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Learning afterthought
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Used?
Discussion points
Signalling start of
activity (creating a
silence)
Yes
Yes
Yes
Yes
Yes
Eye-contact
Yes
body
Yes
Repeating instruction in
a different way
Yes
Yes
Demonstration
rather
than explanation
Yes
Checking understanding
Yes
Yes
Mime, gesture,
language
What are the most important factors for you personally when giving
instructions?
I consider important to be clear and as short as possible in giving
instructions, talking aloud (besides I talk always too low...) and keeping
eye-contact with students while giving instructions.
What will you incorporate into your own teaching after doing this
observation task?
I use to talk very quietly and that's a problem for teaching because you get
your students bored so I'll try to speak aloud more usually.
I will also try to link all my activities for each session with the activity
below.
During the lessons I attended I could see my teacher let the students talk as
much as she did and furthermore, she prepares speaking activities for each
lesson where students could talk in English in pairs or groups and discuss about
topics guided by the teacher during 10 to 15 minutes so they could develop their
speaking skills with freedom while being guided by the teacher. Our teacher
lessons were very participative, everybody talked with self initiative.
I had my activities well organised, I had the activities for them and my own
activities with the correction to guide them to the correct answer, anyway I
should have follow an order because I had all the activities well prepared
but I didn't thought the order of them so when I get the classroom I just
took the one I most like or the one I most wanted to do in that moment and
I applied it and it could have been chaotic and it made difficult my
introduction of the activities because I didn't had a link between them, all of
them was related to the same topic but none of those were directly related to
the activity below. I should have prepared an order and a link in that order.
I just realised that a lesson plan is like an album, it has an "intro", some
"interludes" between the activities and an "outro" (where students get a
feedback and assimilate everything seen before. It's easier for them to
assimilate when all the activities are linked and related.
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Learning afterthought
According to the EPOSTL:
Context:
A. Curriculum
1. I can understand the requirements set in national and local curricula.
2. I can design language courses around the requirements of the national and
local curricula.
3. I can understand the principles formulated in relevant European documents
(e.g. Common European Framework of Reference, European Language
Portfolio).
4. I can understand and integrate content of European documents (e.g.
Common European Framework of Reference, European Language Portfolio)
as appropriate in my teaching.
In this way I am able to get my didactic unit and teaching practice
contextualized intro the European Framework and local and national curricula
presented according to the needs of my centre.
B. Aims and Needs
1. I can understand the personal, intellectual and cultural value of learning
other languages.
2. I can take account of overall, long-term aims based on needs and
expectations.
3. I can take into account differing motivations for learning another language.
4. I can take into account the cognitive needs of learners (problem solving,
drive for communication, acquiring knowledge etc.).
5. I can take into account the affective needs of learners (sense of achievement,
enjoyment etc.).
6. I can take into account and assess the expectations and impact of
educational stakeholders (employers, parents, funding agencies etc.).
7. I can take into account attainment target levels set in curricula (e.g. deriving
from the Common European Framework of Reference).
As a teacher and as a foreign language, I find learning a language something
very valuable that implies vocation and interest from learners, and the teacher is
an important part of this, students motivation is sometimes carried out by the
teacher and he/she must know how to manage it according to students' interest
and needs.
C. The Role of the Language Teacher
1. I can promote the value and benefits of language learning to learners,
parents and others.
2. I can appreciate and make use of the value added to the classroom
environment by learners with diverse cultural backgrounds.
3. I can take into account the knowledge of other languages learners may
already possess and help them to build on this knowledge when learning
additional languages.
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3. I can set objectives which challenge learners to reach their full potential.
4. I can set objectives which take into account the differing levels of ability and
special educational needs of the learners.
5. I can decide whether to formulate objectives in terms of skills, topics,
situations, linguistic systems (functions, notions, forms etc.).
6. I can set objectives which encourage learners to reflect on their learning.
I had to set objectives to start designing and preparing activities for my learners
to get a effective learning process, attending to the level, the needs and their
interests. Sometimes I didn't planned any objectives but in the last lessons I
found it pretty important to prepare a lesson properly.
B. Lesson Content
1. I can structure lesson plans and/or plan for periods of teaching in a
coherent and varied sequence of content.
2. I can vary and balance activities to include a variety of skills and
competences.
3. I can plan activities to ensure the interdependence of listening, reading,
writing and speaking.
4. I can plan activities to emphasise the interdependence of language and
culture.
5. I can plan activities which link grammar and vocabulary with
communication.
6. I can plan to teach elements of other subjects using the target language
(cross- curricular teaching, CLIL etc.).
7. I can identify time needed for specific topics and activities and plan
accordingly.
8. I can design activities to make the learners aware and build on their existing
knowledge.
9. I can vary and balance activities to enhance and sustain the learners
motivation and interest.
10. I can vary and balance activities in order to respond to individuals learners
learning styles.
11. I can take on board learners feedback and comments and incorporate this
in future lessons.
12. I can involve learners in lesson planning.
Preparing a lesson it's essential to integrate the different English Language skills
(speaking, writing, reading, listening attending to vocabulary and grammar),
and integrate them according to the level and making it in a way they don't get
unmotivated or bored and I think I got it, I integrate all skills in every lesson I
planned.
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C. Lesson Organisation
1. I can select from and plan a variety of organisational forms (frontal,
individual, pair, group work) as appropriate.
2. I can plan for learner presentations and learner interaction.
3. I can plan when and how to use the target language, including
metalanguage I may need in the classroom.
4. I can plan lessons and periods of teaching with other teachers and/or
student teachers (team teaching, with other subject teachers etc.).
I had to prepare my lessons in cohesion with my teacher lessons not to get
students confused in some way. I also planned some pair work activities (and
individual) taking into account that I must be near them to help them if they
need any help.
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