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1Assignment 1 – Report of Clinical Observation Cycles 1 and 2

ASSIGNMENT 1 – REPORT OF OBSERVATION CYCLES 1 AND 2

3231VTA – CORE VOCATIONAL TEACHING

CONVENOR: DR. IAN JAMES

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 3 APRIL 2008

David Martin 3231VTAStudent #2636349 Core Vocational Teaching


Teachers bring not only knowledge to a classroom, but also a range of class management

techniques and strategies that are devised to engage students in learning. A description of the

settings observed, the teaching strategies, learning resources and classroom management

styles will be given. Analysis will then show that while every teacher has their own individual

style, the underlying methods and theories can be observed in successful and experienced

teachers and involves reflective practice, using planning, questioning for prior knowledge,

encouragement, and varied delivery methods that anticipate student problems and encourage

deeper learning.

Observations were made of two separate teachers at a TAFE Institute. The sessions were

delivered as nationally recognised competencies, as part of a qualification. The two classes

varied in size, one had 11 students and the other 20. The students were aged between the mid-

late teens through to late twenties, with the second group having a higher ratio of older

students. The major difference between the student demographic in the two classes was that

the first class observed had only one student from an international/non-English speaking

background , the second class observed was all international students who had English as a

second language. The class sizes and age did not affect the planning and delivery of the lesson

a great deal, but the language issue posed greater challenges for the second teacher. Post-

observation the experienced teacher explained some of the literacy strategies he had been

using with the students, and outlined the challenges he faced.

Teaching aids were simple yet effective; a whiteboard was prepared before the lesson started,

with the major topics written up. In the first teaching session, as the lesson progressed key

points were written up on the whiteboard. During the group work of the first observation, some

large paper on an easel was used to write up the results from the activity, one page per group.

After the group activity was completed each page was shown and discussed. The second

observation also involved a combination of group and individual activity and the whiteboard was



used as part of the lesson introduction, outlining the lesson objectives, work flow and tasks. It

was used again to close the lesson and reinforce what was achieved and what was still to be

done for successful completion of the course. Both classes used both textbooks and workbooks

as resources.

Analysis of the observations show that theory classes are more teacher centred, with less

emphasis on skills, and more time devoted to giving and receiving information (Stevenson &

McKavanagh, 1993, p. 3) as was observed in the first observation. Adult learning should also

be goal orientated and be based on problem solving and practical tasks (Tovey & Lawlor, 2004,

p. 78), which was observed in the second class. In both observations students were lead into

using higher order thinking through “inquiry and active participation by students” (Stevenson &

McKavanagh, 1993, p. 2). This type of strategy can be used for both types of teaching

sessions.

Discussion should be a regular part of classroom activities (Balson, 1992, p. 155) and it was

observed being used effectively by both teachers during the observation cycles. The

discussions and planned questioning used the students own experiences as a learning

resource, helping to integrate new and existing knowledge (Burns, 2002, p. 262). Further,

questioning serves as a method of informal assessment, allowing the teacher to gauge

understanding of the information being presented. Encouragement was used throughout the

lesson as a way of accepting and valuing students, recognising the effort put in, helping develop

a relationship of mutual trust and respect (Balson, 1992, p. 105). The encouragement process

also provides motivation to students and both teachers used it continuously throughout their

lessons.

While some of the lesson was delivered using a standard classroom layout, rows of desks with

the teacher delivering syllabus based material, this is not appropriate for most adult learners



(Burns, 2002, p. 229), the use of discussion and group work are much more effective

engagement strategies. The teachers have made use of constructivism principles in that the

learners are active participants and they learn by doing and cooperative learning organises the

classroom into situations where students must work together (Krause, Bochner, & Duchesne,

2006, pp. 182-184). Humanist approaches used in the classroom to make students feel at ease

and part of a team reflect Maslow’s hierarchy of needs in which affiliation and acceptance are

basic needs (Krause, Bochner, & Duchesne, 2006, p. 203). These techniques were used by the

teachers to encourage scaffolding of prior knowledge and deeper learning.

It is important for teachers to reflect on their educational experiences and their own practice

towards continuous improvement and development of strategies and philosophies. Reflection is

a continuous process that involves revision of a learning experience on the basis of critical

analyses (Anstey & G, 2003, p. 136). By focussing on the observed integration of class room

management involving group work, questions and student interaction, and trialling them in the

classrooms I am involved in would be described as being part of the pedagogical stage of

reflection; using “knowledge for a particular educational goal” (Anstey & G, 2003, p. 137).

However, the pre and post-teaching conferences also gave an insight into some of the concerns

experienced teachers encounter, which fall into the professional and political areas of reflection

(Beyer and Zeichner cited in Anstey & G, 2003, p. 137). As a result of being engaged in the

reflective process classrooms, the curriculum and teachers will continue to be transformed.

The observed practices of experienced teachers help provide first hand opportunity to reflect on

the application of teaching theories and classroom management techniques to provide richer

and more student centred learning experiences. The critical reflection process involves

continuous and linked planning, evaluating and teaching; vital for teachers and students.



LIST OF REFERENCES

Anstey, M., & G, B. (2003). Reflecting on literacy pedagogy, classroom planning and practice. In

M. Anstey, & B. G, The literacy lexicon (pp. 136-138). Frenchs Forest: Pearson Education.

Balson, M. (1992). Understanding Classroom Behaviour. Hawthorn: The Australian Council for

Education Research Ltd.

Burns, R. (2002). The Adult Learner at Work (2nd Edition ed.). Crows Nest: Allen & Unwin.

Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational Psychology for learning and

teaching. Melbourne: Thomson.

Stevenson, J., & McKavanagh, C. (1993). Practice 10, Theory 5. An examination of the depth of

learning . SET, No 1, Item 4.

Tovey, M., & Lawlor, D. (2004). Training in Australia: design, delivery, evaluation, management.

Frenchs Forest: Pearson Education Australia.



APPENDIX 1 – LESSON OBSERVATION DATA SHEET 1

Section of Lesson Management Strategies (what is the teacher doing?)

Teaching Strategies (What are the students doing?)

INTRODUCTION Roll call was done

Competency being covered was

highlighted and students were told that

topics covered today were relevant to

upcoming exam and related to

previously completed practical

sessions.

LESSON BODY Students told to close books, not

needed for first section of lesson.

The whiteboard was prepped by having

the three sub-topics to be covered

written up. Each topic was approached

individually using the following

techniques:

Using questions to check for pre-

existing knowledge and linking this

knowledge to practical tasks completed

in previous lessons. At times the

teacher identified students not

participating and targeted them for

questioning.

The teacher intentionally gave

debatable statements to the class,

encouraging responses and discussion.

Focus was placed on the

teacher, rather than books.

Questions were used to keep

students focused and interested.

Discussion was lively and

informative, allowing students to

offer up information from their

own experiences.



New terminology and knowledge of

underlying theories were introduced

and written as key points on the

whiteboard.

Before a new sub-topic was

approached, a summary of key points

and an opportunity for questions was

given.

After all three sub-topics were covered

a group activity was setup. The task

was explained as a small case scenario

based on the information given in the

lesson so far. A time frame was given

and possible resources (text book,

internet or own experience) listed.

The teacher visited each group,

checking progress, clarifying task and

giving assistance where necessary.

Encouragement was given to

individuals and the group as progress

was being made.

After the task was completed the

results from each group were placed on

butchers paper and easel and

discussed as a class. Positives and

ways of improving results were

mentioned and links were made to

topics previously covered in the lesson.

Some technical terms required

clarification, questions were

asked.

Desks re-arranged, students

organised the sub-tasks

themselves, deciding what

resources to use and who was

to do what part of the task.

Some groups used past

experience while others used

resources to help with the task.

The task requirements were

checked and feedback was

responded to.

Discussion of ideas on how to

improve results.



CLOSING An anecdote was used to reinforce the

topics learnt in a light hearted but

industry relevant way.

The topics covered were summarised

and if there were any questions.

Questions were used to check

timings of next lesson.



APPENDIX 2 - LEARNING SETTING MAP 1

Map: Theory Section of Lesson



Map: Group Work Section of Lesson

Teaching Aids:

Whiteboard and coloured markers, butchers paper on easel, delivery plan, copy of textbook



APPENDIX 3 – GENERAL NOTES ON LESSON 1

Group Characteristics:

11 students, varying in age from 16 or 17 up to late 20’s of which 3 were female and 1 was an

international student or had language other than English as his first language.

Setting Characteristics:

Set at a TAFE institute in a classroom that could be used for theory or simple practical sessions,

the students are involved as part of a commercial cookery course.

Special Features of Lesson:

There was lots of discussion and questioning to encourage participation. Group work was also

used to help sharing of information and apply theory knowledge.

General Notes:

The teacher had excellent rapport with the students and used humour to help set the students at

ease. Respect was still maintained, with students raising their hands if the teacher was talking

rather than questioning and students addressed the teacher as “Chef” during conversation,

discussions and questioning.

Subject: Type of Lesson: Date: Time:

Prepare Appetisers and Salads Theory 7/3/08 1300-1500



APPENDIX 4 – LESSON OBSERVATION DATA SHEET 2

Section of Lesson Management Strategies (what is the teacher doing?)

Teaching Strategies (What are the students doing?)

INTRODUCTION Whiteboard used to outline lesson

objectives, work flow and tasks.

Used own work anecdote about

mistakes and learning and how problem

solving skills are important

Watched and listened

LESSON BODY Went through the problem solving

technique step by step with the group,

using individual student errors as a way

of demonstrating common mistakes.

Used questioning as prompting and

attention grabbing technique

Used encouragement and praise when

errors where corrected.

Moved to individuals and their specific

problems.

Explicitly told students how the group

process is aiding the learning process.

Moved back to a group situation, with

common mistakes being used as

examples. Students were asked to

identify problems.

Watched as a group, viewing

the demonstration

Went back to own PC’s, with

some students helping others.

Watched as a group, viewing

the demonstration

Went back to own PC’s, with



Returned to individual problem

solving/teaching

Encouragement used to refocus and

explain most common problems that

occurred.

Revised process so far. Directed

students on necessary steps to

complete activity by using workbooks

used to complete stock control process.

Helped students with individual

problems as they arose.

Set a goal of working through the

process once more with another simple

recipe.

Checked solutions individually, offering

assistance where necessary.

some students helping others.

Whiteboard used to self-pace

themselves in the lesson

Students followed through using

workbook and computer system.

Asking questions when

difficulties encountered

Students worked through activity

self-paced without assistance.

Some students did not finish all

tasks, and will work on them

after class and hand in next

session.

CLOSING Marked Roll

Summary of tasks to be completed

given individually to students.

Reconfirmed requirements with class

as a group.

Finished last minute activities,

confirming requirements,

handing in workbooks or

checking when work can be

handed in.



APPENDIX 5 – LEARNING SETTING MAP 2



APPENDIX 5 – GENERAL NOTES ON LESSON 2

Group Characteristics:

20 international students who had a language other than English as his first language. The

ranged in age from late teens to late twenties.

Setting Characteristics:

Set at a TAFE institute in a computer classroom, using stock control / ordering software specific

to the hotel industry. Lesson was mostly a practical lesson, with procedural knowledge being

taught.

Special Features of Lesson:

The lesson was not quite run according to plan, as this class followed on directly from a

previous session, and was the final session for the subject.

General Notes:

Referred to the class as “team”, used some physical contact with students, especially when

providing encouragement, praise or redirecting focus. Most common question given to students

was “Do you agree”

Subject: Type of Lesson: Date: Time:

Stock Control Practical 13/3/08 1500-1700


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