- The document provides feedback on a lesson plan and micro teaching delivered by Inga Sharadze to her Grade 5 class. - The feedback indicates that Inga's lesson met the criteria of being student-centered, containing clear objectives and steps to achieve the objectives, and including an assessment to demonstrate achievement of the objectives. - Inga is praised for her work with students and use of technology in her lesson, despite a brief power outage, showing her determination to improve her teaching.

1. English Language through Civic Education (ELCE) Program
Georgetown University Center for Language Education and Development
Module 3 Handout 11
Feedback on Lesson Plans and Micro Teaching
Name:Inga Sharadze Grade: 5
Date: March 12, 2012 School: 14, Batumi
1. Which of the following aspects of curriculum development does the lesson contain?
􀀀 Lesson reflects student needs - yes
􀀀 Lesson progresses from student needs as starting point to an objective as end point - yes
􀀀 Lesson contains activities that go step-by-step, building student knowledge and skills - yes
􀀀 Activities are scaffolded - yes
􀀀 Assessment shows evidence that students have met the objective - yes
2. How is the lesson student-centered?
All students involved, Inga and TLG moved all around the room and focused on all students, noisy and
productive but focused, students are praised and encouraged
3. How does the lesson contain an objective?
Clearly stated and explained in English and Georgian: students will be able to describe these symbols
of Batumi using adjectives
4. Which activities provide steps toward achieving the objective?
Warm-up: class brainstorming
Batumi – Ali and Nino, the Sheraton, dolphin, the Piazza, Gonio fortress, the boulevard, the Aquapark,
public exercise machines, the botanical gardens
pairwork – coming up with adjectives to describe, and then broke into opposite pairs
pairwork – students chose one symbol and then described the symbol in groupwork (maybe the
symbols could have been written out and they could have chose by lottery?)
LOVED the journalist and sense of theater! TLG pretended he was the journalist from the US, and the
students were reporters, giving details about Batumi.
5. Does the lesson’s assessment provide evidence of achievement of the objective?
Video work – students clapped and then described what they saw in the video (real-world context) –
listening, visual and reinforced vocabulary.
Post observation collaboration notes:
Inga was fantastic today! All over the class. Students were involved, Inga mentioned students who
were falling behind and she had brought on their parents.
tomorrow: national symbols (Inga has clearly thought out plan and aligned it with national curriculum
using music in class while they're working/drawings (label or even write sentences on the drawings?)

2. Inga was determined to use technology! Her words, “I so want to push my class and my teaching to a
whole new level. After last week, I learned so much and want to beat this and make it mine!” Using
technology as a reward and assessment.
You did!:) Nice recovery with the power outage!
Fantastic use of the NUMBER system (1......2....)
“The class went well. I learned so much from last week and how to use technology. Keep it simple, be
prepared for something to go wrong. It was productive. They could combine the scaffolding into
different activities, as well as trying to incorporate as many activities as possible to take in more
learning styles. I really enjoyed the CNN journalist visit. After today, I hope they can speak about
Batumi and communicate with native speakers. I enjoyed the clapping (listening exercise) where they
listen for vocabulary. Today was much better as I had learned how to use the reward system as a
positive system to keep focus. “