Exploring approaches to teacher observation APPENDIX 2


AMENDED TEAP CF FEEDBACK SHEET FOR LESSON Teacher:


EAP Course:


Lesson Focus: Observer/Peer:


Coursebook/Materials Reference:


Pre-lesson discussion points: Lesson design • link to overall course & Ss future study • adaptation for group • clarity of aims • staging & sequencing of tasks/learning activities in relation to aims • exploitation/adaptation of materials • opportunities for autonomy and critical thinking/language and/or skills development


Identify criteria which you think are most relevant to your lesson and put an asterisk * if there are any which you would like to be observed on in particular.


Lesson in action: Where relevant & appropriate, does the teacher… T O


Meeting Learner Needs; engaging learners with learning


1


…communicate & engage effectively with students in an appropriate & culturally aware manner?


2 3


…recognise individual needs and roles within the class in response to learners’ current and long-term academic goals?


…create opportunities & stimulus for critical thinking (academic and/or self-reflective)?


4


…respond flexibly in class, exploiting unplanned (EAP) learning opportunities effectively and appropriately?


5 6


…foster learner autonomy by promoting (e.g.) student choice, active engagement, reflection and/or learner responsibility?


…use assessment and/or learning outcomes to inform teaching & learning?


7


Implementing the Syllabus


…make clear the rationale for the lesson and component tasks, such that students see the relationship to greater course aims, syllabus and assessment?


8 9


…select/adapt/create supplement & exploit lesson/learner-appropriate tasks & materials & technology effectively, while preserving the intended skills & focuses of the course syllabus?


…employ a classroom approach and teaching methods appropriate to lesson aims, learner needs and the EAP context?


Integrating Academic Discourse 10 11 12


…help develop learners’ processing and production of (academic/discipline- appropriate) spoken and written texts?


…take a discourse approach to skills/language, showing how elements within a text relate to the whole and to context in terms of function and/or rhetorical purpose?


…integrate and recycle academic language input and/or analytic feedback that promotes accurate and genre-appropriate student production?


Linking Learning to Academic Contexts & Practices 13


Summary: Lesson Design & Delivery Reflections:


…relate lesson aims/objectives, language, skills, content and processes to the academic practices and conventions of the university context?


T O Date:


245


Tutor:


Observer:


Date:


Adapted from framework developed by Steve Kirk (Durham University) and Julie King (University of Nottingham)) BALEAP TEAP Working Party Project.


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