SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Name: Ileana Date: Wednesday September 10, 2014
# of students: 3 Level: Intermediate
Lesson Type: PDP Trainer: Amanda
Daniel, Jefferson, Donay
Lesson Plan Included: was submitted on time and was effectively scaffolded
and level appropriate.
In general: Ileana, this topic was really fun! You captured the students with the
first slide of the three little pigs. You created multiple opportunities for the
students to have an interactive reading experience, which is wonderful because
it keeps them motivated and focused. Your presence was also more of a
facilitator than an instructor, giving the students more time to speak and learn
independently.

A puzzle I have is about the pre remember activity. It took about 11 minutes and
Im wondering how you could have shortened it in order to keep the PRE down
to 15 minutes.

In regards to the PDP, it was a success. You always set the task before the text,
made interactive tasks that made reading enjoyable. One thing you might want
to incorporate more of is TPS after each reading so that the students can clarify
their ideas and build their confidence in their answer.
In regards to your action plans:
1. I will keep on working on my instructions, to think in advance what to ask so
that the questions are helpful to check understanding. Your instructions
were simple, short and CCQed each time. One thing to keep in mind is the
distribution of materials in regards to the setting the task. I noticed that you
gave the reading and finished your instructions. Everyone was reading by
then and not paying attention. You might want to give the reading
absolutely last in order to have their full attention.
2. I will try to choose the correct CCQ to guide students into understanding
steps for the instructions. I noticed that you CCQed the instructions for the
popsicle stick activity. The students were able to show you that they
understood and move confidently into doing the activity.
3. I will try to make smooth transitions from one activity to the other. In your
PRE the activities were smooth and the material distribution was organized.
You also have a clicker for the slideshow, which make you more mobile and
organized.

Actions plans for next class:
1. I will be more careful with my transitions.
2. I will be aware of my time, especially in the PRE.

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
hindered student
learning

I am suggesting..
(specific and
measurable possible
action
plans/suggestions)

7.00 Do you like fairy tales?
T has projector with picture
with the three little pigs.
Can you mention other fairy
tales?
Cinderella, Snow White,

Do you remember the
story? What happened?
Great opening.
Everyone is captivated
with the pictures.




I like this because it gets
the students talking from
the beginning and
activates their schema.
Keep using visuals to
support the students
schema building.




Keep eliciting their
knowledge.
7.03 We are going to read about
the wolfs story.

Anytime you see a picture,
find the word and put in
order.














The pictures are very
helpful in clarifying
meaning. They also cut
down on any additional
teacher talk time.

I also appreciate that
they are each working
with a set of words
because it is more
interactive for them and
keeps them engaged
and focused.

Continue to give the
students each a set of
cards.







You might want to have
a slide with all the
pictures in order for
them to be able to self
correct.

Compare the sequence.





T elicits the answers picture
by picture.

Donay: Straw is the form or
the grass.
TPS is such a helpful
tool. One thing Im
thinking about is could
their be a slide with all
the pictures at once?





Great question Donay!!!
7.12 Blue stick: yes Red stick:
No
CCQ colors.
T has sentences on a sheet
of paper.
T: What do you do first?
S: Read silently
T: What do you do quickly?
S: Read.
I am a little confused. Is
this your reading or a
PRE remember activity?

I just looked it up, this is
your remember activity.
It is a long activity for
the PRE. (11 minutes.)





You might want to think
about how you can
consolidate / shorten
this activity because it is
now 7.18 and you are
still in the PRE.
7.23 T plays a short video to
activate the memories of
the original story.
I like the video because
it reactivates the story
and gets them ready
with the images in their
mind.

7.27 T writes: Where are they?
How many pigs were
killed? Who killed the pigs?






T gives material and
continues with instructions.
Ss reading as soon as they
get the paper.


No TPS.
Sets task before text.

I like that you give three
questions in order to for
them to all the main
points of the new
version of the story.


Ileana, the students are
eager to read the new
story and as soon as
you give it to them, you
lose their attention









You might want to give
all the instructions
before giving them the
text.
7.31 Never ending board game.
Do you know how to play?
T models.
Thanks for the
modeling. Its more
helpful that oral
Continue modeling.
CCQ instructions because the
expectation is clearer.

I also think its a great
idea to try new reading
activities because it gets
the students curious and
creates more interaction
than a normal reading
class might.
7.42 T gives out paraphrased
slips of paper. Ss have to
put the paper in order of the
story.

Ss work together to put the
slips into order.
This activity is great
because it forces the
students to have to
synthesize the ideas.
Continue to challenge
the students.
7.46 What was your favorite as a
child?

I like how this
personalized and gets
the student sharing their
childhood.