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METH WEDNESDAY Chapter 16 - Coggle Diagram
METH WEDNESDAY Chapter 16
Observed lessons (Ny Gy)
Types of observation (Ny Gy)
assessment
data collection
developmental
peer observation
training
Formal observation L.K.
all the logistic details
information about the class
information about the intented type of lesson
the type of observation
Whos sets the agenda and and the specific aims of the obervation? 1. observer, 2. teacher being observed, 3. some external source
Specific aims of the observation
How you would like the observer to be (invisible, participating, taking notes, videoing?)
Dangers of teaching Sz. Zs.
boredom
too many demands
doing the same thing again and again
getting tired
"If I'm 'safe', why take risks?
pressures
burn out
stress
Pack of cards (T.M.)
Scrivener selected some of the most frequent or more interesting thoughts and presented them as a random list.
If you're feeling bored or in need of a nudge to move you forward a little, try picking one of these 'cards' at random, think about it, check if it applies to you and see if you can make any use of the suggestions.
Go to page 390 to find these 'cards'.
Studying your own teaching
Reflection
Action research
After the experiment (T.B.M.)
Analyse and reflect on the outcomes
Experiment (T.B.M.)
Do it!
Before the experiment (T.B.M.)
Choose a general area for the experiment
Do background reading and research
Decide the specific focus of the experiment
Decide how you can assess the results
Feedback (D.E)
From you (D.E)
objective, more balanced view is needed
there will be good and bad points about your lesson
move forward by being aware of what works and what doesn't
Hot feedback (D.E)
immediately after the lesson
description of what happened; initial reactions, feelings
From colleagues (D.E)
Mutual observations
Growth in trust and respect
Positive working athmosphere
Listen and support
Cold feedback (D.E)
an hour, maybe a day later
add few more sentences to the description
look for positive things and also ones that need work
Teacher development (B.J.)
Discuss what you are doing with colleagues
Observe each other's lessons
Learn about a different approach
Get involved in in-service teacher trainings
Got to a conf. and give a talk
Do a seminar for your colleagues
Got to a conference/seminar
Start your own school
Try a
bold parabola
(ch.6)
Give private lessons
Specialise (e.g. business)
Write messages for articles/books/websites
Start a local newsletter
Read the book again
Write an article for a magazine
Read new ideas and try them out
Take part in online social networks
Lesson self-assessment B.Á.
Reflecting on the lesson B.Á.
At what points could you have been clearer? (M.N.)
Where was time not used efficiently? (M.N.)
Did you achieve what you wanted to achieve? (M.N.)
Did the students achieve what you hoped they would achieve? (M.N.)
At what point did you feel most awkward or uncomfortable? (M.N.)
What were the main challenges for the students? (M.N.)
What was the high point of the lesson for you? Why did it feel good? (M.N.)
Drawing conclusions, making plans B.Á.
What have you learned about learning? (M.N.)
What have you learned about yourself? (M.N.)
What have your learned about your students? (M.N.)
What have your learned about your planning? (M.N.)
What have your learned about your teaching procedures and techniques? (M.N.)
If you taught the lesson again, what would you do the same? (M.N.)
If you taught the lesson again, what would you do differently? (M.N.)
Recalling the lesson B.Á.
List a number of things that you did during the lesson. (M.N.)
List a number of things that the students did during the lesson. (M.N.)
List some things that happened differently from you plan. (M.N.)
List a number of things that happened approximately as you planned. (M.N.)
Note down any feedback or comments that a student gave you during the lesson. (M.N.)
Summarise the main stages of the lesson as you remember it. (M.N.)
Note any important personal interaction between you and a student during the lesson. (M.N.)
Recall one moment in the lesson when you had a clear decision to make between one option and another. What were the options you chose and rejected? (M.N.)
Learning cycle (Sz.K.)
DO
RECALL
REFLECT
CONCLUDE
PREPARE
Language and people (K.B)
expressing our beings with language
we need language to communicate
this way we make contact with others (G.L.)
try to hear the people using the language (G.L.)
as a teacher, you are a learner as well (G.L.)
find your own voice as a teacher (G.L.)