Peer observation and feed back in ELT teacher training programmes
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This document outlines a constructive model for peer observation and feedback in English language teacher training programs. It discusses moving from unstructured observation, which tends to provide only positive or negative feedback, to more structured observation involving tasks. Sample tasks are provided to help observers focus on specific aspects of teaching and provide qualitative feedback. The model was tried with B.Ed trainees and found to develop critical thinking skills while creating a supportive environment. Structured observation with tasks is recommended as an effective learning tool for both observers and observed teachers.
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Ev682 planning to teach and facilitate learning wb 29.9.14
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- 1. Peer Observation and Feedback in ELT Teacher Training Programmes: A Constructive Model Dr.Bose Vasudevan Institute of Language Teaching, Jamnagar, Gujarat. boseenvy@rediffmail.com
- 3. Peer Observation and Feedback: Concept and Objectives Unstructured Observation and feedback (Phase I) Outcomes: Positive feedback Good/ average/ very good/ excellent/ well done/ good effort/ good command over language/ good personality/good English/ lesson taught as per plan/ everything fine/ great/fairly confident etc… Negative feedback Not so good/below average/poor English/feeble voice/chalkboard use not appealing/spelling errors on chalkboard/no movement in the class/no teaching aids used/ everything went wrong/ no confidence/no eye-contact at all etc….. Background
- 4. Discussion: Should we have Peer Observation and Feedback? New design: Observation schedule.(Phase II) Objectives: alternative scheme Outcomes: quantitative Limitation: Preoccupied with the completion of observation schedule. Less beneficial for the person who is observing. Structured observation
- 5. . Sr.No Parameters Presentation a b c d e f. Scope for Average improvement . 1 2 Effective Very effective 3 4 Details on class board, lesson title, learning outcomes, key words are prominently displayed. Uses relevant vocabulary Exhibits fluency of language Uses suitable tone of speech Oral and written instructions are clear Teaching aids and learning materials are appropriate, wellorganized, resourceful and stimulating. Observation schedule: Sample
- 6. Objectives Observation as a learning tool Tasks to help trainees to focus one or two aspects of teaching at a time. To give supportive and constructive feedback To benefit both observer and the observed Qualitative feedback Task based structured Observation
- 8. How does the teacher arrange the class before the session? How does the teacher motivate the class? Sample Tasks
- 9. What are the different classroom interaction patterns that the teacher has achieved? a. b. c. d. Sample tasks
- 10. GRAMMAR What new language item does the teacher present? What techniques does the teacher use to present the new language item? What types of tasks does the teacher give the class to use the new language item? Sample tasks
- 11. Teacher’s metalanguage(adapted) What does the teacher say? What is the communic ative purpose? Look at the -giving picture. instruction Can you -directing see the boys sitting under the tree? Sample tasks What is the immediat e context? How might this be said to a native speaker? The teacher is setting up a task with a visual aid(picture / chart) Can you see where the boys are sitting?(in the picture)
- 12. B.Ed English Stage teaching(Micro) Same tasks for three or four observers Were able to provide feedback in areas of concern Positive and constructive feedback Developed their critical thinking skills All segments of the lesson discussed Trainees became confident in observing and in teaching The atmosphere changed into friendly and nonthreatening Collaboration and co-operation Promoted effective language teaching practices. Tryout and outcome
- 13. Feedback
- 14. Implementation in ELT training programmes Observation tasks should be considered as learning tool Briefing: Sample tasks should be discussed Design tasks involving trainees Feedback: Discussion and reflection under the supervision of the trainer. Qualitative feedback and not to rank the quality of a trainee’s teaching practice. Conclusion
- 15. 1. Allwright, Richard and Bailey,Kathleen.M.1991. Focus on the language Classroom: an introduction to research for language teachers; Cambridge University Press. 2. Hester H.P.,Betsy P.and Jacqueline G. 1992. Peer Observation and Feedback in Teacher Training Development. TESOL Quarterly;XII.1. 3. Richards,Jack C. and Nunan.David.1990.Second Language Teacher Education; Cambridge University Press 4. Wallace,Michael J.1991. Training Foreign Language teachers: a reflective approach: Cambridge University Press. 5.Wajnrub,R.1992.Classroom Observation Tasks, Cambridge University Press. Reference….
- 16. Thanks to my trainees, And you observers….. Thank you…..