Peer observation and feed back in ELT teacher training programmes
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Transcript of Peer observation and feed back in ELT teacher training programmes
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Peer Observation and Feedback in ELT Teacher Training Programmes: A
Constructive ModelDr.Bose Vasudevan
Institute of Language Teaching, Jamnagar, [email protected]
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Unstructured Observation
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Background
Peer Observation and Feedback: Concept and Objectives
Unstructured Observation and feedback (Phase I) Outcomes:
Positive feedback Good/ average/ very good/ excellent/ well done/ good effort/ good
command over language/ good personality/good English/ lesson taught as per plan/ everything fine/ great/fairly confident etc…
Negative feedback Not so good/below average/poor English/feeble voice/chalkboard
use not appealing/spelling errors on chalkboard/no movement in the class/no teaching aids used/ everything went wrong/ no confidence/no eye-contact at all etc…..
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Structured observation
Discussion: Should we have Peer Observation and Feedback?
New design: Observation schedule.(Phase II)Objectives: alternative schemeOutcomes: quantitativeLimitation: Preoccupied with the completion
of observation schedule. Less beneficial for the person who is observing.
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Observation schedule: Sample
.Sr.No Parameters Scope for
improvement.
Average Effective Very effective
Presentation 1 2 3 4
a Details on class board, lesson title, learning outcomes, key words are prominently displayed.
b Uses relevant vocabularyc Exhibits fluency of
language
d Uses suitable tone of speech
e Oral and written instructions are clear
f. Teaching aids and learning materials are appropriate, well-organized, resourceful and stimulating.
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Task based structured Observation
ObjectivesObservation as a learning toolTasks to help trainees to focus one or two
aspects of teaching at a time.To give supportive and constructive
feedbackTo benefit both observer and the observedQualitative feedback
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Structured Observation
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Sample Tasks
How does the teacher arrange the class before the session?
How does the teacher motivate the class?
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Sample tasks
What are the different classroom interaction patterns that the teacher has achieved?
a.b.c.d.
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Sample tasks
GRAMMAR What new language item does the teacher present? What techniques does the teacher use to present the
new language item? What types of tasks does the teacher give the class to
use the new language item?
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Sample tasks
What
does the teacher say?
What is the communicative purpose?
What is the immediate context?
How might this be said to a native speaker?
Look at the picture. Can you see the boys sitting under the tree?
-giving instruction-directing
The teacher is setting up a task with a visual aid(picture / chart)
Can you see where the boys are sitting?(in the picture)
Teacher’s meta-language(adapted)
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Tryout and outcome
B.Ed English Stage teaching(Micro) Same tasks for three or four observers Were able to provide feedback in areas of concern Positive and constructive feedback Developed their critical thinking skills All segments of the lesson discussed Trainees became confident in observing and in
teaching The atmosphere changed into friendly and non-
threatening Collaboration and co-operation Promoted effective language teaching practices.
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Feedback
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Conclusion
Implementation in ELT training programmes
Observation tasks should be considered as learning tool
Briefing: Sample tasks should be discussedDesign tasks involving traineesFeedback: Discussion and reflection under the
supervision of the trainer.Qualitative feedback and not to rank the
quality of a trainee’s teaching practice.
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Reference….
1. Allwright, Richard and Bailey,Kathleen.M.1991. Focus on the language Classroom: an introduction to research for language teachers; Cambridge University Press.
2. Hester H.P.,Betsy P.and Jacqueline G. 1992. Peer Observation and Feedback in Teacher Training Development. TESOL Quarterly;XII.1.
3. Richards,Jack C. and Nunan.David.1990.Second Language Teacher Education; Cambridge University Press
4. Wallace,Michael J.1991. Training Foreign Language teachers: a reflective approach: Cambridge University Press.
5.Wajnrub,R.1992.Classroom Observation Tasks, Cambridge University Press.
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Thank you…..
Thanks to my trainees,And you observers…..