English Didactics

Licenciatura en Lengua Extranjera Inglés

EXAMPLE OF OBSERVING TEACHING METHODS FORM

(In the first page you will find a sample on how to fill in the format, in the next page you will find the
actual format)

Examples of Possible Teaching Strategies/Techniques (there are many more!!)

In the following list you will find examples of possible teaching strategies / techniques that you will find in your observation.

• Brainstorming • Overview
• Concept map • Analogies
• Demonstration • Questioning (many kinds of questioning)
• Debates • Quiet think time
• Drawing • Reading
• Discussion – whole of class, small group • Role play
• Games • Scaffolding (many ways of doing this)
• Guided practice • Small group work
• Independent practice • Thinking skills strategies
• Inductive or deductive approach • Timelines
• Connecting with prior knowledge and with future goals. • Use of resources
• Pair share activity •

Sample of observation notes:

Strategy/technique Teacher talk and action Student response Observer Queries,
& apparent purpose comments

Student asking Questions
Teacher is explaining the
difference between domestic
animals and wild animals
The teacher says “Interesting
question.
Why did you think about those
animals in particular?
Student asks “What about
geckos? Or rabbits? Are they
domestic animals?”
Teacher did not fob the student
off. When a student was invited
to say more, he did!!
The teacher took this
opportunity
to further explore definitions.
Students became very
interested in the discussion
from this point on.
But what happens to the
lesson plan???

Observing Teaching Strategies Page 1

RECORDING SHEET FOR TEACHING METHODS
Preservice Teacher Name Jessica Daniela Herrera
th,
Date: September 27 2022 Duration of the class observed:
40:35
Link to the recording: https://www.youtube.com/watch?v=UjdSvgxN6s8
Stage of Strategy/technique & Teacher talk and action
lesson apparent purpose
 Rules of the class  Through images, the  Students start the
teacher reminds
Presentatio
students of the rules of
n
the class in English and
Chinese. He indicates
step by step what is or
is not allowed, such as
cleaning the desk,
calming down, listening
to teacher Val,
speaking only English,
raising your hand,
studying hard, and
getting your pencil and
 Asking about the notebook ready.
new vocabulary
 The teacher speaks  The students
about the principal
topic “how to make a
pizza? And showed the
space to prepare it and
who is going to do it, he
makes some questions,
for example, who is
going to cook? what is
this? Where the place
is? Who prepared it?
 Connecting prior
knowledge with
future goals and
 The teacher presents
use of resources
the ingredients and all  The students repeat
new vocabulary by
pictures and says to the
students to write it on
the notebooks and
repeat each one. When
they finished the
teacher made
movements to indicate
how is roll, spread,
slice, etc. and look a
video related.
 Discussion-  The teacher uses a  The students
whole of class. presentation with
Practice Questions about
three activities:
vocabulary.
1. Translate
learned
vocabulary from
B
Lesson topic:
“How to make a pizza”
vocabulary and instructive
text
Student response Observer Queries,
comments
class by
remembering the
rules of the class,
following the
teacher's The focus on the rules and
instructions and the writing the vocabulary in the
order in which he notebooks allow the
presents the students can create
information. discipline and concentration
on the new topic by
associating that vocabulary
with their actions.
recognize the
ingredients in the
pictures and repeat
the correct
pronunciation. Basic
answers: it is a
The teacher uses a really
kitchen.
good technique to illustrate
the way that the students
can remember the new
vocabulary, using his body,
can promote attention,
coordination and motivated
them to learn and
appropriate the new
all the ingredients
vocabulary.
and write all the
vocabulary in their
notebooks, move
their hands
according to the
vocabulary context
and see the process
to prepare pizza.
The teacher implements the
practice the topic in technique of giving points to
three ways, first the students for their correct
look at the participation in the activities
vocabulary in proposed to practice the
Chinese and say vocabulary, this allows the
 Chinese to that in English, later, children to be motivated,
English. students can concentrated and immersed
2. Complete the participate reading in the subject of the class.
exercise the sentences and
3. Read and match. choosing the correct Another activity that the
answer, and finally, teacher can implement
The teacher chose the the student can before telling them all the
student to respond and if read the words and vocabulary is to play hot
the answer is right, the relate them with potato and ask them what
students get one point. the concepts are the ingredients to
make a pizza? this serves
so that the teacher also
knows what prior
knowledge they have.

 To practice and prove  The students can Through the proposed

 Dialogues that the students practice the activities, the teacher
understand all about vocabulary by seeks those students to
Production
the topic, the teacher answering the produce answers in
realizes a series of teacher’s English on the subject
questions to the questions at the learned, all this as a
students, and they same time, later response to teamwork and
must answer in the students must the appropriation of
general at the same have a dialogue vocabulary.
time, later they must with a partner
question each other making the same It would be important to see
for two minutes and questions, and other types of challenging
finally the teacher finally some activities for the students,
divides the students students come such as standing in a line and
into two groups, girls front to answer each student saying as many
and boys, they have some questions. words as they remember
to answer or pay from the vocabulary learned
penitence answering in class, the student with the
moving their bodies. most words would get a
point.

After Class observation 1, analyze and answer.

1. What teaching method underlies the class activity? How do you know?
the method used by the teacher was total physical response because it unites the movements and expressions of his body with
the topic discussed in class, thus allowing students to relate and internalize the vocabulary and how to prepare the ingredients to
obtain as a result the Pizza

2. What is the language objective of the class?

 Students review vocabulary they already knew and can relate it to the new vocabulary of the class
  The students relate the new vocabulary with the context of the kitchen and the elements that are in it.
 Students can learn to answer and ask questions using new vocabulary and instructional texts such as recipes.

3. What is the pragmatic objective of the class?

Students will be able to carry out a dialogue with classmates in which they will ask questions and respond based on ingredients
and descriptions of the recipe.

4. What techniques/strategies can be implemented to improve the lesson?

To complement the lesson, it would be important that they themselves can develop their instructional text by integrating new
vocabulary, for example, that each one can implement a new recipe and share the step by step to make it and the ingredients
needed to make it.

WHERE WILL PRESERVICE TEACHERS SUBMIT THEIR OBSERVATION

FORMAT & DESIGN?
The observation format & design of activities should be submitted on the corresponding section in the virtual
campus (Learning activities - Module 1) as a WORD FILE.
RECORDING SHEET FOR TEACHING METHODS

Preservice Teacher Name Jessica Daniela Herrera B

Date: September 27th, 2022 Duration of the class observed: Lesson topic:
14:01 Daily Routine

Link to the recording: https://www.youtube.com/watch?v=fBeBPusip-k

Stage of Strategy/technique & Observer Queries,

Teacher talks and action Student response
lesson apparent purpose comments

 Get ready  The teacher instructs  The children begin to

students to clean and sing and organize
Presentatio
organize their desks their workspaces
n
and find what they
need for class.

 Greeting  The teacher asks the  The children stand up

children to stand up to to greet and The activities that
greet each other welcome the class. the teacher did are
good for students to
grasp basic
 The teacher reminds  The students repeat command
 Rules the children that the them and motivate information and
reinforcement classroom has six basic themselves to start review vocabulary
rules by having the class. and topics
previously covered.

 The teacher projects

 Warm-up activity-  The students sing the
the video of a song
overview song and make the
known as a transition
choreography.
activity between the
familiar and the new
theme of the class

 remembering the
morning routine- pair
Practice
share activity
As a technique for
students to return to
order and silence, the
teacher uses the three
times clap
 The teacher  The students are The first activity
proposes an activity motivated and may not be very
in pairs in which start by asking effective for all
the children must their partners, children to face the
answer the managing to communicative
question: what do understand their process in a foreign
you do in the answers. language.
morning?
Monitoring that the
students make the
task, providing
 prompts if
necessary, and
assigning an extra
 Sharing the answers-  the students, with
feedback activity task for fast The second activity
the support of the
finishers reflects some
teacher, begin to
students’ little
respond by
 The teacher begins understanding of
managing to
to randomly ask the the process that is
communicate part
students what the carried out, which is
of the classmate's
classmate does in why the teacher
routine
the morning, must make so much
expecting a true effort to understand
answer according to what they say and
the exchange of retransmit it.
information carried
 Repetition out.
 The students
according to the
instruction begin
 The teacher slowly
to practice and
says the instruction,
repeat the topic
remembering the
with their
vocabulary and the
partners.
principal topic and
the next step is the
 Action song
practice, focusing on
repetition.
 The students sing
the song and enjoy
 The teacher
the activity of
motivated the
moving their
student through the
bodies and
music, teaching the
contextualizing the
daily routines and
topic.
developing some
body movements
that allow
enjoyment and
contextualize.

 Gallery Walk  The teacher set clear  The leaders Using the music
“instructions” instructions and distribute the behind motivated
checks if students exercises and all the the students to
Production
know what to do. students pay make the activity.
attention to the
teacher’s instruction
to solve the activity.
 “Gallery Walk”  The teacher
coordinates the  The students walk
activity, allowing the around the
students interaction classroom putting in
throughout the order according to
classroom to the memo cards.
complete the guides
according to the
cards.
 “Gallery walk”
feedback  The students sit in
 The teacher indicates small groups to share

 “Mingle and swap”
Instructions
the instructions to their answers and
compare and review speak about the
the answers in activity
groups or pairs.

 The teacher set clear  The students read

instructs and does a and repeat the
demo with one of the information and
 “Mingle and swap” students share it with a
partner

 The teacher gives the

card to make the  The students
activity and puts a participate actively to
chronometer, giving the activity, sharing
five minutes to do the information and
the exercise, she exchanging with all
makes sure students partners.
are on task and
provides prompts if
necessary.

After Class observation 1, analyze and answer.

1. What teaching method underlies the class activity? How do you know?
Total physical response, the teacher constantly uses her own body to exemplify the instructions to develop the activities, thus
relating the instruction to the body and the mind, facilitating the understanding and development of the exercises in the small
groups established in the class.

2. What is the language objective of the class?

* Have students review vocabulary
*That students identify actions that they develop daily contextualizing them in the teaching and learning process
*Learn their routine in the foreign language
*Identify simple statements and questions using the present simple

3. What is the pragmatic objective of the class?

 students will be able to adequately understand the instructions to exercise the knowledge acquired
 Students will be able to communicate the activities they carry out in their daily routine
4. What techniques/strategies can be implemented to improve the lesson?
An activity that complements the development of the skills developed in class would be to consult the daily routine of the
members of their family, making a schedule. in this way, they would practice what he had learned and continue developing the
four communication skills.

WHERE WILL PRESERVICE TEACHERS SUBMIT THEIR OBSERVATION

FORMAT & DESIGN?
The observation format & design of activities should be submitted on the corresponding section in the virtual
campus (Learning activities - Module 1) as a WORD FILE.