Class observation guidelines 2014.docx

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Temple University
Teaching English to Speakers
TESL 5621

CLASS OBSERVATION REPORT GUIDELINES TESOL8621 Spring 2014 First 2 observation reports due: February 27 The remaining 3 reports due: April 17 Each report: 3 double-spaced pages maximum (2 pages for description and 1 page for reflection) The purpose of this assignment is to analyze how different cultural, social, and material contexts shape language learners’learning. The classes you observe can be a language class or a regular content class with a large number of ELLs. It can also be a foreign language class (e.g., Spanish, Chinese, etc.). It can be anywhere from the Pre-K to the adult level. • Elementary school ESOL classes • “Mainstream” classes with ELLs • College ESL classes • Immigrant citizenship/ESL classes • Graduate-level classes with international NNS students • Saturday heritage language classes • Foreign language classes Three basic rules of this assignment: 1. Make sure that you conduct your observations at 3 different sites at least (a “site” is a school or a program). 2. You will also need to date your report; undated reports or reports that are written after one week of observation will not be accepted. 3. You need to attach the classroom observation checklist to each report. Reports without a check list will not be accepted. Each observation report should be no longer than 3 double-spaced pages. In your report, including the following elements: 1. Title (e.g., “Intermediate Speaking and Listening Class, IELP, Temple University”) 2. Date of observation + date of writing the report (has to be within 1 week of observation) 3. Description of the class (setting, teachers, students, language level, etc.) a. What’s the name of the class? In what kind of program/school? b. Who is the teacher? c. What kinds of students? Where are they from?Age group? How many students? What’s their language proficiency like? 4. Description of the content/topic of the class you observed a. What are the objectives of the class (either stated or observed)? b. What was the topic/subject latter of the class? c. What linguistics items were taught/learned? 5. Narrative of how the class proceeded and what happened a. Describe what happened in class in a way that gives the reader a sense of what it was like to be in that class. b. Focus both on what the teacher did and what the students did. 6. Reflection on what you learned from this observation a. Talk about what you have learned as a teacher from this observation. The following are examples of the topics you can discuss (but you are not limited to these): • Any instructional methods/ideas you learned in this class you think you will use in your own pedagogy. • To what extent the teacher showed sensitivity to the students’needs. • How the teacher supported students in understanding language use in different contexts and different audiences (formal, informal, social, a
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