Title: Collaborative planning

Unseen Observation

What is the focus here?

An experienced coach will be acutely aware that many teachers feel cautious about their lessons being observed (and even warier about their lessons being filmed), especially if they have been previously subject to negative judgements.

The concept of Unseen Observation offers a means for fostering professional dialogue and collaborative planning.

Click the button below to quickly refresh your memory on the scenario we introduced in the free Structures of Dialogue overview course (then scroll beneath the clip to complete the scenario)..

In this phase, the teacher engages in independent planning for the opening of the next lesson and provides insights into their reasoning by expanding on 'If...then' prompts.

During the meeting held the day before the lesson, the coach/mentor carefully reviewed the proposals and either affirmed them or requested permission to offer suggestions. Throughout the process, the coach reiterated that the teacher had the freedom to respectfully decline any suggestions.

The pair completed the process by briefly meeting again after the lesson to review the impact of the planning.

The principle underpinning the approach is captured in the sketch below.

The application is used here with the permission of Professor Matt O'Leary.

A Worked Example

Before you begin, click on the buttons below to observe an example of the process and explore details about each of the four steps.

Pre-lesson

Step 1/4: A few days before the lesson

Plan the lesson:

The teacher created his plan for the lesson using If... then... prompts to clarify his reasoning. He would refer to them later in coaching conversations.

He wrote: 'If I want my students to write an introduction to an informational text, then they need to be familiar with the features, have exposure to models, and be inspired. Then I will explain the concept by providing a worked example and guide their input.'

Prior Conversation

Step 2/4: Day before the lesson.

Prior Conversation

The teacher discussed his plans with the coach, using the If... then... structure to explain the reasoning behind his decisions.

After ensuring a clear understanding of the teacher's plan, the coach suggested that activating students' schematic knowledge at the beginning would support the achievement of the stated intentions. The coach then prompted the teacher to consider at which point key concepts could be introduced.

The teacher attentively listened to the coach's advice and agreed with it on this occasion. He returned to his plan to make the necessary adjustments.

*(The question mark below indicates a suggestion or invitation, not a directive)

Teaching the lesson

Step 3/4:

Teaching the planned lesson

The teacher implemented his plan, giving careful consideration to the lesson's key concept (after discussing with his coach the most effective approach).

Thanks to the If...then... structure, the teacher was keenly aware of the quality of his reasoning and decisions.

Post-lesson

Step 4/4:

Post Conversation

In his reflection, the teacher considered the context of his plan and his reasoning: would he need to make adjustments to his plan or delivery next time?

He concluded that while his plan was well-thought-through, he realised that he needed to slow down the pace of his delivery at certain points, despite effectively magnifying the key concept on three separate occasions after activating the students' prior knowledge. Overall, he was delighted to see that some students seemed to grasp the key concept right away.

After attentively listening and asking clarifying questions, the coach provided feedback on the teacher's reflection. The coach agreed that dedicating more time to explanations during the modeling phase would yield positive results later.

The coach then asked the teacher to reflect on what he had learned from this experience and how it could be applied to other aspects of his practice. This question introduced a crucial meta-cognitive element to their semi-structured dialogue.

Want to give it a go?

Collaborative Planning

You can use the audio recorder to capture aspects of the pre and post- conversations if you wish. Press play when ready and pause it at any point. You can export your data when done.

*If you want to re-record an entry press 'Retry' a grey layer will appear. Simply scroll up to confirm your decision at the top of the tool.

You can also use the text boxes to capture your pre-lesson and/or post-lesson conversations.

Simple reminders and guidance is provided for you below:

(note - these are images of cards)

Pre-lesson Conversation

Q: You can type your insights below and easily export them when finished

Focus specifically on 'What if... Then...' prompts.

Pre-pare download

On this page you can choose to download your pre-lesson plan.

The following pages contain required fields that need to be filled in order to review or submit this document: @pages

And / or for the post lesson conversation.

Post-lesson Conversation

Q: You can type your insights below and easily export them when finished

Post-Pare

On this page you can choose to download your reflections/dialogue

The following pages contain required fields that need to be filled in order to review or submit this document: @pages

Finished?

Before you conclude, it is worth highlighting a factor that can further enhance this collaborative planning approach.

It is suggested that subject/phase specialists, whether they are internal colleagues or external personnel, are ideally positioned to maximize the benefits of Unseen Observation.

Specialism

Professional development and learning should consider the importance of focusing on generic and subject-specific pedagogy. It is therefore important to consider how subject expertise can be developed alongside more generic aspects

(Developing Great Teaching – Summary Version p.22).

Well, I hope you found that useful.

It's a simple, but refreshing approach if you have spent too long struggling alone.

Just a quick reminder that this emphasis on collaborative planning is just one component of the Structures for Dialogue toolkit.

Remember to export any text and/or audio recordings you may have collected during this exercise.

Go well.

Sean

Edusense