PROFESSIONAL DIALOGICAL REVIEW (PDR) REPORT 2023-2024

Programme: BSc (Hons.) in Education (Design, Graphics and Construction)

Module: SP3 Repeat / SP4 (please highlight)

Tutors: Anne-Marie Clarke

Student Name: David Culloty

School: ScoilPhobail Bheara

Classes Observed: NO. PUPILS: 22 SUBJECT: WT TOPIC(S): Seasoning

Date:

1. OBSERVED LESSON(S): FEEDBACK ON CORE SKILLS (please tick or highlight)

Poor Fair Good Very Good Excellent

Preparation & Planning:

Lesson Structure:

Teacher Presence & Communication Skills:

Classroom Management & Positive Working

Climate:
Numeracy, Literacy, Oracy & Graphicacy:

Active Teaching Strategies:

Differentiated Learning – Mixed Ability & SEN:

Design-led Teaching & Learning:

Inclusivity and inter-cultural/gender inclusion

strategies
Universal Design for Learning (UDL) strategies

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Technical Competence:

Assessment of Learning Strategies:

Creativity & Innovation &

Educational Technologies:

Health & Safety:

Lesson Appraisals & Weekly Critical Reflections:

2. EVIDENCE OF GOOD CORE SKILL PRACTICE

Heading 1: Teacher Presence: Good evidence of teacher presence both in the classroom and the overall
school setting. David has taken on breaktime supervision and is getting to know the students in an
environment other than the classroom. He mixes well in the staffroom and joins conversations on
teaching and learning.
Heading 2: Inclusivity: His seating is designed to accommodate mixed gender and mixed ability. He is
conscious of every learner in the class and the organisation of his seating plan demonstrates this.
Heading 3: Confidence: David speaks confidently on the topic to be taught and learned.

3. GUIDELINES FOR IMPROVEMENT

Heading 1: Creativity and Innovation: We discussed the design layout of a good teaching PP. David had
worked hard on the lesson PP but needs to address the spacing and animation required to address
different learning styles. Too much text can be overwhelming to a lower order learner and to a visual
learner. Key words; teacher talk; oral questioning, text animation; visual. He plans to reflect and address
this in future PP for theory lessons
Heading 2: Differentiated learning: This can be addressed using colour under the visualiser/ PP/ Poster.
Within a class of 22 learners, different learning styles require different styles of questioning. Multiple
choice/ direct short answer/ essay style paragraph/ sketches. While David is very conscious of mixed
ability and learning styles, he needs to think like all learners when designing his lesson.
Heading 3: Hidden curriculum: Overall, the PDR met the standard of a hard working teacher who is open
to guidance and advice. David is involving himself in the wider school community during break time and is
accepting of guidance to improve.
Heading 4:
Heading 5:

3. TENTATIVE ASSESSMENT (Please highlight one or more below)

Potential Fail Potential Pass Potential Honours Potential Higher Honours

*NOTE: The above indicator of performance may be revised. This is merely an initial impression of performance.
In line with reflective practice, supervisors are subsequently required to reflect more deeply upon the experience,

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analyse it components more thoroughly, and dialogue with other supervisors before coming to a final
assessment, which may or not differ from the original.

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