more in depth in order to help them to draw advanced conclusions. All the students were engaged, thinking hard and willing to share their interpretations with the rest of the class. 

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I observed an English Literature lesson. The students were working in groups to plan an essay question. The teacher was supporting and guiding them by going around the groups, listening to their interpretations and encouraging them to analyse complex arguments. Afterwards the students shared their ideas with the rest of the class meanwhile the teacher was writing the key points on the board and stretching them to go more in depth in order to help them to draw advanced conclusions. All the students were engaged, thinking hard and willing to share their interpretations with the rest of the class. 

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Saw a really good starter which used practical every day examples to get students to think about something quite complex.

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Vasy easily makes even the dullest of topics interesting! She has such good rapport with the students and works the classroom so well. I took away many useful pointers!

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I observed the first part of an English Literature lesson today on Frankenstein. Students were very quick to get stuck in to their work, an immediate task was set as they entered so they quickly focused. Walking round listening to student conversations based on the interpretation of characters showed students had really engaged with the text and had prepared well out of lessons. The teacher was very clear on assessment objectives throughout and referring to their upcoming mock.  It was really enjoyable to listen to thoughts on Frankenstein again as I read it at their age too. Lovely class, very positive atmosphere and rapport with the teacher.

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I saw a great Theatre Studies lesson today  - students were thinking hard, working collaboratively and showing excellent independent study skills. It struck me how confident they were in their groups and how much work must have gone in to developing their relationships as a class. A real pleasure to see. 

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I saw a great Theatre Studies lesson today  - students were thinking hard, working collaboratively and showing excellent independent study skills. It struck me how confident they were in their groups and how much work must have gone in to developing their relationships as a class. A real pleasure to see. 

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A really motivating and effective way of assessing learning at the end of a Sociology topic. Students on tables/teams – given questions to answer. When they have written their response to one question, they get it checked by the teacher and then they move onto the next question and so on. Questions include both knowledge and evaluation. Students were encouraged to try and answer the question without their notes. This task created a healthy sense of competition and students tried very hard to answer all question (1-5) and be first to finish. The first three teams were awarded medals. The team that finished first then created questions for a class quiz. Again tables competed with each other to answer the questions. Each table was given a colourful buzzer to press when they were ready to answer.I thought this was a very creative and fun way to assess learning and will aim to do something similar with my class as it worked so well’.

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A really motivating and effective way of assessing learning at the end of a Sociology topic. Students on tables/teams – given questions to answer. When they have written their response to one question, they get it checked by the teacher and then they move onto the next question and so on. Questions include both knowledge and evaluation. Students were encouraged to try and answer the question without their notes. This task created a healthy sense of competition and students tried very hard to answer all question (1-5) and be first to finish. The first three teams were awarded medals. The team that finished first then created questions for a class quiz. Again tables competed with each other to answer the questions. Each table was given a colourful buzzer to press when they were ready to answer.I thought this was a very creative and fun way to assess learning and will aim to do something similar with my class as it worked so well’.

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I observed a fantastic biology lesson all about DNA replication. The teacher used some great images to help students understand the process. It was great to see the penny drop! Made me wish that I was studying A level Biology again and I will  be asking for help when I have to teach something similar to my A2 chemistry students. Many thanks  

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I observed a fantastic biology lesson all about DNA replication. The teacher used some great images to help students understand the process. It was great to see the penny drop! Made me wish that I was studying A level Biology again and I will  be asking for help when I have to teach something similar to my A2 chemistry students. Many thanks  

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This was a very well structured and thought through interactive session. All students were fully engaged and understood tasks they were given to complete. Throughout the session there was continous Q&A which was challenging and aimed to stretch students to make synoptic links throughout the subject matter. Progress made by students was constantly checked and learning that was taking place was evident.

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I saw a really well thought-out chemistry revision lesson. They were summarising a complete topic on one A3 page. It was structured for them but required a lot of thought on their part. Harder (A*) questions were clearly identified. I spoke to a student I also taught after the class and they found it very beneficial.

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I observed a psychology lesson with material that evidently engaged the students because it was so interesting, but the teacher's challenging Q&A ensured proper learning took place - it went a long way beyond the 'sexy' content! 

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I observed a psychology lesson with material that evidently engaged the students because it was so interesting, but the teacher's challenging Q&A ensured proper learning took place - it went a long way beyond the 'sexy' content! 

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I observed a really well-structured Politics lesson today. The students were given the opportunity to share ideas and work collaboratively at the beginning of lesson and then focused on channelling this learning into individual work. It was great to see all students thinking hard and engaged. I really liked a phrase the teacher used - 'share & repair' - for when students review and develop their answers together. 

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I observed a really well-structured Politics lesson today. The students were given the opportunity to share ideas and work collaboratively at the beginning of lesson and then focused on channelling this learning into individual work. It was great to see all students thinking hard and engaged. I really liked a phrase the teacher used - 'share & repair' - for when students review and develop their answers together. 

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I saw a great lesson which included consolidating previous lesson's content and how the teacher put the topic into context of everyday life e.g. discussing commercial uses of certain enzymes. Great interaction with the students and questioning students  understanding of vocabulary in the questions given before they answer.

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I observed a very effective start to a Maths lesson. What made it so effective was that routines for behaviour, group work and note-taking had clearly been drilled so that students knew what was expected of them. The teacher stepped in to reinforce expectations when necessary, thus maintaining standards, and the students got on with work quickly and efficiently. There was a very positive mood in the room.

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I observed a very effective start to a Maths lesson. What made it so effective was that routines for behaviour, group work and note-taking had clearly been drilled so that students knew what was expected of them. The teacher stepped in to reinforce expectations when necessary, thus maintaining standards, and the students got on with work quickly and efficiently. There was a very positive mood in the room.

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I observed a well structured and thought out task. The students were clearly building on prior learning as they looked at and discussed historical sources. 

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I observed a well structured and thought out task. The students were clearly building on prior learning as they looked at and discussed historical sources. 

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Excellent use of directed questioning in Biology to really push students to think harder and improve their answers. The starter was also done on whiteboards so students could get started as soon as they entered the classroom. 

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Excellent use of directed questioning in Biology to really push students to think harder and improve their answers. The starter was also done on whiteboards so students could get started as soon as they entered the classroom. 

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Hello Woodhouse staff! Please leave a comment about the good practice you have observed during Peer Observation Week. Thank you. 

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Hello Woodhouse staff! Please leave a comment about the good practice you have observed during Peer Observation Week. Thank you. 