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Documenti di Cultura
Stage 2
By Adele Rocheforte-Anness
Contents
1.
Background……………………………………………………………………….
.Page 2
4.Action
Plan…………………………………………………………………………
Page 3
7.Appendices……………………………………………………………
…………..Page 5,6,7,8
1
2
1.Background to Stage 2
The aim of my lesson was to use reported speech for message giving
and complaining.
3
3.Identify and comment on your strengths and
weaknesses
As noted by my orientation course tutor I have a learner friendly class
room manner and often use humor to put the students at ease. This
encourages participation in the lesson, which in turn leads to greater
language acquisition. This is also how I enjoy learning.
My lessons are mainly teacher led , as I feel that this is my role to play
.This results in my students expecting me to direct the lesson and they
can become passive instead of proactive.
4. Action Plan
In order to present a lesson which has a logical plan, I intend to include a
flexi stage to allow for anything that may arise from the lesson to be
addressed. By doing this I will not lose the overall cohesion of the lesson
and prevent going off on a tangent whilst responding to any student
questions or need for clarification that may arise. I am going to have a
section of the board for any new vocabulary, this will remain for the
lesson. I will ask a colleague to look at my use of the board during my
next lesson.
4
In order to change my lessons from being teacher led to that of being
student centered ,I intend to use the Task Based Learning(TBL)
approach, which I examined in my Experimental Practice Assignment
(EP), regularly in class. In my F.C.E. exam class’s next lesson I plan to use
a recording of native speakers completing the speaking tasks ,I will also
record the students doing the same task, students will compare the two
versions. I will also tape my next lesson to establish how much teacher
talking, as opposed to student talking, there is. For the same class in the
following lesson I intend to have the students collaborate to write a
transactional letter to their school asking for information on the courses
offered.
With this in mind I have started a lesson diary (field notes) where I note
the positive and negative aspects of my lessons. This will show me if the
same problems are occurring repeatedly ,also what activities the class
enjoy.
5
I have designed a questionnaire for my F.C.E. students on their TBL
lesson to understand if they have enjoyed and learnt from it. (Appendix
2.)
7.Appendices
1.Board work monitoring-please circle your answer
1) Can you read my writing? all the time / some of the time / not
well
2) Was it necessary to write on the board? Yes all the time / some of the
time
3) Was the board orderly ? Yes all the time / some of the time
4) Did students copy what was on the board? Yes all the time /some of
the time
5) How much time did I spend writing on the board? 5%10% 30% 50%
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7.
8
9
Reflective Assignment Stage 3
10
Adele Rocheforte-Anness
Contents
3)Action-
Plan………………………………………………………………………………
……..11
6)Appendices…………………………………………………………
………………………13,14
11
1)Identification of key developments in my teaching
since Stage 2
My beliefs as a teacher stated in Stage 2 that motivation ,a friendly
relaxed atmosphere, small progress tests and an interesting context are
important factors for language acquisition have not changed. An
interview of my F.C.E class as part of my Extended Assignment showed
all my seven students strongly supported my reasoning. (Appendix 1)
• Being aware that my lessons are often teacher led , I can now
see how to determine the outcome by the choice of materials as
shown in my last observed lesson LSA2 where the ordered
presentation of exercises resulted in the students completing the
task with minimal teacher intervention.
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• Too much (TTT)and teacher led activities are still problems I
need to work on . Keeping these to a minimum in favor of more
student talking time and student led activities would result in
increased learning opportunities.
3)Action Plan
My plans are similar to those of Stage 2 as I have found the results to be
very useful provide to monitor and asses my progress.
14
Zeichner, K. & Gore, J. (1995) Using action research as a vehicle for
student teacher reflection: A social reconstructionist approach. In S. Noffke
& B. Stevenson (Eds.) Practically critical: An invitation to action research in
education pp. 13-30. New York: Teachers College Press.
You make some useful comments in this stage of the RA assignment and show
that you are continuing to reflect on your teaching and use this as a tool in your
professional development. You come up with some useful and practical ideas on
how to develop and you seem to be seeing already the benefits in your teaching
and planning. For the final stage of this assignment aim to read more broadly and
reflect on what reading you have found particularly helpful and in what way.
You identify some key developments you have made in your teaching practices
from RA Stage 2. It is important here that you provide supporting evidence from
your data collection in your appendices to justify your confidence here (e.g.
comments from your observer, extracts from your lesson diary, comments from
your learners etc.) Make sure that you provide such collated results for Stage 4 of
the assignment. You have chosen to continue to work on two areas of weakness
(teacher talking time and a tendency towards teacher-led classes) that were
already stated as problematic in Stage 2. This is fine, although you could have
provided a clearer rationale for this decision. You have also chosen to work on
two further areas. You could usefully comment briefly here on what has led you
to prioritise these (e.g. is it comments from observers, your background reading,
comments from learners?) (2a, 2b)
You show that you have reflected to some extent on the effectiveness of the
approaches, methods, techniques and materials that you selected in Stage 2 in
terms of how these have helped your development as a teacher and justify, albeit
very briefly, using similar means once more. Although you have selected what
appear to be appropriate means for evaluating your action areas, at times you
need to be more specific here (e.g. which particular sources will you consult to
develop your understanding of phonology?) (2c, 2d)
You draw up an action plan by selecting techniques and materials that will allow
you to develop your planning and teaching skills. This links to your identified
weaknesses (2e)
You have briefly restated your original beliefs in your introduction. You will need
to explore these in more depth when you write your final submission (2f)
15
6)Appendices
Appendix 1
2)If the materials are not interesting is it more difficult to do the exercise?
…
Appendix2
1) Can you read my writing? all the time / some of the time / not well
2) Was it necessary to write on the board? Yes all the time / some of the
time
3) Was the board orderly ? Yes all the time / some of the time
4) Did students copy what was on the board? Yes all the time /some of
the time
5) How much time did I spend writing on the board? 5%10% 30% 50%
6)Was there any instances when I could have written more on the board?
Yes/No
16
7)Were there times I could have given the learners more information about
a language point? Yes/No
8)Please write any suggestions for what else could have gone up on the
board.
Appendix 3
17
18
Reflective Assignment Stage 4
Adele Rocheforte-Anness
Contents
1) Re-assessment of my current beliefs as a
teacher……………………17
5) Appendices…………………………………………………………
………………….19,20,21
19
1)Re- assessment of my current beliefs as a
teacher
Overall my beliefs as a teacher stated in Stage 1 have been
consolidated during the Delta course.
5)Appendices
Appendix 1
The students opinion of the lesson questionnaire
2)If the materials are not interesting is it more difficult to do the exercise?
90%yes 5% no answer,55%no
90%yes 10 % no answer.
Appendix 2
Board work monitoring-please circle your answer
1) Can you read my writing? all the time / some of the time / not well
2) Was it necessary to write on the board? Yes all the time / some of
the time
3) Was the board orderly ? Yes all the time / some of the time
4) Did students copy what was on the board? Yes all the time /some of
the time
5) How much time did I spend writing on the board? 5%10% 30% 50%
6)Was there any instances when I could have written more on the board?
Yes/No
7)Were there times I could have given the learners more information about
a language point? Yes/No
8)Please write any suggestions for what else could have gone up on the
board.
Appendix 3
Date What I did Why/What did I How will I use
learn? this /any further
action
Appendix 4
Diary extract
Appendix5
1) Did you enjoy the lesson?...................
4) Has knowing about strong and weak forms helped you understand why it is often
difficult to understand each word?............................
5) Are you interested in doing more listening exercises focusing on strong and weak
forms?...................................................................