Class observation checklist (Class stages)

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UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL CLASS OBSERVATION CHECKLIST Class: N° of learners: ______________ Age of the learners: ________________ Date: _________________________ City: ___________________________________________ Length of the class: _________________ Type of school: _______________________________ Name of the School: _____________________________________________________________ Observer’s name: _______________________________________________________________ Teacher observed: ______________________________________________________________ Aim of the lesson: _______________________________________________________________ The aim of this class observation checklist is to identify if the student-teacher follows the class stages during his teaching performance. CRITERIA YES NO EVIDENCES CLASS STAGES Is the lesson aim clearly stated at the beginning of class? Does the student-teacher encourages the learners to recall what they have learnt in

Transcript of Class observation checklist (Class stages)

Page 1: Class observation checklist (Class stages)

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL

CLASS OBSERVATION CHECKLIST

Class: N° of learners: ______________ Age of the learners: ________________

Date: _________________________ City: ___________________________________________

Length of the class: _________________ Type of school: _______________________________

Name of the School: _____________________________________________________________

Observer’s name: _______________________________________________________________

Teacher observed: ______________________________________________________________

Aim of the lesson: _______________________________________________________________

The aim of this class observation checklist is to identify if the student-teacher follows the class stages during his teaching performance.

CRITERIA YES NO EVIDENCESCLASS STAGES

Is the lesson aim clearly stated at the beginning of class?

Does the student-teacher encourages the learners to recall what they have learnt in previous lessons?

Does the student-teacher lead the learners into the topic of the lesson by a clear introduction?

Does the student-teacher check learners’ comprehension of the new topic of the lesson?

Does the student-teacher model the task/activities that learners will do during the practice stage?

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Page 2: Class observation checklist (Class stages)

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL

Does the student-teacher give clear instructions for tasks/activities to the students?

Does the student- teacher provide opportunities to learners to check the tasks/activities and give them feedback?

Are the teaching resources helpful and well prepared?

Does the student-teacher finish his lesson with a useful activity according to the aim of the lesson?

Does the student-teacher checks what learners have learnt?

Post observation comments/suggestions:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________ _________________________

Observer signature Student-teacher signature

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UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL

REFERENCES.

Chamot,A.U.,Barnhardt,S.,El-Dinary,P.B.,& Robbins, J. (1999). The learning strategies

handbook. White Plains, NY: Addison Wesley Longman.

Richards, J.C. & Lockhart, C. (2006).Reflective Teaching in Second Language Classrooms.

Cambridge University Press.

Richards, J.C. & Lockhart, C. (1999).Language Teaching Awareness a Guide to Exploring

Beliefs and Practices .

Cambridge University Press.

By: David Medina Novoa.

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UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL

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Stages 1 & 2 Anxiety & Mood Disorders. Science is a systematic pursuit of knowledge through observation Forming a theory Systematically gathering.

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