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ROSENSHINE PROFORMA

The document outlines three lessons focused on teaching strategies in Math and Language, emphasizing engagement techniques such as asking questions, providing models, and giving feedback. It highlights potential areas for improvement, including the need for balanced pupil participation and effective communication regarding feedback. The author sets targets for their own teaching to enhance student understanding and clarity through varied assessment methods and resources.

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kxm yxm
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3 views

ROSENSHINE PROFORMA

The document outlines three lessons focused on teaching strategies in Math and Language, emphasizing engagement techniques such as asking questions, providing models, and giving feedback. It highlights potential areas for improvement, including the need for balanced pupil participation and effective communication regarding feedback. The author sets targets for their own teaching to enhance student understanding and clarity through varied assessment methods and resources.

Uploaded by

kxm yxm
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON 1

LESSON CONTEXT Math

ENGAGEMENT WITH Asking ques ons


ROSENSHINE
POTENTIAL AREAS It is a good way to check pupils’ understanding during teaching;
FOR IMPROVEMENT however, this method has some poten al weaknesses. For example,
some pupils tend not to respond or respond with a di erent signal for
many reasons, and it prevents the teachers to collect accurate data.
TAKE AWAY POINTS Used “thumb up/middle/down throughout the lesson to check pupils’
FOR OWN TEACHING understanding.
LESSON 2
LESSON CONTEXT Language

ENGAGEMENT WITH Provide with models


ROSENSHINE
POTENTIAL AREAS Detailed modeling some mes results in too much teacher talking me
FOR IMPROVEMENT and, therefore, a reduced interest and focus of pupils. One
improvement could be to look into how to balance pupil-led me and
modelling the tasks.
TAKE AWAY POINTS Doing a model on the task before pupils work on their own o en
FOR OWN TEACHING provides more clarity on the task and serves as a reinforcement of the
knowledge.
LESSON 3
LESSON CONTEXT Math

ENGAGEMENT WITH Provide with feedbacks


ROSENSHINE
POTENTIAL AREAS Pupils and teachers do not have an opportunty to discuss in person
FOR IMPROVEMENT about the feedback and it’s less e ec ve than in person
communica on.
TAKE AWAY POINTS Marking pupils’ books and giving them wri en feedback. It’s easier for
FOR OWN TEACHING pupils to remember and follow when it’s wri en down and visualized.
SETTING TARGETS FOR MY OWN TEACHING IN LINE WITH ROSENSHINE
TARGET 1 AND HOW IT To e ec vely assess students' understanding during lessons, I will avoid
WILL BE ACHIEVED solely relying on their verbal responses. Instead, I will also circulate
around the classroom to examine their work and iden fy students who
may not fully grasp the material.
TARGET 2 AND HOW IT To model tasks for be er clari ca on, I will use teaching videos and
WILL BE ACHIEVED other resources to deliver knowledge and reduce my talking me.
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TARGET 3 AND HOW IT
WILL BE ACHIEVED

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