GA Observation Write-Up (Spring 2014)

A) While observing the class (or right after), please fill out part A.
B) In the next day or two after observing, please fill out part B.
C) When youre done, please give !rrol a copy of the for" and set up a ti"e to discuss it.
Your name: ######$egan %arshenas################## Instrutor observe!: ####Betsy &erlong#########
"#ass observe!: ####'(!) *+*+ ,-*+.*+-+/### $ate: #######*0 '1vrier 2+*0###########################
A) W%A& YOU O'S()*($+ As you observe the class, please ta3e notes listing ea, "a4or part of the lesson -
5 "aterial covered (for exa"ple, p. 06 in $otifs, vocabulary about the university, the expression il y a, etc.)
5 type of activity (e.g., whole class repetition, teacher.led explanation, group wor3, individual writing, etc.)
5 "edia used or other notes (e.g. 7ower7oint, whiteboard, explicit8i"plicit gra""ar coverage, etc.)
$aterial Covered Activity 9ype $edia :sed 8 ;ther )otes
7g *0< = Con4ugations of irregulier =ir
verbs
>id not practice con4ugation
explicitly. ?ust went over it in a
general "anner with students and read
the exa"ple sentences.
7ro4ected e.boo3 on the board.
7g *0@ = Aortir87artir8>or"ir8Aervir 7g *0@ = !xercise 0. &ad students
wor3 together in pairs. Ahe gave the"
a ti"e li"it, and then had the students
answer the Buestions by calling on
volunteers.
7ro4ected the e.boo3 on the board.
.Chec3ed on students progress,
encouraged students.
7g. *6* = !xpressions :tiles (ead over the expressions :tiles,
"a3ing sure students followed along
and as3ed for understanding.
7ro4ected e.boo3 on the board.
7g. *62 = Activity < As3ed students to wor3 in pairs and
practice the invitations, had the" give
exa"ples in pairs out loud.
("ore !nglish8'ranglais used here)
7ro4ected on the board, wal3ed around
to "a3e sure they understood the
"aterial8exa"ples.
Cistened to and encouraged their
conversation.
.:sed their responses to correct the".
7g. *66 = 7erspectives Culturelles
DBest sectionED
(ead through perspectives culturelles,
loo3ing at specific exa"ples given in
the boo3 and their "eaning.
7ro4ected !.boo3
;ther short.hand texting words Went over so"e other words not
included in the boo3, i.e. $>(8!>(,
?9$ (Fery i"portant), Gn1, "rGH
7owerpoint with i"ages8s"all phrases
$aterial Covered Activity 9ype $edia :sed 8 ;ther )otes
*
9ext "essaging8Culture &ad students create their own
"essages using the shorthand texting
for"at.
') W)I&(-U-+ After the class is over, give a su""ary of what you saw I it can be a narrative describing the class, a
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paragraph or two where you focus on specific area(s), a list of bullet points, etc. Jour description should include all or
"ost of the following-
5 A few strengths you noted in this lesson ("aterials used, teaching style, flow of lesson, etc.)
5 Ao"e suggestions or alternate ideas you have (i.e., if you teach this lesson, what will do differentlyK)
5 9he balance of activities (teacher.led versus individual versus group wor3, inclusion of the four basic s3ills,
addressing learner preferencesH)
5 :se of the target language ('rench) versus !nglish
5 9he interaction between the teacher and the students, and a"ong students
5 ;ther thoughts you "ay have after observing this class.
-Although the class was shy and quiet, she continued teaching and trying to get responses out of
them without referring to English unless absolutely necessary.
- Very high energy even though the class was not.
-Encouraged students to keep trying even if they were not sure.
- Very creative in using other materials (olland website and other te!t shorthands". #he made good
use of powerpoint, the pro$ector, word document, the e-book.
-%ad students work in pairs often, which is useful for them to practice
-&any students responded to invitations with '( have to work), and she did a good $ob of trying to not
let them $ust answer this way.
- *ave them time periods to work in. ( think this is very useful for students.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++
-At one point, she gave them a page to turn to, but then ended up using a different page for the
e!ercise,activity. (t-s good to be e!plicit with directions so students do not get lost.
-( also would have spent a bit more time on con$ugation of .ir verbs, or covered it in a bit more detail.
/hey seemed to grasp the concept but verbs and con$ugations are harder than vocabulary,cultural
information.
-( also would have not asked for volunteers, but asked specific students to do e!ercises so that each
student gets practice, not $ust the social students.
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