1
Student’s Name
Instructor’s Name
Course
Date
Observation Science pH
Investigating pH with Year 11 Using a pH Probe was the learning goal for the lesson I
noticed. Paul Preece, the instructor who was observed, ensures complete focus if it is needed and
does not allow background chatter. The instructor is excellent at being assertive and strict while
keeping warm, polite relationships and establishing a good rapport with the students. Learning
objectives are unmistakable. The lesson is well-designed and provides a sense of the longer-term
learning goals. The teacher has faith in the content and instills faith in the students. The teacher
finds it easier to respond to the students' questions when the suggestions circulate. The instructor
demonstrates how to write, solve problems, and, most importantly, how his thought process
results in high-quality, precise, and creative work. Students have had lots of opportunities to
learn, and progress is a common trend. Students have the opportunity to do what they've learned
on their own. Assignments are visible and relate to the work that is being completed.
The first lesson begins with a discussion of pH and the predicted changes, followed by a
practical demonstration using a pH probe. Since they had explored it previously, the students
knew what was going on and could see how things were progressing nearly instantly as they saw
the curve change. If the lesson is to be conducted without the use of ICT, the teacher would have
to persuade the students that this is the case, which would be very complicated. ICT is very easy,
and students can see what is going on, so it is a very useful method. The instructor walks around
the room during the second lesson session, watching the students draw the curve and answering
Student’s Name
Instructor’s Name
Course
Date
Observation Science pH
Investigating pH with Year 11 Using a pH Probe was the learning goal for the lesson I
noticed. Paul Preece, the instructor who was observed, ensures complete focus if it is needed and
does not allow background chatter. The instructor is excellent at being assertive and strict while
keeping warm, polite relationships and establishing a good rapport with the students. Learning
objectives are unmistakable. The lesson is well-designed and provides a sense of the longer-term
learning goals. The teacher has faith in the content and instills faith in the students. The teacher
finds it easier to respond to the students' questions when the suggestions circulate. The instructor
demonstrates how to write, solve problems, and, most importantly, how his thought process
results in high-quality, precise, and creative work. Students have had lots of opportunities to
learn, and progress is a common trend. Students have the opportunity to do what they've learned
on their own. Assignments are visible and relate to the work that is being completed.
The first lesson begins with a discussion of pH and the predicted changes, followed by a
practical demonstration using a pH probe. Since they had explored it previously, the students
knew what was going on and could see how things were progressing nearly instantly as they saw
the curve change. If the lesson is to be conducted without the use of ICT, the teacher would have
to persuade the students that this is the case, which would be very complicated. ICT is very easy,
and students can see what is going on, so it is a very useful method. The instructor walks around
the room during the second lesson session, watching the students draw the curve and answering
