9th to 13th September, 2015: Co-Planning & Co-Teaching

Teacher
Louai

Deema

Susan

Findings from Co-Planning & Co-Teaching

Key Strengths agreed
Key area for Development
-The lesson Objectives were written
-The questions were not challenging for the
and teacher shared the success
students, and they were not give sufficient
criteria with the students.
Think Time.
- The teacher facilitated the lesson
- Allow the students time to reach
and allowed the students choices.
conclusions and think about the tasks rather
- The students were confident and
than given them the answers.
they engaged in the activities.
- There were AfL strategies, but the teacher
- The teacher used Arabic language.
need to check the students learning, AfL is
- The students used ICT: to work apply not an activity. Less activity with more focus
some language skills: Reading
on the learning
- More focus on Writing.
-The students assessed their
- Teacher needs to correct the students
colleagues work/ good AfL practice.
language mistakes when they answer
- Teacher referred to classroom Norms:
questions.
- Les activity and more focus on the
Respect, Listen, etc.
learning from the activities (Quality rather
- Teacher is good at teaching using
than Quantity)
some activities to teach more than
Throwing the pencil across the classroom
one language skills.
to teach a speaking skill is a health &
- Teacher uses Arabic language in her
safety issue.
classroom.
- Perhaps using an online dictionary could
avoid the students to use google
translate which is not accurate.
- Lesson mostly teacher lead.
-The teacher have a good and respect
- The questions needed to be more
relationship with the students.
challenging for the students.
-Most of the students used the ICT
- There was no clear reference to the IBL
effectively in to search about divorce,
despite the fact that the lesson aimed at
however some students were
making the students produce part of their
distracted with other search.
IBL project
-The teacher managed the group work Teacher Lead lesson
and students worked collaboratively.

Hala
-

The teacher was enthusiastic and

very keen to learn about effective
teaching strategies.

The teacher spent the whole lesson on

Q/A and this resulted in the distraction of
most of the students.

The teacher need to work on the

classroom management procedures,

The teacher need further support on

collaborative leaning and forming

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effective grouping strategies.

-

Here were no differentiation strategies

The AfL was not evident in the lesson,

Heba

The teacher was calm and have

good classroom management skills
in terms of managing students
behaviors.
The teacher asked about
developing her role as a facilitator
to reduce her instructional time
(more SCL)

Ibrahim

The teacher encouraged the students

to use their laptops to support them in
writing.

Dana

-The teacher explained the lesson

objectives for the students.
-The teacher activated the peer work
and encouraged the students to offer
feedback for their peers.
The lesson was organized and the

The lesson objectives were not clear for

the students and so as the success
criteria
- The teacher started with a quiz which was
not stated in the lesson plan.
- The teacher lead one activity to teach the
students new vocabulary, all the lesson was
Q/A.
-The questions were within the lower thinking
skills, no challenge
- AfL strategies were not used.
- No differentiation
Using grouping could have supported the
students learning and perhaps engaged
them?
-There is no lesson plan, the teacher
changed the lesson and started a different
lesson as soon as the trainer entered the
classroom. He promised the students to go
back to the original lesson after finishing the
new lesson.
Traditional approach to learning with heavily
teacher lead style.
-The teacher took longer time on the new
lesson and he could not draw it to
conclusion, so the original lesson was not
revisited as promised.
- Lesson objectives were not clarified, neither
the success criteria.
- The teacher focused on the context, the
language skills need to be emphasized
especially reading, comprehension and
writing (as per the nature of the story).
- The students were not challenged , no
differentiation, closed questions,
-Teacher use English language through the
whole lesson.
-Mostly teacher lead the lesson.
-Students worked individually in groups,
there is a need to identify roles &
responsibilities and to emphasise that all the

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teacher knows her subject.

Ruba

-The students engaged in the

discussion around the begging
phenomena, however the lesson
became a social science lesson.
-The teacher recorded the objectives.
-

Samar

-Teacher engaged the students and

they seem to enjoy the lesson
-The teacher is very responsive and
open to guidance and support.

group will achieve one goal.

- Use challenging questions that promote
higher order thinking skills.
The teacher used some AfL strategies, but
she needs to stress and allow the students to
share their learning.
-There is confusion between the Lesson
Objectives and the Success Criteria.
- Teacher lead lesson
- Teacher focused on the context of the story
with very little attention to the language
skills.
-Teacher used informal Arabic language
-The students need to have challenging
tasks.
- The questions need to stretch higher order
thinking skills, also students need to have
Wait to think before responding to the
questions.
- Assessment, AfL, need to be evident in the
lesson.
-There was no differentiated activities.
-The teacher needs to capture the students
learning through assessing their progress or
peer assessment r self-assessment.
- Teacher lead lesson.
-There was no appropriate closure for the
lesson,
-The teacher needs to use Arabic language
continuously.
-Limited AfL practice
-Limited differentiated activities

The Observational notes were take through the Co-teaching sessions. However
they were based on the:
1. Does the teacher stress on teaching Arabic language skills: writing,
reading, listening and comprehension?
2. To what extent does the teacher use and encourage the classic Arabic use
in their conversations?
3. How does the teacher use the collaborative learning to enhance the
students learning?
4. How does the teacher use effective questioning to challenge and promote
higher order thinking skills?
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5. To what extent the teacher have a clear understanding of their lesson

plans and alignment with the lesson plans with the KHDA LOs?

In general:
-

Language skills need to be stressed

Limited consideration for the higher order thinking skills and the 21 st Century
skills
Lack of effective questioning
Most lessons didnt allow time for the students to reflect and discuss their
responses.
Limited AfL provision
Limited differentiation
Feedback strategies are not considered
Most lesson were teacher led.

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www.razieducation.com