OBSERVATION OF EDI IN TEACHING AND LEARINING

EDUK

OBSERVATION OF EDI IN TEACHING AND LEARINING Observers checklist Equality, Diversity and Inclusion

Alyson Malach November 2012

Notes for Observers

Observations of EDI should record the positive, negative, and satisfactory aspects of how these three elements are embedded in a lesson. General Performance:

Tutor shows EDI awareness, knowledge and understanding, practical

competence to tackle discrimination and up-to-date EDI expertise.

Learning materials are well designed and effective in helping learners to

understand the equalities agenda.

Session is planned effectively to include EDI and links to previous learning, if

appropriate.

Sufficient time and EDI resources, clear EDI aims and objectives that all

learners understand.

Verbal and/or written feedback is provided in a way that helps learners to

progress on this agenda (Citizenship and world of work).

Tutor promotes equality, tackles discrimination and fosters good working

relationships and monitors learner understanding of EDI.

Methods, Materials and Styles of Training:

The Tutor:

Ensures delivery pace is appropriate to the diverse needs of the learners.

Takes into account the ability range and ensures work is sufficiently

challenging and age appropriate.

Allows and encourages learners to ask questions about EDI.

Uses an appropriate range of EDI teaching aids, and accommodates different

learning styles, including allowing learners to co-operate with, and learn from

each other.

Ensures fair distribution of attention to members of the group.

Ensures learning points are regularly summarised, and explanations /

demonstrations are clear.

Contributes to the development of EDI, where appropriate.

Consistency with:

Aims of the programme, and the learners’ personal objectives and abilities.

Time and EDI resources available.

Effective promotion of equality of opportunities, tackling of inappropriate

behaviour, discrimination and fostering good relationships between diverse

groups.

Learners:

Understand the purpose of the session and what they are expected to achieve.

Acquire new EDI knowledge and skills, develop ideas, and increase their

understanding of others, the subject matter and EDI issues.

Are confident in what they are doing, and apply effort to succeed with

building relationships, working collaboratively with one another.

Work productively, and make effective use of their time and resources.

Understand when they will be assessed and against what criteria.

Understand what progress they have made.

Methods that can be used to gather evidence that criteria are / are not

met in a lesson include:

1. Observation of how the tutor does things, listening to what they say, and

asking questions.

2. Looking at session documentation (lesson plans, resources, missed

opportunities, handouts, assessment records, etc).

3. Asking the learners questions and looking at their work.

4. Observation of learners’ behaviour (body language, how learners interact and

if they listen and ask questions).

Criteria:

Planning and Preparation:

Clear and appropriate aims and objectives.

How the session builds on previous EDI learning.

How the techniques and approaches will facilitate achievement of the EDI and

aims and objectives.

How the content links to the specified EDI objectives.

Up-to-date content.

Delivery:

Aims and objectives are simplified and clearly explained

Varied and appropriate teaching techniques are used

The sessions are appropriately paced.

The tutor demonstrates up-to-date knowledge of EDI, and gives clear

explanations.

The EDI content is relevant, effective, varied, challenging and inspiring.

The tutor makes good use of opportunities for embedding EDI, independent /

group learning, where appropriate.

EDI awareness, knowledge and understanding are developed, where

appropriate.

The tutor uses learner feedback effectively, including checking their

understanding of EDI issues, terminology and definitions etc.

The tutor takes account of the ability range and EDI activities are sufficiently

challenging for all learners.

Learners are encouraged to draw on their own personal, cultural and social

experience, where appropriate.

At the conclusion of the EDI observation, the EDI observation statements should be translated into judgements. A clear strength or weakness judgement should begin with a strong descriptive word; for example, “Very good”, and “Highly effective”, “Outstanding” or “Excellent”. Examples of Effective Judgements:

“Very well planned session which clearly has EDI embedded and was

designed to meet the needs of all learners”.

“Highly effective use of questioning to determine learner understanding of the

EDI topics covered”.

“Highly effective use of visual resources throughout the lesson which

supported/underpinned learning”.

Examples of Ineffective Judgements

“Ineffective pace of the session” – what does this mean – did the trainer not

provide sufficient time for activities, did they take too long on one or several

activities, were the learners bored? The judgement does not accurately

capture what the issue was.

“Good use of PowerPoint” – in what way was it good, what did it help the

learners achieve?

“Insufficient breadth to the session” – does this mean that there was

insufficient coverage of one, or several topics?

Attributes of Good Tutors: Able to:

Diffuse actual or potential discipline problems.

Tie in planning with lesson management.

Deal with learner mistakes.

Create a safe, relaxed and enjoyable atmosphere.

Retain control in the classroom.

Present work in a way which embeds EDI, interests and motivates learners.

Clarify what learners are to do and achieve and provide conditions so that

learners understand.

Build sensitivity, confidence and trust with learners.

Effectively introduce EDI into lessons.

Provide clear explanations about EDI and related issues that learners

understand.

Provide help for learners.

Manage question and answer sessions.

Judge effectively what can be expected of a learner.

Encourage learners to raise expectations of themselves.

Develop personal and mature relationships with learners.

The tutor considers the diverse range of learners accessing the lesson

Statement Evidence observed

Resources used Observers comments

The tutor effectively uses a variety of teaching methods that meet different learning styles

Learner assessment is fair and does not discriminate against any learner

Language used by the tutor is non-discriminatory, inclusive and appropriate

Discussion and comments within the learning environment are managed to ensure learner language is appropriate, inclusive and non-discriminatory

Banter which is offensive or inappropriate is managed to ensure a safe learning environment

Materials and topics are sensitively presented

Resources are adapted to be accessible (Easy read, visual/symbols, auditory, large print, use of coloured paper etc)

Resources


Resources used

Observers comments

Teaching resources are

accessible for all learners

Learners that require additional

resources to help them to

access information receive help

easily (Initial assessment, ILP)

People from diverse

backgrounds, socio-economic,

cultural, people with disabilities

are visible in course materials

(not just images, names, stories

etc)

Teaching materials and other

resources provide opportunities

to raise and discuss issues of

equality and diversity

Materials and resources can be

accessed remotely by learners

and are available in electronic

format in advance as necessary

Positive images of diversity

are promoted in posters,

displays, materials and

resources, they are inclusive,

challenge stereotypes, mirror

students’ diverse backgrounds

and cultures, and offer insight

into the lives of others

Printed materials are presented

in clear accessible

language/easy read etc

Additional Support

Statement Evidence

observed

Resources

used

Observers

comments

Learners are given the

opportunity to discuss

additional support at the

beginning and throughout the

course

Learners have regular reviews

to explore their experience of

support for learning

Planning


Resources

Used

Observers

comments

Course documents/materials

take into consideration the

individual needs of the

learner (Initial Assessment,

Scheme of work, ILP)

The learning environment is

conducive to inclusive

learning (Layout, lighting,

accessibility)

Planning considers learning

styles in delivery of the teaching

– auditory, visual and

kinaesthetic (Schemes of work,

lesson plans)

Delivery


Resources

Used

Observers

comments

Time is allocated during

learner’s induction for

information, activities and

discussion on equality and

diversity, including policies,

ground rules, safeguarding,

respect etc (Scheme of work,

lesson plans, ILP, complaints

procedure)

Appropriate ground rules

are set in consultation with

learners and linked to the

college EDI policy (Lesson plan)

Appropriate assessment

methods are used for the

diverse range of abilities of

learners (Differentiation)

Appropriate and sensitive

language is used in delivery

and with resources/materials

and inappropriate use of

language is consistently

challenges

Diversity


Resources

Used

Observers

comments

Diversity is included within

teaching – making reference

and using examples from a

variety of cultures, religions,

traditions, exploring prejudice,

stereotyping and other topics

around equality (Lesson plan,

resources)

Any forms of prejudice and

stereotyping challenged in the

classroom?

Learner diversity is regularly

used as an educational

resource

Assessment


Resources

Used

Observers

comments

A variety of assessment

methods ensures that all

learners are able to reflect on,

and review, their learning

Adjustments are made to

assessment methods in

response to the support

requirements of disabled

learners

Honest, open and constructive

feedback is given in a

sensitive and supportive

manner so that the dignity of a

learner is respected at all times

Outcomes of assessment

inform planning for individual

learners.

Tutors apply active listening

skills so each learner feels

valued.

Questioning techniques are

used in such a way that all

learners are actively involved

Sufficient time is given for

learners to respond to question

and or request

Statement Evidence Resources Observers

comments

Assessment is used

to improve

confidence and self-

esteem.

A genuine learning

environment is

fostered so that

learners feel safe to

make mistakes

Assessment is used

effectively to

identify whether

learners require

additional support

Assignments are

differentiated and

tailored to level of

ability and can

submitted in

different ways for

example by email,

via take etc

Learners are

supported to

negotiate their own

assessment

framework

Religious calendars

are used to plan

teaching, learning

and assessment

to ensure exams

and class tests do

not clash with

culturally significant

days or religious

festivals

Social and emotional aspects to learning


Resources

Used

Observers

comments

Teaching and learning helps

develop a student’s sense of

personal identity

Students’ ability to understand

and empathise is developed

through learning about the lives

of others

Students are actively

encouraged to be interested in

one another’s backgrounds and

beliefs, and explore feelings

and beliefs about difference

Students are encouraged to

seek help when they need it,

and respond positively to

constructive feedback

Students are encouraged to

stand up to, and act as allies

against discrimination of

others

The tutor supports students to

evaluate and review critically

their progress and that of

others

Students manage difficult

feelings such as prejudice,

irritation, frustration or anger

Students sensitively listen to

one another’s points of view

Students successfully work

collaboratively together in

teams and groups

Teaching and learning methods


Resources

Used

Observers

comments

The different experiences and

social backgrounds of students

are drawn on and valued

The tutor enables learners to

bring their life experiences to

the classroom if

relevant/appropriate

Personalised teaching and

learning techniques and

activities stretch all students

regardless of their abilities

allowing all to learn and

achieve

The genuine wish to learn from

others avoids ‘exoticising’

another culture, eliciting

sympathy for people with

disabilities or patronising

individual learners

Teaching and learning activities

are used to challenge

stereotypes and counter

stereotypical assumptions,

such as the use of she/he

Peer support is used

consistently/effectively to bring

about learning

Activities acknowledge and

value learners’ different

views and perspectives.


Resources

Used

Observers

comments

Students are given

opportunities to influence

teaching and learning methods

Appropriate support is in place

for students with additional

support needs. There is a clear

three way ‘partnership’ between

the learner, tutor and LSAs

The tutor exploits spontaneous

opportunities to challenge and

debate inequalities and

social injustice, and

promotes understanding

about equality and diversity

at a pace and level to meet

the diverse needs of

learners whilst making

reasonable adjustments to allow

all learners to be included

During the contexts of teaching,

the tutor avoids assigning

students roles based on real life

identities. Scenarios avoid

hidden assumptions about

diversity such as gender, race

or other equality areas. They

are used to teach concepts and

critical thinking

Management of the Environment


Resources

Used

Observers

comments

Discriminatory behaviour is

always dealt with in

accordance with the provider’s

disciplinary and harassment

policy and charter

Learners treat each other

with respect, and listen to one

another’s views, even if they do

not agree with them. Learners

respect the tutor.

The tutor addresses the needs

of individual learners, for

example the potential isolation

of a learner who is the only

male or female in the group, or

requests to observe religious

practices or holidays

Discussion and small group

work ensures that a range of

views are represented and

cliques do not develop.

Learners are encouraged to

work with others with differing

abilities and from different

backgrounds.


Resources

Used

Observers

comments

Alternative approaches are

naturally considered when

group activities present

communication difficulties who

find social interaction difficult

The room is arranged to ensure

maximum involvement of all

students including those with

physical or sensory impairments

and their support workers

The lesson plan gives evidence

of how the tutor and learning

support staff have liaised

together. Learning support staff

are allocated and deployed to

meet student’s needs.

Behaviour of all students is

fairly and consistently managed

always taking into account the

severity/level of their disability

The tutor ensures that all

students, including students

with physical or sensory

impairments can attend outdoor

sessions, trips and visits

Respect is shown for religious

beliefs and practices, for

example appropriate break

times are given during

Ramadan

The tutor as Role model


Resources

Used

Observers

comments

The tutor role models and

champions good equality and

diversity practice, for example

modelling language and

behaviour that promotes

inclusivity and respect for others

Prejudiced or inappropriate

language, views or behaviour are

always appropriately challenged

to promote understanding and

bring about behavioural change

In their behaviour, tutors,

encourage harmonious

relationships between different

groups of learners

No assumptions are ever made

about students, for example the

assumption that students are

white, middle class, English

speaking, non-disabled, living in

a house owned by two biological

heterosexual parents with

internet access, broadband and

PC’s

The tutor creates an atmosphere

of mutual trust where each

learner feels valued regardless of

background, identity or personal

circumstances

The tutor sets high expectations

for all students.

The tutor is confident in talking

about equality and diversity and

tackling equality and diversity

issues

Documents

OBSERVATION OF EDI IN TEACHING AND LEARINING