Learning observation worksheet Edunou A printable, editable outline for describing a learning difficulty, hearing the learner’s perspective and following an adjustment. Published 2026-09-13 Sources accessed 2026-09-13 An educational aid to adapt. It is neither a validated diagnostic instrument nor a complete teaching pack. IN PLAIN LANGUAGE - Choose one task and a clear learning goal. - Separate what you observe from what you infer. - Agree on an adjustment, then record what changes and what the learner thinks. USING THIS WORKSHEET This original Edunou outline is an untrialled practical suggestion. It supports an educational discussion; it provides no score and cannot establish a diagnosis. Adapt its wording to the setting, from early childhood to adult learning. It is not a complete teaching pack. Print the page or download the editable text file. Use one sheet per situation; a brief, precise description is enough. Keep dated copies when observing again so that you can compare similar situations. 1. SET THE LEARNING GOAL Date: ____________________ Learner’s preferred name or code: ____________________ Age or learning setting, if useful: ____________________ Task and learning goal: ____________________ Planned duration, location and people present: ____________________ What the learner can already do in this activity: ____________________ 2. DESCRIBE OBSERVATIONS Instruction given and materials available: ____________________ What the learner did or said, and when: ____________________ What was happening around them: ____________________ Support already offered and the observed response: ____________________ - Describe an action in context: “starts after the first step is rephrased” instead of “lacks motivation”. - Record hypotheses separately: understanding the instruction, tiredness, access to materials, task difficulty or another explanation to explore. This worksheet establishes none of them. 3. HEAR THE LEARNER’S PERSPECTIVE What they want to achieve: ____________________ What they find easy, difficult or tiring: ____________________ Support they would like to try, keep or avoid: ____________________ Communication used: speech, writing, pictures, gesture, communication aid or another method: ____________________ If their perspective could not be obtained, record this without inventing it: ____________________ 4. PREPARE AN ADJUSTMENT One barrier to explore first: ____________________ Adjustment agreed with the learner: ____________________ Learning goal retained, or reason for changing it: ____________________ What you will observe to judge its usefulness: ____________________ Who will prepare the materials or arrangements, and by when: ____________________ - Do not remove necessary support to create a comparison. - Choose indicators that matter to this person: understanding, chosen independence, access, perceived effort or task completion. Speed alone does not describe learning. 5. REVIEW THE ATTEMPT Date and task of the next observation: ____________________ Context differences that may affect comparison: ____________________ What changed and what remains difficult: ____________________ Learner’s view of the support: ____________________ Decision: keep, adjust or stop this attempt, or seek another perspective: ____________________ Next step, responsible person and review date: ____________________ KEEPING AND SHARING THE WORKSHEET This page does not collect or transmit your observations. On your copy, keep personal information to what is necessary and follow your institution’s storage and sharing rules. A code alone does not make a record anonymous. You may share and adapt this outline for noncommercial use with attribution to Edunou and an indication of your changes. External resources linked on the site retain their own reuse terms. SHARE AND ADAPT Edunou’s own text and materials may be shared and adapted for noncommercial use, with attribution to Edunou and a link to the original page. Third-party resources retain their own reuse terms.