Task. 4.2

By Abdías Gavilla Hernández

How would you as a teacher trainer introduce the peer lesson observation?

The observed teacher has to have in hand, his lesson planned in which will be observable the following aspects: Timing: How much time the teacher spends on different activities. Activities: The types of activities the teacher employs during the lesson. Questionig techniques: The types of questions the teachers asks. Participation: Which learners actively participate learners produce. Classroom language: The kind of language learners produce, Which observation tasks could be interestng for your trainees? Write down some ideas. How the teacher starts and ends a lesson, assigns tasks to students, deals with a reticent student, organizes learning groups, supervises students while they are learning, and how the teacher asks questions. How would you prepare your visit with the trainee? Which information do you need before the Observation? I would recall him/her that I would focus on areas we agreed in advanced. I would led him to know that I will be as objective as possible. He must be punctual, optimistic, and openminded. How long should the lesson observation be on last? I consider this peer observation should be no more than 15 minutes. How would you write down your feedback? Create a feedback sheet which you could use for your future lesson observations.

Teacher Observed

Class size_

Date of Observation

Course Observed

Classroom Teaching Observation

CONTENT

Rating scale = (1 = very poor, 2 = weak, 3 = average, 4 = good, 5 =

excellent, NA = not applicable)

Main ideas are clear and specific 1 2 3 4 5

(Excellent)

Sufficient variety in supporting information 1 2 3 4 5

Relevancy of main ideas was clear 1 2 3 4 5

Higher order thinking was required 1 2 3 4 5

Instructor related ideas to prior knowledge 1 2 3 4 5

Definitions were given for vocabulary 1 2 3 4 5

ORGANIZATION

Introduction captured attention 1 2 3 4 5

(Excellent)

Introduction stated organization of lecture 1 2 3 4 5

Effective transitions (clear w/summaries) 1 2 3 4 5

Clear organizational plan 1 2 3 4 5

Concluded by summarizing main ideas 1 2 3 4 5

Reviewed by connecting to previous classes 1 2 3 4 5

Previewed by connecting to future classes 1 2 3 4 5

INTERACTION

Instructor questions at different level 1 2 3 4 5 NA

(Excellent)

Sufficient wait time 1 2 3 4 5 NA

Students asked questions 1 2 3 4 5 NA

Instructor feedback was informative 1 2 3 4 5 NA

Instructor incorporated student responses 1 2 3 4 5 NA

Good rapport with students 1 2 3 4 5 NA

USE OF MEDIA

Overheads/Chalkboard content clear& well-organized 1 2 3 4 5 NA

(Excellent)

Visual aids can be easily read 1 2 3 4 5 NA

Instructor provided an outline/handouts 1 2 3 4 5 NA

Computerized instruction effective 1 2 3 4 5 NA

SPECIAL CLASSIFICATION NOTES

STRENGTHS : (e.g. metacurriculum, use of comparisons & contrasts,

positivefeedback, opportunity provided for student questions)

WEAKNESSES: (e.g. unable to answer student questions, overall topic

knowledge,relevance of examples, etc.)

OVERALL EFFECTIVENESS RATING 1 2 3 4 5

Date of Observation___________

Observer Signature______________________

(Source: adapted from E. Porter, D.K. Meyer & A.S. Hagen.The Journal of

Staff, Program,& Organization Development, Vol.12, No.2, Fall 1994,

pp.104-105)

How would you manage the feedback-discussion? Write down the most important rules. What happens if the trainee fails? What advice would you give him/her? The feedback has to be accurately and positive but above all it has to be effective. It must be given in a good and friendly mood. Among partners we have to be honest focusing on getting better in our teaching activities.

What can the trainee do, if he does not accept the feedback of the trainer Is a second visit possible? With the same trainer?

Peer observation takes places to make the teacher be aware about his teaching process, therefore

it is necessary to give a second chance to observe the advances and improvements. It has to be

with the same observer.