Ding video notes

Video notes – these notes are probably more detailed than what you can produce during a lesson observation. We
wanted to include this detail so that you could see where evidence is matched.

This is Ding’s Year 10 maths lesson. This is a revision lesson before an assessment and homework has been given in
advance of lesson which the children are using this for their revision. We join them at the start of the lesson.

Time What the students

What the teacher is doing GTR Substrand
stamp are doing

Child sharing paper with T.

Chn write date and title in books.
“Fantastic you did that at home? D I’ll give you a merit for that.” T finishes Some chn following instructions,
register. “Get those out and show me but also do your date and title.” others less focused. D continues to
Managing Routines
“A has done it, she’s ahead of the curve, she’s winning.” try and engage T in conversation.
0.06-0.54 Managing the Learning
Engages in conversation with D about their revision. “Fantastic, have you We hear them saying ‘sir’.
Environment
done those? OK.” Gives merits to chn for writing their date and title
down and one to D for their revision. “And you’ve still got the whole
weekend to go how much revision will you be able to do?
D: A thousand
Another child calls out.
 “So G, remind everyone, when is our assessment? Our assessment is on Some calling out (mainly from D) Cognitive Engagement 1
Monday.” and low-level chatter. Quite a lot of Managing Behaviour
T uses non-verbals to signal to D to stop talking. calling out from a number of chn or Assessing and Responding
T explains that focus of lesson is revision for assessment on Monday. engaging T in 1:1 conversation.
“We are going to make use of every second and revise the things that are
most important to you.”
Instructs chn to look at topics on board and to use mini whiteboards to
choose which they want to spend most time on (constructing triangles,
bearings and Pythagoras’ theorem). “Which do you need to revise most?”
0.54-3.40 Shows them where the concepts were in the homework and asks them to Calling out and talking continues
write on their whiteboards which one they need to revise. Also what they throughout.
want to go over again from yesterday’s lesson. T responds to some chn.
“5 seconds, A has done exactly what’s asked for. She’s got one thing from
here and one things from here.”
T tells child to star the things they want to do most. “You can’t put a star
by everything.” Managing the Learning
Additional adult helps with equipment. Environment
T maintains positive demeanour and humour throughout. One child has written down more Managing Routines
than two things.

3.40-4.40

T asks them to show their whiteboards. T reads off the chn’s boards. All Chn show their choices – all topics
Assessing and Responding
topics are covered. “Wait wait. Not whilst I’m talking. Not whilst I’m covered.
3.40-4.40 Managing Routines
talking.” T uses ‘stop’ non-verbal to respond to calling out. T sits down to Calling out and interupting
Managing the Learning
indicate they want to wait for them to be polite and reminds them of continues.
Environment
expectation. “I’m waiting for you to be more polite.” They remain calm. T
takes hand up from D.

Chn continue to write on mini-

“I like your idea and I was going to say the same thing.” T explains that
4.40-5.24 whiteboard, shuffle papers and call
they will work on all three topics and that those more confident can help Managing Behaviour
out.
others. Additional adult redirects child who is doodling on whiteboard.
 Most chn listen and look at board.
F: Yes, I’m the only Pythagoras
T takes place at front of room to begin teaching on Pythagoras questions.
expert. It’s A squared plus B
“OK, waiting until I have everyone’s attention.” Cold calls F about what
squared equals C squared. The lines
P’s theorem is. T works through example on board step-by-step with F
of the triangle. The one that we’re
(with one other qs directed at a different chn). “What is Pythagoras Cognitive Engagement 1
trying to work out, the longest line.
theorem? And what does that mean? What is A and what is B and what is Cognitive Engagement 2
C? Perfect, and which one is C? In this case it’s the one we’re trying to Assessing and Responding
work out but it’s always the longest.” Calls on A. Continues to work
5.24-9.21 F tries calculation again.
through with F.
Some calling out (mainly from D) as
T uses non-verbals to attempt to prevent calling out. T calls on D based
they try and work out the solution
on something they have seen in their revision notes.
too.
Asks questions to get chn to name the square root sign as the inverse of
D: square root.
squared. Shares whiteboard with square root sign on. Asks F for the Managing Behaviour
Child draws square root sign on
answer. Asks A. Writes answer on the board. “Did you get that Faith, just
whiteboard.
not confident? Oh you made a mistake up here? Just a little mistake. You
F: pauses. I’ve got the wrong answer.
would get 2 marks out of 3.”
A: 48.46
F: No I did the wrong thing.

T calls M to see if they got the correct answer. They did not. Asks how to
9.21-10.04 Lots of calling out and general chat. Assessing and Responding
finish the question. Stops lesson to remind them that every second
Managing Behaviour
counts as it the last lesson before assessment.