Observing Experienced Practitioners & Observation foci #1

Observation 1: Spanish Year 8

Attendence/Review/Starter: Powerpoint up on IWB including:
Title: Mi Pasta/my money Key Words: Cognate, el dinero, and recibir (English translations used) Review Questions: 1. What currency do they use in Spain? 2. What does the work plata mean? 3. Do you think you people in Spain receive pocket money? When taking the register, teacher get pupils to say a word a word of their choice in Spanish as a response. Teacher reviews what was covered in a previous lesson by asking questions related to PP. Teacher introduces objective for today: 1. Know numbers 1-100 2. Information about pocket money

1st task: Put the numbers in the correct order, starting with the smallest: Noventa,
Viente, Cuarenta, CIncuenta, Diez, Setenta.etc. to Cien. 3 minutes put on the clock. The teacher sets the task and the timer and they continue on their own to complete the activity in their notebook. The teacher then checks their work by asking for feedback as a class.

2nd Task: Bingo: Pick 3 numbers and write them out in Spanish on mini-whiteboards.
The students now have to recall the spelling of the words and write them out. The teacher calls them out in Spanish and the pupils cross out the numbers if they have them. If a pupil has all three, they say them out loud and the class checks. This activity gives them practice with writing, listening and speaking.

3rd Task: Find the translations for these questions around the room.
Recibes dinero de tus padres? Con que frecuencia recibes dinero? Cuanto dinero recibes? Trabajas para ganar dinero? Piensas que en importantes tener tu propio dinero?

The pupils write the questions in Spanish in their notebooks and look for the English translations around the room. They use commonalities between the languages such as cognates to help them with the matching, which they find challenging.. Once completd, the teacher asks for repetition of the answers.

4th Task: Throw and catch the object. As you throw it, ask a question in Spanish, when
you catch it, say the translation in English and then answer in Spanish. Repeat! The students do this activity as a class, which allows them to take what they have read and written in the previous activity and begin to listen to it and speak it. While the students are involved in the activity, the teacher encourages them to look at a PowerPoint slide that asks them to self-assess their ability. They must ask themselves in Spanish: Si, yo puedo, Puedo con ayudar, or No puedo

5th task: Unjumble the boxes of sentences written in English and find the correct
Spanish translation. e.g. Recibo mi dinero de mis padres cuando lo necesito. Tambien gano dinero porque reparto los periodicos. my pocket money I receive from when my parents I need it. Deliver papers money I also earn because I This activity introduces more vocabulary for them to learn, such as gano. This activity introduces more challenging sentences and takes reading and writing about money to a higher level. The teacher check the answers and the lesson time has run out.

Other aspects of the lesson to note:

Behaviour Management System: C system (consequences): first warning, final warning, detention Rewards: name gets put on board and gets ticks. R1-credits, stamps, verbal praise R2Credits, recommended to form tutor, teacher postcard home R3-House Form star, subject star, R4-acadamy star, 100 attendance award. Feedback from teacher: Teacher checks the work in their books and uses it to inform the next lesson.

PROFORMA PS2 ANALYSIS OF LESSON OBSERVATIONS

FOCUS Reflect upon the extent of the subject knowledge required to teach the lesson. You may need to refer to the National Curriculum requirements. ANALYSIS of LESSON OBSERVATIONS To teach this lesson, it is important to understand a lower-intermediate level of Spanish related to the topic of money and to know numbers 10 to 100 in 10s. Most of the activities involved reading and writing, which require the teacher to know spelling and grammar related to the topic. Some of the lesson included speaking and listening, so an acceptable pronunciation of the vocabulary words used, including to spend, to earn, is also needed. It is clear from this lesson that the pupils covered money in the previous lesson. However, the pupils were asked to take this a step further by learning some questions related to money and asking and answering these questions. By doing this, the pupils were now working on not only improving their receptive skills, but also their productive skills. The pupils were also introduced to new vocabulary brought up in the context of the activities.

Reflect upon the childrens learning and acquisition of new skills was there evidence of prior knowledge drawn upon and links to other curriculum areas and the wider learning environment

Reflect upon the extent to As the work was not differentiated, this lesson seemed to be easy for which all children were some, a challenge for others, and too difficult for a few, though it should included and the scope be noted that it is hard to tell whether the few that found it too difficult for the ECM outcomes to really tried. There was some differentiation by outcome, when pupils be addressed who responded to questions were able to give either one word responses or full sentence answers. Identify a development I like the way the teacher introduced questions to ask before having the point based on what you pupils use them in a speaking activity. By going around the room and have seen that you could finding the translations, and then writing them down, the students had to use to improve your own dissect the Spanish language and find the commonalities between it and teaching. English. This made them more aware of questions and how they are constructed in Spanish before going on to actually ask them. This was also a very kinesthetic way learning. There is one thing I would consider changing about the activity. I wonder if it would be better to get the students to write a question on their own as a next stage of the lesson. It is one thing to say something you memorized, but another to come up with an original question in a foreign language. I think that this is an essential step to building fluency in a language; it is important to move from a controlled activity to something freer in order to give pupils the chance to create a conversation instead of just reproducing one.