The ranking task can be used as a summative record of the lesson and or a springboard for discussion with group or one-to-one (including peer) observations. The task headings can be changed according to your context.  You may want to rank the actual headings in order of importance, as the different headings invariably don’t carry equal weight. Note, that some teachers will focus on the ‘end score’ by adding up the totals, which can distort the trainer’s message. I would suggest using the ‘overall comment’ box at the end to make the main message clear.

The ranking task can be managed in different ways:

  • For a group observation it can be interesting if everyone completes their own and then compares at the end
  • Complete the table in pairs and compare and discuss any differences or similarities with the trainers sheet
  • For individuals the table can be completed by the teacher as a post lesson reflection task which is then compared with the trainers

Key:

  • Agree strongly with the statement
  • Agree with the statements
  • Neutral
  • Disagree with the statement
  • Disagree strongly with the statement
The teacher had good rapport with the learners. 1     2    3     4     5
Instructions were clear, learners knew what to do. 1     2    3     4     5
Materials and tasks were appropriate. 1     2    3     4     5
Learner groupings were appropriate. 1     2    3     4     5
Lesson pace was good. 1     2    3     4     5
Teacher used the board well. 1     2    3     4     5
There was a range of student interactions. 1     2    3     4     5
Teacher elicited well. 1     2    3     4     5
Teacher monitored effectively. 1     2    3     4     5
Learners enjoyed the class. 1     2    3     4     5
Students learnt in the class. 1     2    3     4     5

 

Overall Comment

 

 

 

 

 

This feedback task works best with a group observation. Divide the observers into teams question markor pairs, including the teachers who taught.  Give the group 10 – 20 minutes to predict what you, the assessor, considered to be the top three positives and developmental points of each lesson.

The board is divided up equally so that each team has space to write their answers on it.  Decide yourself if you want to start or finish with the positives. A representative from each team writes up the top 3 points, ideally they should write at the same time as each other so they can’t modify their answers when they see the other responses!  The tutor checks through the comments for any clarification. At this point the board is covered in lesson feedback.

The tutor reads out their own three developmental points and the teams decide which team got closest to the assessors points and is therefore the ‘winner’. Repeat the process for the other points.

Generally a really useful discussion ensues which is a good time for you to explain how you reach your decisions and what are priorities in a lesson. This task is also a great tool for assessing where the group is and what they consider to be a priority.

We sometimes add an element of ‘spice’ by the ‘losers’ agreeing to provide the ‘winners’ with a small service, for example to make coffee in the morning, do some photocopying, or give extra support.

 

This feedback task works well with a group or individual.

The trainer re-teaches a section of the observed lesson and the observers have to decide what the differences are between how the trainer taught and the teacher taught.  With luck this will demonstrate how things can be improved. If the observers are stuck and unable to articulate the differences put some key words on the board to help them focus on the issue you are trying to demonstrate.  Be warned you may have to do it several times.

The main issues with this feedback is that on initial training courses you will usually have to do it straight after the observation so no preparation time and you will have to do it with the trainees rather than learners so forgive yourself if it doesn’t go perfectly to plan.  I have ended up trying this and made a worse job of it than the teacher!

This activity works well groups of observers. The idea is to elicit impressions of the lesson and to give the teacher a personalized and written record of the feedback.  It’s supposed to be secret but most people can work out who said what! If you give everyone the same color pen and mix the papers up at the end you might keep the secrecy

  • Give each person in the group one piece of A4 paper with a reflection prompt written at the top
  • Let everyone know that their comments may be read out so be gentle with each other!
  • Each person writes a comment at the bottom of the paper, not letting anyone else see it
  • Fold the paper up so that the next person can’t read the comment
  • Pass the paper to the next person who writes their own comment based on the prompt at the top
  • When all the group have written on all the papers they can be mixed up then read aloud or handed to the teacher

Example prompts are:

  • Something I loved …
  • Something l learnt or would copy …
  • Something I would do to improve the lesson…
  • Something I have seen the teacher improve in…
  • Something I would like to know more about …
  • Overall I feel the lesson was…
  • I think learners would describe the lesson as…
  • Three words that describe the lesson are…

Secret feedback handout

This  feedback task works best in a group feedback setting.  It’s a little off the wall but can be great fun and sometimes very illuminating too.  It works well in that there are no right of wrong answers although teachers need to be aware that they may have to explain their answers.  There is usually a lot of discussion on why certain answers were chosen.

Procedure:

  1. Ask the participants to reflect on the lesson and complete the table individually. You may want to use some of the examples below if they are struggling with the concept.
  2. The tables can be read out to the group, given to the teacher for private reading or you may ask the group to read the different ones and decide on just one as a type of pyramid task.
Sounded like… Felt like… Looked like… Tasted like…  Smelt like…
 My care driving over gravel A bubbling Jacuzzi  

A multi-layered decorated chocolate cake

 

Ginger beer – spicy and fizzy An airport perfume shop

Sensory Feedback Handout