Class observation checklist (Class stages)

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Class observation checklist (Class stages)

  1. 1. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL CLASS OBSERVATION CHECKLISTClass: N° of learners: ______________ Age of the learners: ________________Date: _________________________ City: ___________________________________________Length of the class: _________________ Type of school: _______________________________Name of the School: _____________________________________________________________Observer’s name: _______________________________________________________________Teacher observed: ______________________________________________________________Aim of the lesson: _______________________________________________________________The aim of this class observation checklist is to identify if the student-teacher follows the classstages during his teaching performance.CRITERIA YES NO EVIDENCESCLASS STAGESIs the lesson aim clearly stated at thebeginning of class?Does the student-teacher encourages thelearners to recall what they have learnt inprevious lessons?Does the student-teacher lead the learnersinto the topic of the lesson by a clearintroduction?Does the student-teacher check learners’comprehension of the new topic of thelesson?Does the student-teacher model thetask/activities that learners will do during thepractice stage?
  2. 2. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONALDoes the student-teacher give clearinstructions for tasks/activities to thestudents?Does the student- teacher provideopportunities to learners to check thetasks/activities and give them feedback?Are the teaching resources helpful and wellprepared?Does the student-teacher finish his lessonwith a useful activity according to the aim ofthe lesson?Does the student-teacher checks whatlearners have learnt?Post observation comments/suggestions:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________Observer signature Student-teacher signature
  3. 3. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONALREFERENCES.Chamot,A.U.,Barnhardt,S.,El-Dinary,P.B.,& Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.Richards, J.C. & Lockhart, C. (2006).Reflective Teaching in Second Language Classrooms. Cambridge University Press.Richards, J.C. & Lockhart, C. (1999).Language Teaching Awareness a Guide to ExploringBeliefs and Practices . Cambridge University Press. By: David Medina Novoa.
  4. 4. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓNFACULTAD DE EDUCACIÓNDEPARTAMENTO DE LENGUASPEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉSPRACTICA PROFESIONAL

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