Download Sec KS3

Self Evaluation and Coaching – KS3
Critical Events in a Thinking Science Lesson
Lesson observation and feedback for Thinking Science requires, for each act, a deep
understanding of the relevant teacher behaviours and their impact on the CASE processes for
pupil learning.
There are four acts and teachers play a different role in each of them. These differences
should be observable on self-video or by a coach. There are a number of critical points that
occur in the centrally important relationship between classroom processes and teacher
behaviours that drive them. These are worth focussing on for improvement.
Start of Act 1
Concrete Preparation
The teaching strategy is directive and enabling, setting out the
procedures, purpose of the practical work and group organisation
End of Act 1
Teacher mentally checks that they have done enough to set up CASE
processes rather than just start off a practical session (framing, process
care, operational detail and language/strategies). Frames again?
Start of Act 2
The pupils must see the task as mainly a cognitive one and be able to
engage with it easily. The teaching strategy is neutral to requests for
task support and interventionist by seeding ideas to promote thinking
within the group.
Thinking Science
Middle of Act 2
Class scan to: develop an overview of the progress the whole class,
 inform the teacher about the quality of the outcomes in order to
decide upon any intervention process either whole class or individual
group, to enhance and support the development of the CASE
processes.
End of Act 2
Class scan for progress, time to close Act 2, identify potential for
cognitive conflict and visualise the process and dynamics of Act 3.
Possibly copy out the group outcomes and names of pupils.
Start of Act 3
The teaching strategy is enabling, by framing Act 3 as "getting the best
class answer".
 With good conclusions from all groups, celebrate.
 With poor results the teacher can be model writer.
 With mixed results, the teacher can be an active or passive scribe
using the group outcomes to achieve further CASE processes.
For example starting with the least developed group answer and
moving onto a more developed group answer.
Or starting with the best group and asking others to challenge.
Thinking writing
Should be unhurried with lots of pupil talk and extended pupil responses.
Act 4
The teacher uses a mix of strategies to broaden pupil thinking.
Bridging Thinking
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Proforma for Recording CASE Lesson Observations
Act and Teacher
Behaviour
CASE
processes
Observations
Acts
1 Concrete Preparation
F-Framing
L-Language
O-0perational Details
P-Process Care
2 Thinking Science
NI-Non intervention
CS-Class scan
S-Seeding
En- Enabling > telling
3 Thinking Writing
F-Framing
MC-Managing Conflict
FAR- Feedback Answer
And Reason
CC-Class Consensus
P-presentation Skills
4 Bridging Thinking
G-Group energy
C-Cognitive
conflict
M-Metacognition
CN-Construction
In order to
review the
effectiveness of
Act 1
C-Cognitive
conflict
M-Metacognition
CN-Construction
CN-Construction
R-Reinforcing Learning
Objectives
ES-Examples from
Science
EL-Examples from
Everyday life.
N-Next lesson
JCC Ltd  Improving Learning
Proforma for Recording CASE Self Evaluation and Coaching
Feedback – the purpose is to change the thinking to improve teacher behaviours in each Act.
Act 1
Act 2
Act 3
Act 4
Summary
Good
Improve
Add
Do Not Do
Targets - what to do differently next time
JCC Ltd  Improving Learning