8.5 Helping trainees to evaluate their planning

Evaluating lessons effectively is one of the Standards for QTS, but it is not always easy to get right. Often, trainees, when evaluating their lessons, focus too much on what they did or did not do during the lesson, rather than on the planning that preceded it. Thus, an issue of pupil behaviour is examined in the light of behaviour management strategies, rather than in terms of the planning underpinning a lesson that allowed pupils to become bored and restless. Furthermore, it is important that the trainees focus on the learning that did or did not take place. Any evaluation of worth will link this back to lesson planning and consider whether the learning objectives were the right ones and whether the activities and structure of the lesson were appropriate.

So how can we help trainees to evaluate their planning as well as their teaching? Here are some ideas to get you started:

• Model it for them (for example through the use of videoed lessons)
• Devote time in university sessions on how to evaluate effectively – don’t assume it happens automatically
• Ensure that they offer their own evaluation to you or the mentor before you give your feedback
• Monitor the evaluations they complete on a regular basis
• Encourage trainees to share their triumphs and their disasters with each other in an honest and analytical way (there are some excellent examples of web-based discussions on some PGCE courses that provide useful forums)
• Provide an evaluation proforma that encourages trainees to be focused in their evaluations and to link issues back to lesson planning (or encourage them to design their own)
• If you intend to set a planning assignment, ensure that evaluation is a strong component

Activity 8.5.1: Helping trainees to evaluate their planning – sample proformas and evaluations

What can you do if planning continues to be problematic for a trainee during the year? Clearly, planning must reach a certain standard before QTS can be awarded. Here are some suggestions about what you and the mentor can do in these circumstances:

• Temporarily reduce teaching timetable (sometimes trainees simply need more time to plan their lessons in order to move forward)
• Collaborative planning and teaching
• Diagnose the specific problem (see activity, below) rather than providing blanket advice about ‘improving planning’

Activity 8.5.2: Helping trainees to move on in their planning