Observing research lessons 1

The observers of the research lesson have the job of collecting evidence that will inform the group in ways that they can answer the research question in the post-lesson discussion.

It is important that the design principles of the lesson are understood by everyone observing . These helped guide the framing of the research questions that in turn should inform the participating teachers observations. An overarching question that a CLR group can consider is "in what ways do they expect to see students engaging with mathematics that would be a good outcome of their lesson design principles?"

Observers might find it useful to use an observation form such as the example <<link here>>

As they observe the lesson they might like to be guided by questions such as ... 

§ How did students respond to the task(s) used in the lesson?

§ How did students respond to the teachers' questioning?

§ What anticipated and unanticipated reasoning was in evidence?

§ What representations (concrete, pictorial, abstract) did students use to help them engage with the mathematics

§ What progression in student reasoning was in evidence?

§ What different approaches were observed?

§ Did students engage with the reasoning of other students?

§ Did students recognise when their approach was not working?

§ How were students’ own ideas combined and developed?

§ To what extent were learning objectives achieved ?

§ Where in the lesson could you point to evidence of the key principles of Teaching for Mastery being evident.

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