PEER OBSERVATION FORM

Observer: Dan Levy…………………… Observed Teacher: Ivana Pazitna………………

Date: …13/05/15………………………………. Observed Class: Mid Grammar & Writing 1……….

1. Pre-observation (negotiated between observer and teacher)

Aims of observation: (Observer - What do you want to learn from / focus on in the observation?):

Observer:

Do the activities/tasks maximise learning?

How and when does the teacher use error correction techniques?

The teacher's use of positioning and monitoring to check progress.

2. Is there anything the observed teacher would like to be looked at?

Class dynamics,

motivation techniques,

ideas to raise learner participation

3. Observation notes (please make any notes overleaf)

4. Post-Observation

Observer’s comments (look at the aims above):

Signature: Date: _____________________________________________________________________________________

Observed teacher’s comments: Signature: Date:

OBSERVATION NOTES Think about your observation aims (see front of this sheet): What are you focusing on as you watch the lesson? (e.g. timing, pacing, staging, class dynamics, error-correction, eliciting, pitching the content high, TTT, STT etc.)

14:15 rapport between teacher and student established from the beginning when teacher asks student how they are feeling after an accident. Recap to check students remember content from last lesson, aims written on the board Maybe more assertive, carry out your classroom management like you wanted 14:20 lead in showing pictures what can you see in the pictures. Eliciting vocab another word for thief checked synonym (robber) what is noun of queuing (queue) Good use of the board writing vocab next to pictures Plenty of concept checking Put mobiles away, ss in pairs tell a story using pictures. Teacher pairs up, students by hand gestures, learners are engaged 14:25 feedback - correction 'in the queue' correcting by prompting sentences, effective Outlines a collocation 'commit a crime' instead of do a crime Ss listen to the dictation from the teacher. 'Don't fall asleep' to visibly bored student 14:30 ss write down what they remember from the dictation Time limit of 3 minutes set and ss instructed to work alone. Teacher monitors during task to check progress, is it equal to all tables Ss have 2 minutes to compare answers of dictagloss Teacher monitoring more closely now and more intently All students are engaged and interested in sentences Ss peer correct 'I don't sure' Majority of students start to become despondent after a couple of minutes 14:35 - dictation again but ss asked to listen out for keywords 2 minutes for ss 2nd attempt of writing dictagloss Teacher uses a visual timer on the computer, looks interesting, could be used for ss benefit also Ss peer feedback what they have written the second time, communicative Teacher monitors the class Correction during feedback pronunciation of rubber. 'just to let you know' 14:40- 3rd time dictation 2 minutes alone ss try to finish their passage. One student is still rather despondent and not writing anything, maybe something could be said about his participation levels. 14:45 feedback from 3rd write up, more monitoring could have been done at this stage to notice errors, go to each table get more involved in the peer feedback Partners change from register. At first seems a bit chaotic but maybe was done on purpose, stronger with weaker students. Good to change it around though, keeps participation fresh. Again, there was maybe another opportunity for monitoring 14:50 ss reconstruct the story using their notes in their pairs, not word for word but with a similar meaning. Task is written on board No correction stance during the reconstruction task which is good management of task 'If you make mistakes that's fine, don't worry' Monitoring is still good, attentive, ss seem to be reacting to the task well, it is a good way of making a writing lesson more collaborative, more communicative 14:55 teacher is still monitoring well and clarifying the requirements of the task and checking any ss that have finished and giving them the next task to keep them working

Ss asked to check the story again if they've finished for any grammatical errors,etc 2 minutes limit 15:00 pairs read their stories to each other on each table Teacher reads the story again so ss check their own versions. This is an interesting activity for the ss to compare their stories. Teacher gives ss a copy of the actual story to check for new language, grammar and vocabulary. 15:05 difference between 'leave from school' and 'leave school', gives good explanation to ss Concept check verb to chase quick or slow. Gives more contextual detail police chases Has a copy of the text on the board and underlines 15:10 meanwhile and while, explanation given very effective maybe give examples of sentences with each to show them. Decides to look at this in 2nd part. Error correction of ss sentences Ss now check their own versions with the actual story to see if there are any mistakes Teacher now asks for feedback regarding specific mistakes the students may have made. Again on the board teacher uses text to elicit more of their errors.