HIGHER COLLEGES OF TECHNOLOGY
ABU DHABI MEN’S COLLEGE
PEP : Performance Evaluation (Self, Peer, Supervisor observation)
Teaching / Learning Observation Form
Teacher TOM JOHNSON
Course FND R040 35355 03L400F
FND S040 35357 03L400F
FND W040 35356 03L400F
Recognition of Prior Learning and Knowledge
Elicited, used guided questions, used discovery
method, quizzes, or diagnostic tests
Checked pre-requisite skills e.g. IT, info retrieval
Related lesson to learner’s lives / needs /
experience
Related lesson to past lessons / curriculum
Content
Provided appropriate content
Developed learner awareness of learning
purposes(s)
Classroom Management and Interactivity
Catered to different student needs / levels
Broke lesson into logical steps / stages
Opened and closed lesson effectively
Seated students appropriately for activity (seating
arrangements, positioning)
Monitored activities effectively
Built in challenging and realistic timelines for
activities
Rapport Building
Provided praise and constructive feedback
Related well to learners e.g. used humour
appropriately and used learner’s names
Communication Strategies
Gave instructions using language appropriate to
all learners
Observer Self
Date of Observation April 10
Section CDO
2012
TEACHER
Comments
The overall purpose of the lesson was to familiarize students with the
vocabulary used to describe pie charts and to provide practice in this
area.
Students were already familiar with the vocabulary used in Task 1 of the
IELTS exam; some had developed greater recall skills in this area, having
already done the IELTS exam, in some cases several times. Those who
hadn’t were able to relate the lesson to earlier lessons in which I had
introduced the relevant vocabulary.
Comments
The lesson was intended to help students systemize their approach to
describing a pie chart for Task 1; in this regard it certainly achieved its
aim. This was demonstrated in the overall improvement in the writing task
done at the end of the lesson.
Comments
I started by familiarizing students with the generic categories I was using
to break down the language used to describe pie charts. This
segmentation seemed to help them to see the necessary components for
this type of writing. We did the generic categories matching exercise in
lock step. Followed by the pie chart language gap fill exercises, the first
two of which we did in lockstep. The remaining three were done in
groups. The graduation from lockstep to group work was effective
because it gave greater control to the students once they’d become
familiar with the vocabulary and how it is used. The students who’d
already done the IELTS Academic were able to pool their knowledge and
help those who hadn’t.
Comments
My students know me well enough by now and understand my humour,
which I always use in my lessons as a teaching tool.
Comments
Apart from the technical, descriptive language used to talk about pie
charts, there was the actual content language related to the particular pie
Provided materials containing language
appropriate to all learners
Checked to see if learners weaker at English
understood
Provided opportunities for learner input
Used “teacher – talk” effectively
chart we were analyzing and reconstructing. Once the students had
practiced and understood the former, the latter didn’t present any
problem for two reasons, one, the sample paragraph was quite small:
only 72 words. Two, the content language had a fairly low lexical density
level. Students quickly grasped the meanings of the words used to
describe pie charts and also got on with the task without any difficulties
because they knew the importance of the exercise for the exam.

LEARNERS

Diverse Learning Styles Comments

Used materials appealing to different learner As stated above, the lesson was divided into lockstep and group
types activities. Initially, the activities involved reading and putting the target
Varied activities language into the appropriate places in the text describing the pie
chart.
Encouraged student participation
The second part of the lesson involved handing out and having
Used presentation techniques appealing to
students go through a ‘Generic Item Bank’ for describing pie charts.
different learner types
After that students wrote a description of a pie chart. They pooled their
Individual activities knowledge in small groups, with the more able, IELTS-experienced
Pairs ones sharing their knowledge with the weaker ones who’d not done
Group work IELTS exam.
Whole class activities
Learning Tools Used by Teacher Learners Comments
 Textbook The Smart board was used to present the generic
 Handouts categories and examples.
 Computers
 OHP’s / LCD Three handouts were used: 1] The pie chart gap-fill
 Equipment / tools exercises, 2] The generic item bank, 3] The Task 1 question
 Whiteboard about the pie chart

Mostly Mostly Comments

Lifelong Learning (tick one box only for each) Teacher Learners
Source of materials √

Planning and time management √

Organizational skills √

Analyzing data / information √

Problem-solving and decision-making √

Goal / task setting √

Learning process discussed √

Self-evaluation / reflection occurred √

TEACHER OBSERVER
The pie chart descriptions written by the students
ASPECTS

at the end of the lesson showed some

I liked

improvement on what they had been able to write

in this area prior to this lesson. Breaking down a
writing
For thistask
typesuch as thisininto
of activity different
future components
lessons I would
Would change

first, have students to analyze the various

components of the language used to describe pie
charts. Then, have students carry out a more
‘active’ exercise, such as completing a gapped
paragraph with the relevant language.
 FURTHER COMMENTS:

Teacher’s signature: __________________ Date: __________ Observer’s signature: ___________________ Date: __________