Professional Documents
Culture Documents
Class Observation #4
Colegio C.
July 2nd, 2009
Class: 2nd year .... No. of learners: 29………… Age of learners: 13/14-year-olds
Length of lesson: 40 minutes...................... Level: Pre- Intermediate
Observer: Yohana Solis .......................... .........Teacher observed: GB
LESSON PLANNING
Background
Very often, lesson planning begins with a sheet of paper and an objective or
set of objectives, and works its way through a number of procedures, steps
and phases through to the end. In this observation we will be approaching
lesson design from a different departure point - from the perspective of the
completed lesson. We will be working backwards from a taught lesson to
determine what decisions were made by the teacher in planning this lesson.
The planning of teaching is seen as a series of decisions made by a teacher
about the various elements of a lesson -learners, materials, tasks, etc. A key
point to be stressed is that while planning is a relatively static activity,
teaching is inherently dynamic. It follows therefore that, in a sense, plans
are made to be changed - that is, they are drawn up in the knowledge that
the teacher will almost inevitably alter the plan as the lesson develops.
These 'up-and-running' decisions are no less important than those made
before the lesson began.
TASK OBJECTIVE
PROCEDURE
Arrange to observe a lesson. It does not matter what sort of lesson it is, as
long as it is one which involves the teacher in some thought, planning or
preparation. It may help to have a copy of the lesson plan while observing
the lesson in order to distinguish between pre-planned and on-the-
spot teacher decisions.
Teacher’s plan in advance:
In observing this lesson, what inferences can you make concerning the
teacher's decisions about:
The students were restless and it took ten minutes for the teacher to
calm them down. She started the class assuming the background
knowledge about the school break. If I were the teacher of the class, I
would have taken a few minutes to ask about their views on the
pandemic and to ask them if they knew they would not have to come
to school for a month. I would have asked them what they consider
they should study during that period, as a way of self-assessment.
This was a great opportunity to see how the teacher had arranged
a skeleton that supported students work during the unusual
school break. She asked first who had access to internet and
explained her beliefs about doing activities at home.
With which
of these answers do you feel comfortable? What value(s) can be gained
from lesson planning?
REFLECTION
Do you plan your lessons? If so, to what degree? Can you use the
experience gained during this observation to refine and improve your
planning procedures?