HITS Observation

Teacher: Josh BUTLER Observer: Brett WATSON Class/Subject: Year 9 Mathematics Date: 7 / 09 / 2018

High Impact Teaching

Key Points Observation
Strategies

 LI & SC 1. LI and SC written on whiteboard

Setting Goals  Links to explicit assessment 2. High expectations clearly expressed during activity set-up
criteria 3. Linked learning outcomes to assessment used in class

 Clear expectations
 Sequencing and linking
1. Sequenced lesson well.
learning
2. Used the Gradual Release of Responsibility
 Clear transitions
Structuring Lessons  Scaffolding
3. Transitioned by bring attention back to whiteboard and had students summarise the
activity outcomes.
 Questioning/Feedback
4. Utilised a quick formative assessment warm-up activity to differentiate groups.
 Formative assessment
 Exit cards
 LI shared
 Relevant content and 1. LI on whiteboard and outlined SC explicitly.
activities 2. Content was relevant to each student and in line with Vic Curric.
Explicit Teaching  New content explicitly 3. Used a worked example on whiteboard to introduce new material.
introduced and explored. 4. gave students the opportunity to practice using the new knowledge and then sought
 Worked example class feedback to ascertain depth of understanding.
 Practice and feedback
 Clarifies LI
1. Josh differentiated the LI to help students in their understanding of what was
 Demonstrates task. Models
required in the lesson.
application of knowledge
Worked Example and skills.
2. Used both the whiteboard and student workbooks to provide worked examples of the
maths being studied.
 Students use worked
3. Students were able to refer to the worked example to reinforce their understanding.
example as a model.

 Students work together to
Collaborative Learning apply previously acquired
knowledge.
 Students have time to
practice what they have
learnt
Multiple Exposures  Timely feedback which
allows for immediate
correction and
improvement.
 Planned questions
Questioning  Open questions
 Precise, actionable, specific
 Use student voice to
Feedback feedback on teaching
 Questioning/assessment
 Teaching problem solving,
study skills, promotes self-
Metacognitive
questioning, concept
Strategies mapping, classroom
discussions.
HITS Observation
1. Josh created differentiated groups where students were able to support each-other
in a collaborative environment to reinforce previously acquired knowledge.
1. Students were given time to practice the new mathematical skills introduced
2. They were then given variations to help consolidate the underlying mathematical
principles and given the opportunity to apply this knowledge in different ways.
3. Josh roamed the classroom supporting students at their ‘point of need’ to allow for
clarification and deeper understanding to develop.
1. Planned questioning was implemented.
2. Developing a greater variety of ‘open’ questions is an ongoing area of growth.
1. Feedback was specific to each student and focussed on the specific student learning
outcome that the individual was working on.
2. Students were given the opportunity to work at the whiteboard and elicit feedback
from each-other on their learning. Students were then asked how Mr Butler could
improve the teaching of this topic.
3. Informal formative assessment was used initially in the lesson.
4. Time was given for reflective responses to the material taught.
1. Taught specific problem-solving strategies that were applicable not only to
Mathematics but to life in general.
2. Highlighted how using questions could enhance their own understanding of problems.
3.
 HITS Observation

 Evidence based group 1. Used initial formative assessment to group students.

instruction. 2. Provided individualised problems for each group and provided supplemental material
Differentiated Teaching  Individualised intervention where necessary.
and supplemental 3. Adapted the instruction set for each group for clarity and simplicity of
instruction. implementation.