Name

Joel Swagman

Date  / Time of obs

18:00--200:00, March 8, 2017

Class code

H1AG-PC-1608

No. of students

10 students enrolled, actual attendance will likely be somewhere from 4-8

Main aim

Students gain speaking fluency practice in the context of talking about technology

Subsidiary aims

* Students practice Listening skills-both top down and bottom up (during lead-in)

* students are learn vocabulary related to technology

Materials

Book, Interactive software that accompanies book (on icloud), discussion questions, technology cards, GoogleSlides (on Drive)

Signposting

Process language for speaking will be posted on the Google Slides Presentation

Timetable fit

This is the first lesson of the new unit of Technology.  It is mainly considered an introduction to the topic, which will be expanded on in the following lessons.

Anticipated problems (lateness, class size, dynamics etc.)

Solutions

Lateness is an issue.  It is possible that at the beginning of class there may be only one or two students

The section based out of the book will be a listening, so it will be difficult for students arriving late for this section to fully participate.  But the lesson will restart with different material at approximately 15 mintues in.

Time / Interaction

Aim (why)

Procedure

(what you and / or students and/or TA will do)

Observer comments

Lead-in from textbook

5 min

(-105)

Interaction: Ss-Ss

* To lead into the topic

* Using the textbook at some point in the lesson, even briefly, satisfies students who want the lessons to be structured and based off of the textbook

Teacher instructs students to open up their textbook.  Teacher directs the students’ attention to the picture at the top of page 93 (using the interactive software).  Students are instructed to talk about question number 1 with their partner.

Listening 1 (from textbook)

5 min

(-100)

Interaction:

CD--Ss

* Continues leading into the main topic

* Top-down listening practice

Teacher directs students’ attention to section  2 (Page 93).  Teacher plays the audio (using the interactive software).  Students answer questions 1,2 and 3.

Students peer-check.  Audio is played again if students request it.  

Students are nominated to give answers.  Any wrong answers are checked by replaying the CD.

Listening 2 (from textbook)

5 min

(-95)

Interaction: Cd--Ss

* Bottom-up listening practice

Teacher gives students a copy of the transcript with 5 mistakes on it.  Students listen to the audio again while reading the transcript, and identify the 5 mistakes.

Peer-check.

Class feedback by having students shout out answers.

Discussion questions

20 min

(-75)

Interaction:

Ss--Ss

* Another lead-in to the topic of inventions

* To give students fluency practice

Teacher posts discussion questions around the room (related to technology and inventions.)  

Students walk around the room discussing the questions.  Teacher monitors for any mistakes, and does delayed correction at the end.

Introduce new vocabulary

5 min

(-70)

Interaction

Slideshow--Ss

* To give students the vocabulary for inventions that they will need to do the rest of the lesson.

Teacher shows the students a picture on the Slideshow.  Students yell out the vocabulary.  Teacher shows them the answer, and advances to the next slide.

Discussion of the order of inventions

10 min

(-60)

Interaction: Ss--Ss

* For Students to practice presenting their opinions and reaching agreement

Teacher introduces the new task: Students will arrange their cards in the order that the inventions were invented.

Students are given useful language for completing the task on the Slideshow.

Students are put into groups and given sets of cards which they arrange.

Teacher monitors.

When the students have completed the task, the teacher gives them the correct answers (on the Slideshow).  Followed by delayed feedback on any errors picked up during the task.

Discussion of the date of inventions

10 min

(-50)

Interaction: Ss--Ss

* For Students to practice presenting their opinions and reaching agreement

Teacher tells students they are going to play a game for guessing the exact date of each invention.

Students are told that the closest date for each invention will get one point.

Students are given useful language for completing the task.

Students discuss in groups.  Teacher monitors.

During class feedback, the teacher collects answers from the class.  The closest answers are given points, and at the end a winner is declared.

Teacher does delayed correction of any mistakes observed during the activity.

Possibly the first hour will be done by this point (depending on timing).  If so, take the break at this point.  If not, continue next activity.

Discussion of the role of the inventions

10 min

(-40)

Interaction: Ss--Ss

* For students to get speaking fluency practice

Teacher shows discussion questions (on Google slides).

Teacher gives students useful language to discuss with.

Students discuss questions in groups.

Teacher monitors for mistakes, and does delayed feedback afterwards.

Class feedback is done by calling on individual students.

Guess the card game.

(20  min)

(-20)

Interaction:

Ss-Ss

* For students to get speaking practice describing something.

In the first stage, the teacher demonstrates the game by describing the cards himself.  The students are divided into groups/teams, and compete to guess first the invention the teacher is describing.

In the second stage, the students are given the cards, and must describe the cards to their groups.

After explaining the game, the teacher gives the class useful language, and then students play the game in their group.

Teacher does delayed feedback on any mistakes

Backs to the board game:

20 min

(-0)

Interaction:

Ss--Ss

* For students to get further practice describing something.

Students are put into teams.  One member from each team sits with their back to the Slideshow presentation.  The other students must describe the slide on the board, and the first team member to write down their answer gets a point.

Teacher:

Observation number:

Date & Time:

Number of students:

Class/ level:

Text:

Lesson

overview:

Summary

Strengths:

Things to consider:

Overall:

Professional Development Actions:  

Observer: 

Date:   

Section 1a: All lessons - planning / pre-observation meeting

Score

1*

Lesson plan is complete and professionally presented

2*

Lesson plan has a clearly defined language and/or skill aim(s) that is/are measurable

3*

Lesson plan has comprehensive and descriptive language analysis that relates to lesson aims

4*

Lesson plan has realistic/thoughtful predictions of potential problems and appropriate solutions

5

Predictions of problems with target language/skills show a clear understanding of students’ ability and age

6*

Interaction patterns (e.g. working in pairs, small groups, open class) are included

7

Interaction patterns are varied, well-planned and appropriate

8*

Stage procedures (i.e. what the teacher and students are going to do) are clear

9*

Stage procedures are descriptive and appropriate considering stage aims

10*

Staging is logical in terms of overall lesson aims

11

Stage aims are clear, measureable, clearly defined and appropriate for the age group

12*

Planned pacing shows an awareness of time constraints

13*

Planned pacing is appropriate to the students’ needs

14*

Teacher has planned to present and practice language through an appropriate context

15*

Teacher has planned suitable productive activities

16*

Productive activities have communicative purpose

17*

Feedback is planned at appropriate points throughout the lesson

18*

Teacher has planned an appropriate balance and frequency of stirrers and settlers

19*

Lesson includes  a fun warmer

20

Lesson contains a high level of creativity/use of imagination/self produced materials

Total

0.0

Section 1b: All lessons - classroom practice

Score

1*

Teacher sets up classroom to effectively facilitate classroom practice (e.g. by arranging chairs effectively)

2

Teacher greets students as they arrive

3*

Instructions are generally clear.

4

Instructions are very clear and effective (e.g. use of models, gestures, examples, use of imperatives, etc.)

5*

Checking comprehension of instructions is effective, and ICQs are present if required

6

Checking comprehension of instruction is consistently effective and purposeful

7*

Checking comprehension of concepts is effective, and CCQs are present

8

Checking comprehension of concepts and CCQs ensure student comprehension

9*

Activity setup (i.e. arranging students, distributing materials, setting time limits) is effective

10

Activity setup is consistently well thought-out, shows obvious signs of forethought and planning

11*

Introduction/presentation of language is effective and covers meaning in context

12*

Introduction/presentation of language is effective and covers form

13*

Introduction/presentation of language is effective and covers pronunciation

14

Introduction/presentation of language uses an age appropriate context, ensures student comprehension, and takes into account predicted problems

15*

Practice of skills is effective

16*

TTT is appropriate and language is graded

17

TTT is consistently limited, handing more responsibility over to SS and increasing their amount of production

18*

Feedback activities are present

19

Feedback is effective, efficient, purposeful and consistently varied

20*

Error correction is present

21

Error correction takes place at appropriate points in the lesson

22

Error correction is consistently targeted and effective,  and ensures comprehension of the correction by SS

23*

Teacher is aware of weak or strong students and has strategies to manage them

24*

Level of challenge is sufficient

25

Level of challenge is high (e.g. students are encouraged to produce natural language)

26*

Level of challenge is adjusted in response to student performance

27*

Staging, pacing and interaction patterns generally follow the lesson plan

28*

The amount of practice for students is sufficient

29*

Teacher provides opportunities for production during the lesson

30

The amount of production from students is high and appropriate

31*

The language being practiced is useful and authentic

32*

Activities are effective in meeting their stage aims

33*

Activities motivate students through competition/fun

34*

Teacher ensures that all students are engaged and involved in activities

35

Teacher monitors effectively and promotes output

36*

Teacher creates opportunities for personalisation

37*

Rapport and classroom atmosphere are positive

38

Rapport and CA are very positive (e.g. SS addressed by name, consistently praised, cooperation present)

39*

Classroom and behaviour are well-managed (e.g. VN limited; students are on task and focused, etc.)

40

Teacher effectively adapts lesson plan to deal with emergent language/conditions/student questions

41*

Lesson aims are sufficiently met (e.g. target language is presented, practiced and produced)

42*

Teacher identifies issues in observation feedback

43

Teacher effectively self-assesses and diagnoses issues in observation feedback and is able to reflect critically

44*

Materials are appropriate to the lesson aims and age group

45

Materials are creative / creatively adapted from the course book or the supplementary resources

46

Teacher has focused on a previously identified area (e.g. giving instructions) and shown marked improvement

Total

0.0

Section 2: EY – Super Juniors and Smart Teens

Score

1*

CM system is present on whiteboard

2*

CM system is very effective in controlling SS behaviour and is referred to throughout the lesson

3*

Classroom organisation is effective (e.g. students are familiar with routines, TA participates/assists)

4*

Lesson has content/themes relevant to YLs’ lives

5*

Teacher creates a caring and supportive YL friendly classroom environment (e.g. secure, comfortable, builds self-esteem)

6

Use of TAs aids learning through small group work, and individual or weak student attention

Total  

0.0

Section 3: Use of Edu-tech

Score

1

Teacher demonstrates effective use of tech tools such as the IWB or tablets

2

Teacher uses tech tools to promote an interactive classroom

3

Teacher enhances SS motivation through the use of the IWB

4

Teacher enhances level of challenge through the use of the IWB

5

Teacher uses wide range of visual images and/or audio to support learning

6

Teacher experiments with software (e.g. ActiveInspire, Prezi) to enhance delivery of lesson content

7

Use of tech tools facilitates achievement of lesson aims

8

The use of tech tools promotes a student centred classroom

Total

0.0

Final Assessment

Points available

Points awarded

Assessment key

Points

Section 1a

20

Not to Standard

0-30

Section 1b

46

Low Standard

31-39

Section 2 – Super Juniors & Smart Teens

6

Standard

40-49

Section 3 - Edu-tech

(8)

High Standard

50-59

Final Lesson Total (section 1 & 2 only)

72

0.0

Above Standard

60-72