A puzzle I have is with the set up of the tasks. Please give the students the tasks and options they need in order to be successful. I will try out activities before the lesson in order to have more successful activities.
A puzzle I have is with the set up of the tasks. Please give the students the tasks and options they need in order to be successful. I will try out activities before the lesson in order to have more successful activities.
A puzzle I have is with the set up of the tasks. Please give the students the tasks and options they need in order to be successful. I will try out activities before the lesson in order to have more successful activities.
Name: Sonia Date: Tuesday September 9, 2014 # of students: 3 Level: Beginner Lesson Type: PDP Trainer: Amanda Hellen, Maureen, Pedro Lesson Plan Included: was submitted on time and was level appropriate and effectively scaffolded. In general: Sonia, congrats on your first PDP class. You picked a level appropriate topic and created well designed poster that saved you time and energy during your class. You did a through job teaching the vocabulary in your pre, which is essential for setting the students up for success in the during activity. You gave simple instructions and CCQed them which helped in creating smooth transitions into the activities.
A puzzle I have is with the set up of the tasks. In the first and second tasks, the activity was not well defined until after they listened. This can be frustrating for the students because they might not be sure what they are listening for.
In terms of PDP, you had a well scaffolded PDP lesson, however, the during two tasks were not clear for the students before they listened. Please give the students the tasks and the options they need in order to be successful.
In regards to your action plans: I will try out activities before the lesson in order to have more successful student- centered activities. Id love to hear about which activity you tried out and how it worked for you.
Actions plans for next class: 1. I will work on practicing the order of the activities. 2. I will talk less during the vocabulary stage.n
Time: I notice (Description of students and teacher actions or words)
I am wondering and/or thinking. Interpretation: what helped/hindered student learning and Generalizations: Themes and inside or outside theory that connects to and/or explain what might have helped and/or I am suggesting.. (specific and measurable possible action plans/suggestions)
hindered student learning
6.52 T introduces herself and models an introduction with Pedro Thanks for the greeting because it build rapport.
The modeling helps them to understand what to do without any extra language.
6.53 Ss practice together. They switch partners a few times. Its important to create multiple opportunities for the students to practice because this increase their fluency and accuracy. Continue creating multiple opportunities for learning. 6.55 T posts words on the board: Vacation: I am NOT on vacation. I am studying.
Spicy food: Example and gestures.
Check=know X- dont know. I love the examples you give the students, especially since they are personal about you or your colleagues.
One thing I am thinking about is if the students knew these words. How can you find out?
I would normally put this before the definitions, but this also helps you to find out how they feel with the information you just gave them. Keep using personal examples!
You might want to give them the opportunity to define the vocabulary in their own words if they can.
7.01 T has pictures. T models activity.
T practices pronunciation. Drilling and drawing the dots over the stressed syllables. This activity is very students centered. The students are able to interact with the target language.
I love your dots for the stress. Its a great way to clarify what the students hear.
Continue using the dots! 7.05 T puts up a poster a fill in the blank activity. CCQ instructions. Im looking at the board and thinking about how busy it is. How can you organize it so that it You might want to plan out your board in your lesson plan or use both whiteboards. supports visual learners? 7.09 When the students are finished with the fill in the blank, you ask them to read the sentence. This is good for reinforcing the ideas.
7.11 T writes first task question on the board: What is the conversation about?
T puts up options orally.
SS listen
TPS
T posts the three options. Its great to see that you set the task before the text, but you only give the students the options orally which can be overwhelming as a student.
I wonder how this affected their learning? Could they have answered without having the options? What does having the answers do for listening? I would strongly suggest to give them the written options due to their level and capacity to hold that much information in their brains and read. 7.17 Listen for the questions.
T has question in hand while students listen. This is a vague task. Im not sure that the students can distinguish these question from the intonation. I highly suggest that the students see the task before listening in order to keep them focused on what they need to listen for. 7.19 T gives the students faces to hold up.
T writes visual support for the task.
T puts up the question: The woman likes football. The people are bad. The woman is on vacation. The woman likes spicy food. I love the tactile element with the sticks.
Im noticing that they didnt have a chance for TPS.
These specific questions need to be reviewed before the listening so that the students know what to listen for.
In order to develop listening skills, the students need to have concrete reason why to listen. Please expose the students to these statements before they listen.
7.22 T plays text again. As T hears the statement, she holds the stick with the appropriate. The students look at the teacher for the answer. Im wondering if the students knew the answers on their own?
7.24 T has another poster and puts it up on the board.
CCQs
Thanks for the visual and the options to the task.
No TPS. Pedro circles answer. T: do you agree?
Your materials are well prepared and the posters save time.
Great CCQs they keep the students on track with activities.
These options are appropriate for this level. They support learning and keep the students focused.
7.32
7.36 T gives studetns time to talk about the listening. What does the woman like?
Speak about what you like in your town.
T gives an example.
Pedro speaks the most.
T is off the side listening. Thank you for giving them some time to work on their own and talk to their peers. Its important for them to peer check their ideas.
The example helps to clarify.
Im wondering how to balance the output of the students? Continue creating space for them to speak in controlled activities in order to get them ready for freer ones.