PEER OBSERVATION FORM

Observer: ………Dan Levy………………. Observed Teacher: ……Lily Mason..

Date: …20/05/15…………………………. Observed Class: ……upper grammar writing 2

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:

lesson staging

the effectiveness of tasks

error correction techniques

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

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.) 2:15 Check and review Hw. Useful recap on what they did last week. Aim of the lesson written on board. Teacher gives out sentences. Look at the sentence and decide which verb form, gerund or infinitive and write on back. Instructions are clear and activity is appropriate as it links with the HW. Ss can ask partner to check if they have correct answer. Ss could do with ICQ to reiterate that answer has to be written on the back. Teacher asks ss to make space, nice and confident classroom management skills. 2:20 Nice kinaesthetic activity ss get up and walk around and ask about each other’s sentences. Good clear instructions for activity and ss engaged with activity Teacher monitors activity, checking ss progress and checking if sentences are correct. 2:25 teacher successfully checks on ss that they're doing exercise well Checking time and reminds ss that have on more minute, again, good classroom management 2:30 ss return classroom to normal and have to complete the gapped sentences and check with other people in the group. Ss get hw out and uses sentences to check the hw. Each sentence forms part of the hw. Concept checked loathe. Could model a sentence with loathe as student asks for one Sentence written on board in nice clear way with separation of clauses Concept check of expect, nice handling of student whose phone went off 2:35 concept check ‘can't stand’. Nice concept check of can't stand being similar to loathe. Exercise of checking hw is working really well, ss have equal attention 2:40 questions are corrected now with similar activity of using slips Ss take turns picking them up and checking which ones have mistakes. Again, lovely way to break down the hw into sentences and enable communicative learning. Teacher reiterates instructions just after activity. Maybe some icqs could have helped here to check ss understanding of the original instructions. Nice use of colour for the materials Teacher is monitoring well checking progress, all the students are engaged with the activity because of numerous opportunities for cooperative learning. 2:45 teacher asks ss to check sentences with the rules. Teacher checking who's finished the task and instructs other group to catch up, good classroom management. Ss check answers as class. Teacher gets students to choose the next participant. Nice example of learner centred approach. 2:50 concept check ‘would you rather be watching tv’ compared to ‘would you rather watch tv’ Ccq ‘tend to’ as what you usually do. 2:55 asks for synonym for trouble. Ss choose questions they want to ask and partner answers Opportunity for checking errors in this activity, will ask about her approach and method for doing this for speaking activities.