EBEA - Economics, Business and Enterprise Association

Supporting trainees - Guiding trainees in evaluating lessons

Lesson Evaluation Focus
Good lesson evaluations can reveal a great deal about a trainee's quality, but lesson evaluations can also become a chore only to be completed to satisfy perceived bureaucratic requirements. Lesson evaluations that explore why pupils learned what they did (and did not), or behaved as they did, are much more useful than evaluations that attempt some overall judgement. It is also useful if trainees can link their evaluations to the standards. Self-evaluation is referred to explicitly in Standard Q7 and Q29, but trainees may demonstrate their qualities in relation to many other standards through their reflection on their teaching.

Link to standards
Q25
(a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively
(d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.
Q26 
(a) Make effective use of a range of assessment, monitoring and recording strategies.
(b) Assess the learning needs of those they teach in order to set challenging learning objectives.
Q27 
Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.
Q31 
Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.