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Teaching Portfolio · Chapter 6

Learning Through Observation

This chapter shows how observation, feedback and classroom evidence have helped me refine my teaching, learn from colleagues and make stronger links between teacher actions and student learning.

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Chapter purpose

Developing practice through feedback, colleagues and classroom evidence

Observation has played an important role in my development as a teacher. I see observation not simply as a formal process, but as a way of learning more deeply about teaching and its impact on students. Through being observed, observing colleagues and reflecting on classroom evidence, I have developed a more precise understanding of how teacher actions shape student learning.

This chapter focuses on what I have learned from observation: how modelling can make thinking visible, how formative assessment reveals student understanding, how questioning supports reasoning, and how routines, transitions and vocabulary support help students participate more confidently.

Observation thread

From feedback to specific teaching actions

The evidence in this chapter comes from two complementary types of observation. Some evidence comes from observations of my own teaching, where feedback helped me reflect on modelling, formative assessment, questioning, student engagement and the visibility of learning objectives. Other evidence comes from observing colleagues, where I focused on routines, student responses, discussion structures, vocabulary checks and classroom atmosphere.

Across the evidence, the central pattern is that observation is most useful when it leads to a precise action. Feedback about modelling led me to make the thinking process clearer. Feedback about formative assessment led me to use more mini-whiteboards, Think-Pair-Share and targeted questioning. Observing colleagues reminded me to build confidence through short discussion, vocabulary checks and well-structured transitions before written or coding tasks.

Evidence in this chapter

Observation feedback and colleague observation notes

The evidence below shows how observation has supported my professional growth from different perspectives. To protect privacy, the public evidence should use redacted extracts and typed summaries. Original observation documents can be retained privately.

Evidence 6.1

Observation Feedback: IGCSE Algorithms

Feedback on retrieval practice, modelling, pair work and scaffolding in a pseudocode lesson.

 Evidence 6.2

Observation Feedback: Data Compression

Feedback on formative assessment, Think-Pair-Share, worded questions and exam-style reasoning.

 Evidence 6.3

Observation Feedback: AP CSP Exam Strategy

Feedback on questioning, group activity, independent practice and critical thinking when deconstructing MCQs.

 Evidence 6.4

Observing a Colleague Outside CS

Learning from an AP Pre-English lesson about vocabulary, modelling, pair discussion and classroom atmosphere.

 Evidence 6.5

Observing a Colleague in Computer Science

Learning from an AP Computer Science A lesson about recall, cold calling, questioning and coding challenge structures.

Evidence 6.1

Observation Feedback: Modelling and Scaffolding in IGCSE Algorithms

Observation feedback from an IGCSE Computer Science lesson on algorithms and identifying errors in pseudocode.

Evidence extract

This observation highlighted retrieval practice, teacher modelling and paired practice. Students recalled previous learning, followed the modelling process, identified errors in pseudocode and then applied similar logic to another problem.

The feedback reinforced the importance of modelling the thinking process, not only showing the final answer. When students learn algorithms, they need to see how to decompose a problem, trace logic, identify errors and apply the same reasoning independently.

This informed my later teaching by making me more deliberate about worked examples, visual modelling, gradual release and paired practice before independent problem-solving.

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IGCSE algorithms observation feedback

The original observation evidence is shown below in a compact preview. The reader can scroll inside the PDF or open it in a new tab.

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Modelling Scaffolding Retrieval practice Pair work Problem-solving Subject knowledge

Evidence 6.2

Observation Feedback: Formative Assessment in IGCSE Data Compression

Observation feedback from an IGCSE lesson on data compression and exam-style reasoning.

Evidence extract

This observation highlighted the use of mini-whiteboards, Think-Pair-Share, targeted questioning and worksheet practice. Students participated in recall activities, discussed their reasoning with a partner, answered worded questions and received immediate feedback.

This helped me see the value of making student thinking visible before asking students to write exam-style answers independently. Mini-whiteboards and paired discussion provided lower-pressure ways for students to test ideas before committing to a written response.

After this, I planned more short formative checks before written tasks, including verbal rehearsal, comparison of ideas with a partner and refined written explanations using technical vocabulary.

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Data compression observation feedback

The original observation evidence is shown below in a compact preview. The reader can scroll inside the PDF or open it in a new tab.

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Formative assessment Questioning Exam preparation Technical vocabulary Reasoning Student confidence

Evidence 6.3

Observation Feedback: Questioning and Exam Strategy in AP CSP

Observation feedback from an AP Computer Science Principles lesson on deconstructing multiple-choice questions.

Evidence extract

This observation focused on exam preparation, but the feedback showed that exam practice can still be active and analytical. Students analysed multiple-choice questions, discussed possible answers, practised exam strategies and worked independently to apply their learning.

The feedback highlighted cold calling, group activity, independent practice and critical thinking. This helped me see that I could guide students to deconstruct questions, identify distractors, justify choices and explain why an option was correct or incorrect.

As a result, I began to plan exam practice as a reasoning process rather than only a review activity, using more questioning, peer discussion and structured analysis.

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AP CSP observation feedback

The original observation evidence is shown below in a compact preview. The reader can scroll inside the PDF or open it in a new tab.

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Questioning Exam strategy Critical thinking Independent practice Student reasoning

Evidence 6.4

Learning from Observing a Colleague Outside Computer Science

Observation notes from an AP Pre-English lesson used to identify transferable strategies for my own classroom.

Evidence extract

I observed this lesson to learn from practice outside my own subject area. The lesson included recall, visual stimulus, cold calling, pair discussion, reading aloud, vocabulary checking, teacher modelling and a short written task.

I noticed that the teacher created a calm and inclusive atmosphere where students were willing to contribute. Students were given time to think, discuss and respond before moving into written work, while understanding was checked through recall, thumbs-up checks, pair discussion and targeted questioning.

This observation reminded me that many strategies are transferable to Computer Science. I became more deliberate in checking technical vocabulary and using short pair discussions before written or coding tasks so that students could organise their thinking first.

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AP Pre-English colleague observation

The typed observation notes are shown below in a compact preview. The reader can scroll inside the PDF or open it in a new tab.

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Learning from colleagues Vocabulary support Pair discussion Classroom routines Student participation

Evidence 6.5

Learning from Observation Inside Computer Science

Observation notes from an AP Computer Science A lesson showing strategies I could adapt within my own subject area.

Evidence extract

In this colleague observation, I saw students begin by discussing prior learning with peers before sharing ideas through cold calling. The teacher then introduced objectives, used a game-style activity, responded to student questions and moved students into group and independent coding tasks.

What I found useful was the balance between peer discussion, teacher input, collaborative work and independent challenge. The teacher paused to address a student's question about how an array changes during iteration, which showed adaptive teaching in response to student need.

This observation helped me think more carefully about the structure of my own programming lessons: short recall, opportunities for student questions, purposeful collaboration, independent coding challenge and teacher circulation to support students who need help.

View evidence document

AP Computer Science A colleague observation

The typed observation notes are shown below in a compact preview. The reader can scroll inside the PDF or open it in a new tab.

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Computer Science observation Recall Cold calling Student questions Adaptive teaching Coding challenge

Chapter reflection

What this evidence shows about my learning through observation

Looking across the evidence, observation has helped me move from general reflection to more precise professional action. Observations of my own teaching confirmed strengths in modelling, retrieval practice, questioning and student engagement, while also helping me focus more clearly on how students demonstrate understanding.

Observing colleagues helped me notice details that are easy to overlook while teaching: how routines begin, how students are given time to think, how vocabulary is checked, how questions are distributed, and how transitions between discussion, modelling and independent work are managed. These observations gave me practical strategies that I could adapt to my own bilingual Computer Science classroom.

My next step is to continue using observation as a cycle: observe evidence of student learning, identify one precise improvement, apply it in my planning and then collect further evidence. In future lessons, I want to keep strengthening modelling, student use of technical vocabulary, individual accountability during group tasks and formative checks before independent work.