© AKA-TPP 2014002

THE AGA KHAN ACADEMY TEACHER PREPARATION PROGRAM

LESSON OBSERVATION TEMPLATE

Introductory notes
In Each lesson, the focus is on the extent to which:

 The lesson is planned with clear and measurable objectives.

 The teaching methods used enable all students to learn effectively.
 Learning is student-centered.
 Students are managed and high standards of behaviour are maintained.
 Students’ work is assessed thoroughly and authentically.
 Students achieve productive outcomes.
 The pace of the lesson supports student learning.
 The teacher makes effective use of time and resources.
 Homework assignments are used effectively to reinforce and extend learning.

Note that:
The intern and the mentor are expected to have a pre-observation conference to share the lesson objectives and
agree on any particular areas of focus. After the lesson they are expected to have a post observation conference
where they share critical feedback.
During the lesson, the observer is expected is to document the following.

 The visible strengths of the lesson.

 Areas that in your opinion need some attention.
 Suggestions for improvement on any aspect of the lesson.
 Any key learning points and ideas for practice that you have gained as an observer.

1|P age
 © AKA-TPP 2014002

NAME Oliver Wanje MENTOR Harriet Chadwick

CLASS DP1 DATE 26/09/2018 UNIT TITLE Power, Sovereignty and International Relations

Observations (What actually happened)
Introduction Students came in dribs and drabs and were waiting for all the other
students to arrive.
The teacher had a slide on points to do with sovereignty projected on
the board.
When all students arrived the teacher calmly reminded them of the
importance of punctuality which was effective.
The teacher asked students to think about what they had learnt
yesterday.
There was then a discussion related to MNCs and state sovereignty.
First Activity: Generated good but general discussion about state
Lesson sovereignty and MNCs
Development Second Activity: Asked student to read out an extract on Westphalian - The powerpoint emphasises key points which would help students
Sovereignty and students were able to pick out key points but this
was quite rushed and it chunking the activity into smaller bits would
have been more effective.
Third Activity: Asked students to define internal, external sovereignty
and the relationship between the two (two of the groups got on with
the task whereas one group who were given the most difficult task
were off task for most of the time)
Student engagement was good during class interactions but some
Student students were ignored.
Engagement One group was more engaged than another – aimed to plan student
led activities but there was a lot of teacher talk
The research task was student-led
When the students presented their ideas some very effective
discussions developed, especially when they were encouraged to
bring in their own examples
Critical Reflection Points (Concerns and Suggested Improvements)
- Have a simple student activity on the board whilst students are
entering class and get them to generate what was discussed
yesterday. This means you make the most of time and gets all
students straight on task
- When facilitating student discussion
- Ensure instructions a clear and make links between the
powerpoint and discussions
understand more clearly
- During activity three some students were not engaged and talking
amongst each other about unrelated content despite efforts to
circulate the class. The lack of clarity on the task or supporting
resources could have caused this.
- One student was unengaged in the task and was not cooperating
with other group members which was not addressed.
- At the beginning of the lesson, quiet students tried to contribute
such as Maria and Eesha and they should be first priority or you
could lose them

2|P age
 © AKA-TPP 2014002
Time management was good and the lesson moved with good pace, Be more flexible and attribute enough time to ensure all students have
Time setting minutes for each activity. basic shared understanding of concepts before moving on
management Some activities were moved on from too quickly and not explored in
enough depth to ensure understanding

Feedback to Some general and specific feedback given. - Ensure specific feedback is consistent to all student answers
students Good questioning to extend student answers and stretch them. - Link feedback to other aspects you want to talk about with them

Makes good explanations that builds on students answers as

feedback which generates more discussion

Other aspects Behaviour Management – reminded students about the importance - Check students on their phone – Sanaa was on her phone a lot
of punctuality - Don’t talk as other students are still talking

3|P age