Learning Language for Language Teaching a.a – 2016 Semester 1 Lesson 8 19/11/15

Lesson 8 1 An activity 2 An article 3 A discussion 4 A presentation Our course

Today is a grey, gray day…

a gray day by Steve Patterson Thursday, January 27, 2005 a gray day today a gray day done come my way a little bit foggy dew and rain a little bit soggy but i ain't blue whatcha' gonna' do i ain't goin' insane ain't gonna' be mundane ain't feelin' no heart pain

and though this day is gray i remember yesterday it was sunny skys were blue ain't it funny whatcha' gonna' do somedays are just that way and somedays are gray gotta' take the rain with the sun gotta' take the pain with the fun no need to go insane no need to run

ya' can't appreciate the darkness 'till it's too late can't know it's starkness until there's no light until the day is night until the day is gray until the Sun's passed away a gray day today a gray day done come my way but that's OK there's always another day

Observation What were the stages of that activity? What interaction patterns were involved? What was the material like? What was the preparation time v classroom time? What did the students learn?

Language Teaching Research (2006) 10,1;pp.3-31 The distinctive characteristics of foreign language teachers Simon Borg University of Leeds

Another piece of the puzzle

DICTATION!

HIS

Commercialization (11) Status (8) Training (7) The nature of the subject (1) Teacher’s characteristics (6) Methodology (3) Non-native issues (5) Student Body (10) Errors (9) The content of teaching (2) Teacher-learner relationships (4) Full article on Moodle

HOMEWORK (‘cont’d) Go to Youtube and type in: ‘Observing Language Classrooms’ Make notes on the videos you watch Be prepared to discuss the material you viewed and what elements of classroom observation you discovered. Add these notes to your Course Diary

The teacherThe learner The classroom Classroom Observation

Feedback Discuss with a partner: 1.which videos you watched 2.what you thought of them 3.what you learned

Assignment 1 1.Find a teacher 2.Design an interview 3.Interview the teacher 4.Design an observation sheet 5.Observe the teacher (at least twice) 6.Meet the teacher for lesson feedback 7.Write up your assignment 8.Deadline Thursday 14 January 2015 The teacher

Notes taken from: Robson, C. (2002) Real World Research. London: Routledge. 2nd Edition Although the term 'observation' suggests watching what happens, it also includes listening; observation data are often in the form of examples of what people have said. Observation is probably the most effective way to see what people do and to hear what they say.

As with all research, the approach used must be ethical. Structured observation is carried out by a detached observer, using pre- determined categories.

As with all research, the type of observation will be determined by the research question(s). Observation will be planned to address what you want to find out and both quantitative and qualitative data can be obtained.

Awareness that one is being observed in any way, can affect behaviour.

Two basic approaches to classroom research A BIT OF BOTH

Free note taking Lesson 19/11/15 T. hands out homework and deals with admin issues She chats with students The atmosphere is … T uses the marker ‘Right’ to catch Ss’ attention T. opens lessons and greets students The lesson title slide is already up

Example of one focus Topic: Physical arrangement of the classroom the seating arrangement the location of the materials use of wall space and learning centres utilization of open space Ideas lead to questeions

Pre-lesson questions What is used to make the room appealing and stimulating? e.g. What’s on the walls? What is the furniture like? Where is the board? Where does the teacher sit / stand? What kinds of learning are facilitated/hindered by the arrangement of the classroom? Is there any free space?

Useful tools

Lesson 1 Teacher (T) asks a display question///3 T explains a grammatical point 0 T explains meaning of a vocabulary item0 T explains a functional point 0 T gives instructions/direction//////6 T praises/1 T criticises 0 Learner (L) asks a question///3 L answers a question////4 L talks to other L 0 Period of silence or confusion 2

Content Organization 1 = Not observed 2 = Rarely 3 = Often 1. Stated lesson aims clearly Linked lesson to previous lessons Presented overview of the lesson Presented topics with a logical sequence Paced lesson appropriately Summarized major points of lesson Related today’s lesson to future lessons Projected voice so easily heard Explained ideas with clarity Listened to Ss’ questions & comments1 23

Does the teacher …? How often does the teacher …? What material is used? Is technology used? Why? How often? Is the teacher following a plan? Are the students interested? OR Questions rather than tables

Your Observation Sheet Free note taking Your own focus

HOMEWORK

Write up lesson 8 in your course booklet Start designing your Observation Sheet – bring a rough (not final) copy to class next week for discussion Continue with your glossary resources/peer/instruments/index.html