feedback pdp.pdf

8/11/2019 Feedback PDP.pdf

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SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Name: Ileana Date: Wednesday September 10, 2014

# of students: 3 Level: IntermediateLesson Type: PDP Trainer: AmandaDaniel, Jefferson, Donay

Lesson Plan Included:was submitted on time and was effectively scaffoldedand level appropriate.

In general: Ileana, this topic was really fun! You captured the students with thefirst slide of the three little pigs. You created multiple opportunities for thestudents to have an interactive reading experience, which is wonderful becauseit keeps them motivated and focused. Your presence was also more of afacilitator than an instructor, giving the students more time to speak and learn

independently.

A puzzle I have is about the pre remember activity. It took about 11 minutes andIm wondering howyou could have shortened it in order to keep the PRE downto 15 minutes.

In regards to the PDP, it was a success. You always set the task before the text,made interactive tasks that made reading enjoyable. One thing you might wantto incorporate more of is TPS after each reading so that the students can clarifytheir ideas and build their confidence in their answer.

In regards to your action plans:1. I will keep on working on my instructions, to think in advance what to ask so

that the questions are helpful to check understanding. Your instructions

were simple, short and CCQed each time. One thing to keep in mind is the

distribution of materials in regards to the setting the task. I noticed that you

gave the reading and finished your instructions. Everyone was reading by

then and not paying attention. You might want to give the reading

absolutely last in order to have their full attention.

2. I will try to choose the correct CCQ to guide students into understandingsteps for the instructions. I noticed that you CCQed the instructions for the

popsicle stick activity. The students were able to show you that they

understood and move confidently into doing the activity.3. I will try to make smooth transitions from one activity to the other.In your

PRE the activities were smooth and the material distribution was organized.

You also have a clicker for the slideshow, which make you more mobile and

organized.

Actions plans for next class:


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Compare the sequence.

T elicits the answers pictureby picture.

Donay: Straw is the form orthe grass.

TPS is such a helpfultool. One thing Imthinking about is couldtheir be a slide with allthe pictures at once?

Great question Donay!!!

7.12 Blue stick: yes Red stick:NoCCQ colors.T has sentences on a sheetof paper.T: What do you do first?S: Read silentlyT: What do you do quickly?S: Read.

I am a little confused. Isthis your reading or aPRE remember activity?

I just looked it up, this isyour remember activity.It is a long activity forthe PRE. (11 minutes.)

You might want to thinkabout how you canconsolidate / shortenthis activity because it isnow 7.18 and you arestill in the PRE.

7.23 T plays a short video toactivate the memories ofthe original story.

I like the video becauseit reactivates the storyand gets them readywith the images in theirmind.

7.27 T writes: Where are they?How many pigs werekilled? Who killed the pigs?

T gives material andcontinues with instructions.Ss reading as soon as they

get the paper.

No TPS.

Sets task before text.

I like that you give threequestions in order to forthem to all the mainpoints of the newversion of the story.

Ileana, the students areeager to read the newstory and as soon as

you give it to them, youlose their attention

You might want to giveall the instructionsbefore giving them the

text.

7.31 Never ending board game.Do you know how to play?T models.

Thanks for themodeling. Its morehelpful that oral

Continue modeling.


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CCQ instructions because theexpectation is clearer.

I also think its a greatidea to try new reading

activities because it getsthe students curious andcreates more interactionthan a normal readingclass might.

7.42 T gives out paraphrasedslips of paper. Ss have toput the paper in order of thestory.

Ss work together to put theslips into order.

This activity is greatbecause it forces thestudents to have tosynthesize the ideas.

Continue to challengethe students.

7.46 What was your favorite as achild?

I like how thispersonalized and getsthe student sharing theirchildhood.

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