Class Observation

You have to observe two classes at CIIE (any level) using the observation guide provided. Take notes and write a 300 words report, describing and reflecting on what you observe.

Provide evidence of your observation. Ask the teacher to sign your observation guide.

You will be designing class including lesson planning, materials design and board plan.

Oral Presentations Instructions

In pairs, you will work on a formal oral presentation of an assigned topic. You will have an hour to present the topic in an interactive way, promoting participation through discussions and a task in order to internalize the content with your classmates. You have to come prepare to present, do not come to read a photocopy.

Every group has to present the evaluation rubric and a 300 words response paper analyzing your topic, the day of your presentation. The next day you have to submit the self and peer evaluation. 

Remember that you have to be objective in your evaluation.
It is mandatory to attend every presentation, for every presentation, that you do not attend without an excuse from DISE a point will be deducted from your grade. 

CLICK TO FIND THE PRESENTATIONS:

POWER POINT PRESENTATION 

Scoring Rubric for Oral Presentations

Name:_____________________________Group:_____________  Date:_______________

PRESENCE                                                                    5          4          3          2          1          0

      -body language & eye contact

      -contact with the public

      -poise

      -physical organization

LANGUAGE SKILLS                                                   5          4          3          2          1          0

      -correct usage

      -appropriate vocabulary and grammar

      -understandable (rhythm, intonation, accent)

      -spoken loud enough to hear easily

ORGANIZATION                                                          5          4          3          2          1          0

      -clear objectives

      -logical structure

      -signposting

MASTERY OF THE SUBJECT                                   5          4          3          2          1          0

      -pertinence

      -depth of commentary

      -spoken, not read

      -able to answer questions

VISUAL AIDS                                                              5          4          3          2          1          0

      -clear ppt

      -handouts

      -audio, video, etc.

OVERALL IMPRESSION                                          5          4          3          2          1          0

      -very interesting / very boring

      -pleasant / unpleasant to listen to

      -very good / poor communication

                                                                                                TOTAL SCORE  _______ / 30

Comments:

Shaping the Way We Teach English: Module 04, Pair and Group Work 

Hello guys, this week we will be analyzing the use of collaborative activities.

Part I (Class work) 

First, as you watch the first segment of the video, observe the following class. Look for answers to the questions...(j

1. How is the class organized (chairs, tables, desks)?

2. How are the pairs and/or groups organized?

3. What kinds of interactions occur between the groups and teacher, and within the groups themselves?

Use the Describe, Interpret, Evaluate (steps 1 through 3) process to analyze the class events.

  
After viewing the first segment of the video reflect on the following (classwork in pairs: hand it in today):  
1. What were your results with the Describe, Interpret, Evaluate process? Was there anything about the class that surprised you or was new for you?
2. In what sequence did the activities occur, and why?
3. What kind of learning do you think took place among students during the small group work? During the contest (game)?

Second,watch the second segment and and discuss the following questions:
1. What is the role of the teacher? The students?
2.  What kind of group management techniques do you notice?
3. What is the purpose of using group work in this case?

After viewing the second segment reflect on the following(classwork in pairs: hand it in today)
1. What kinds of direction did the students give each other? Did you notice any examples of student self-corrections?
2. What kinds of spontaneous communication took place between students?
3. What were some of the pros and cons of an all-class writing event like this one?

Part II (Homework: Individually post the answers on this blog. Due on April 8th, 2016)

Read the the section of Module 4 in Readings

This module showed examples from a class of younger learners and from a university-level class.

1. Which of the activities could work well for both age groups? What kinds of adjustments or adaptations might be necessary?

2. What role does assessment play in the classroom activities that you saw? How might the
students’ performance affect the future lessons that the teacher plans for these classes?

3. The focus in the questions up to this point has mainly been on what you notice happening in
the foreground of the scenes. Watch the classes again and notice what is happening in the background. What do you notice about the teacher? About other student groups? About the classroom
itself?

Shaping the Way We Teach English: Module 03, Integrating Skills 

Hello guys, 

Please read the Reading of the module 3

Part  A.  Watch the video and discuss the following questions in pairs. Hand in the answers to the questions in pairs on Monday, June 13th, 2016

1. As you watch the video segment #1, list as many of the language skills being used as you can. Include teacher behaviors. 

2. Notice for what purpose each skill is used, both within the structured activity and outside the activity. Again, include teacher behaviors. What did the teacher use language for?

3.  What was the main activity? What were the topics of the activity and how were they determined? What skills were required to do it successfully? What were the steps in the activity?

 

 Watch the video segment #2

The students talk about many different kinds of activities for their iEARN projects in the video. 

1. Try to list all parts of the first group’s project that they talk about. For example, first they decided on a theme for the project. As you list the parts, consider what language skills would be used to complete each one.

2. Listen carefully to the students and teacher from the second class and list what they do to

communicate with “foreigners,” or use the language for real communicative purposes outside the classroom.

3. Watch the video again and this time list the resources the students either talked about or would need to do their activities.

Part B. Reflection 

Post the answers to the following questions here (individual). Due on June 17th, 2016

1.What themes or topics did the classes choose? Why do you think they chose them? In what ways are these projects an authentic use of language? 

2. Complete the following chart answering to these questions:

• What were the various activities and tasks (parts) of the project?

• What language skills did students use for each part?

• What resources did they use or might they need for each part?

Activities / Tasks	Language Skills Used	Resources Needed
The class chose one of the proj- ects from the iEARN Web site.

Shaping the Way We Teach English: Module 02, Building Language Awareness

• Read the reading of Module 2 in: Readings

• Watch the video: Video 2 

•   Preview Vocabulary

Appropriate language

Language that is both linguistically correct and that is proper for

the situation.

Authentic sources

Sources used by native speakers or other users of the target

language for “real world” communication.

 

Collaborative learning

Learners working together to solve a problem, complete a task,

or create a product. Learning occurs through social activity.

Comprehensible input

Language which can be generally understood by the learner but

which contains linguistic items or grammatical patterns that are

slightly above the learner’s competence.

Conscious effort

Effort that learners make deliberately, knowing and understand-

ing the purpose for the action.

Deductive techniques

Learners are taught the “rules” of language and then expected to

apply them.

Inductive techniques

Learners discover the “rules” of language themselves through

their experience with the language.

Language awareness

A focus on aspects of language within a given context. Paying

attention to or noticing the language detail in a context.

Meta-language

Language used by the teacher and students to talk about lan-

guage or about learning strategies and techniques.

Pragmatics

Social and cultural aspects of language use.

Reflection

Thinking critically and analytically about language and learning.

Skit

Short dramatic performance.

• Introduction

Module 01 in this series focused on the contextual aspect of language input. Module 02 focuses on the details of the language within that context. Both are important for effective and efficient learning. Communicative language learning tends to focus on a holistic, top-down approach to language learning. The focus is more on function, or the use of language in given situations, than it is on form, the linguistic details of language. However, teachers using a communicative approach have discovered that it is also important to focus on language form: on grammar, on vocabulary, on pronunciation, etc. The question has been about how to do this most effectively, without going back to relying only on rules, exercises, rote memory, and drills.

Building language awareness within a given context appears to be one answer to this question. Research has shown that selectively focusing on aspects of language use within a given context can be an effective teaching and learning practice. Language awareness, then, is more than a focus on form. It also includes the use of that form in context, which is called the pragmatic use of language.

Some characteristics of language awareness:

• The use of meta-language to talk about language, its use, and its forms.

 • The training of learners to become better, more conscious participants in their own leaning as they do the work of analyzing and reflecting on language and its use.

• A balance of inductive and deductive techniques to focus on specific aspects of language.

• Focus on appropriateness of language used, both situational and cultural.

• The use of comprehensible input in the form of materials from authentic sources.

• The use of language that students are more likely to encounter and use.

• Reflection– [Read and answer in pairs.] Hand this part in today: June 10, 1016

1. What language teaching techniques did you observe? How are they similar to or different from your own? In what ways do you focus on language in your class(es)?

2. What was the task in the third activity? What were the parts to the task? How did the students get the language information they needed in order to do the task?

3. What was the authentic material the groups used as a stimulus for their activity? Do you think the students had the language skills to get information from this material? What authentic material might you use in your class if you wanted to do this activity?

4. Discuss your reaction to the skit and the related activities. What role did culture play? Content? Context? Has the class you watched given you any ideas for your own class? If so, what? 

• Discussion  (Post your answers here. Due date: June 16th)

1. Discuss how you might adapt the ideas from this class to older or adult learners.– What context might you use? How would you focus on language within that context?

 2. Do you agree with the assumption made in these first two modules, that students can learn more easily and effectively through contextualized language practice and a focus on language within the context? Why or why not? Think particularly of your own students when you answer.

 3. After viewing this module, do you think you will try some of these techniques and similar activities in your class? Why or why not? If yes, which ones do you think might be most successful in your situation?