COSERE | 31 In addition to defining the focus, during the pre-meeting, the host teacher can provide information to the colleague about specific details of the class, such as: • How many students are in the class? • What is the distribution of students in terms of academic ability? • What prior knowledge do the students have regarding the topic of the lesson and the learning objective? • What characteristics of the students did the teacher take into account when planning the lesson? And other relevant details. Attending the lesson: The visiting teacher attends the colleague’s lesson at the prearranged time. It is advisable to position oneself inconspicuously in the classroom, avoiding interference with the ongoing lesson. Movement within the class may be allowed if necessary for collecting targeted data. Lesson Reflection After the observation, but before providing feedback, it is advisable for the teacher to reflect on the focus of the observation. Questions to consider during this reflection include: • What were the strengths of the lesson? • Were the desired goals achieved? • What factors facilitated or hindered the lesson? • If I were to teach this lesson again, what adjustments would I make? Feedback Session: Following the teacher’s reflection, the observing teacher can share feedback with their colleague based on the observed focus areas. As per accepted practice, the feedback should commence with a positive statement, highlighting successful aspects of the lesson. In the second part of the conversation, areas for improvement can be discussed. Ideally, the mentor can focus on one crucial aspect and provide constructive advice to the colleague.
RkJQdWJsaXNoZXIy NzYwNDE=