1. The Incorporation of ICTs into Task-Based
Language Learning
Class Observations (Appendix 3)
Observation 1
th
Date: September 27
School: Samuel Ogle Middle school
Class: 8th year –RELA (Reading English Language Arts)
Topic: Informative Essay in Magazine Article Format using Publisher (Description of a monster)
1 2 3 4
Teacher showed knowledge of the subject matter
Comments: T. explained the objective and subject matter of this class to sts. before leaving
their classroom to go into the computers lab.
Ensured that students were engaged in the learning activities planned
for the class session
Comments: when sts got to the computer room she ensured that students didn’t miss time and
focused immediately in what each of them was supposed to do.
Have “real-world” examples to illustrate concepts
Comments: the topic of the lesson was: My favourite monster” and T. kept on reminding sts.
about monsters they might have heard of from books, folk, films etc.
Noticed when a student(s) were not engaged and took action.
Comments:T. continuously called out sts whom she saw were not engaged in the task.
Sometimes she would call out their names, and sometimes she would come closer to their
workplace and ask why they are not working.
Clearly explained the learning objectives for the class session
Comments: T explained sts that the objective of the class was to type their description in
Publisher. T handed in a worksheet with specific guidelines to be followed as regards format,
language, design etc. When some sts admitted not knowing how to use this tool, she suggested
using Word.
Responded adequately to student questions
Comments: sts asked how to attach a doc to their mails and T explained them how to do it. Sts
wanted to know whether they could get into internet for information about their monster, but
teacher rejected permission. Some students who said not knowing how to work in Publisher
were told to work in Word.
Encouraged questions and student participation
Comments: sts were working individually and T was strict in not allowing them to defocus or
socialize
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2. Gave sts. an adequate amount of time to respond to questions
Comments: T kept on telling sts they had only 45 minutes to fulfill the task, and when class was
over, allowed sts to send their paper home by mail to be finished.
Provided feedback that gave students direction for improvement
Comments: T. focused in the whole group, didn´t do any individual reading of the writings sts
were typing or focused on individual design.
Appropriately used technological tools
Comments: the technological tools sts were supposed to learn was only mastered by 4/5 of the
24 sts. The rest were told not to waste time in it and use a word processor
Required students’ engagement in out-of class related activities
Comments: T. reminded sts they were supposed to email to her the final copy of the text and
also reminded some sts who hadn’t still chosen their monster, to go into internet and complete
the information search on their own
Encouraged students to engage in the high order thinking skills
Comments: sts were engaged in typing their texts from the draft copies they had in their
notebooks. These draft copies had not been corrected yet.
1. Completely Adequate
2. Adequate.
3. Minimally.
4. Not at all applicable.
Observation 2
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3. Date: October 4th
School: Samuel Ogle Middle School
Class: 6th year -Technology (Introductory)
Topic: evaluation of WORD document design.
• LESSON CHARACTERISTICS
I. Lesson Purpose
The teacher requires silence from part of the sts and explains the purpose of today’s lesson:
Evaluation: Taking Notes, Drafting, Proofreading a summary. Sts will be doing peer evaluation
of a partner´s text using a 10 points rubric the T is going to be explaining gradually as the
lesson proceeds.
II. Instructional Materials
The materials for the lesson are the same texts sts have been producing for the last two
classes, in which they have written a descriptive text of a state in USA according to a format
proposed by the teacher.
III. Description
Sts had to log in their computers and find a partner´s text following the teacher’s instructions.
Once they had these texts in their screens, they applied an assessment rubric, handed in paper,
which the T described step by step in the whiteboard in front of the class. T. kept checking sts
were not left behind and explained the rubrics deeply. Sts took the evaluators roles with great
responsibility and assertiveness. T explained the meaning of peer- evaluations and encouraged
sts to feel confident in this role, since he was going to help them to be successful.”I am not
going to take the decision for you, I am going to give you the tools to take the decisions by
yourself”; he said, and they proceed one reading and exemplifying each rubric one by one.
• LESSON MANAGEMENT
I. Content
The lesson content was consistent with the stated purposes of the unit. It was significant and
worthwhile and appropriate for the developmental levels of the students in this class. The
problem, question, representation (or other identified purpose) presented to students was
comprehended by, and interesting to, students.
II. Implementation
Instructional strategies were consistent with the stated purposes of the unit.The pace of the

lesson was appropriate for the developmental levels/needs of the students and the purposes of
the lesson. The instructional strategies and activities used in this lesson reflected attention to
students’ experience, preparedness, and/or learning styles. The teacher was able to “read” the
students’ level of understanding and adjusted instruction accordingly. The teacher’s classroom
management style/strategies enhanced the quality of the lesson.
III. Classroom Culture
There was a climate of respect for teacher´s explanations and contributions. Most of the class
was teacher-centered and sts only interventions was when they had doubts as regards how to
mark certain mistakes. This was very rare since the rubric applied was very clear and concise.
Interactions among sts were not encouraged.
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4. IV. Overall Impression of the Lesson
Instruction is purposeful and engaging for most students. Students actively participate in
meaningful work. The lesson is well-designed and the teacher implements it skillfully.
Instruction enhances most students' understanding of the aim of the task effectively.
COPY OF STUDENTS WORKSHEET
Student: ______________________Seat: ______________________Date: _______________
Evaluator: ______________________________Mod: ___________
Paper #1: Taking Notes, and Drafting/Proofreading a Summary
Computer Technology Concepts Class, Mr. Read
Question Answers
1. Is the document named Social Studies Topic and Notes and saved in the
Classwork folder on the desktop? Yes No
2. Scan the entire summary. Is all text (+ title) the same size, color, and type?
(12, black, Times New Roman) Circle No for underlining or italics anywhere. Yes No
3. Is there a title on the first line below the page break, and has Enter been
pressed twice before the first paragraph? If no page break, circle No. Yes No
4. Is the title centered and have first-letter caps (except for ‘a, if, in, etc.’,
unless at the beginning)? Yes No
5. Does the document have only 3 paragraphs and is the document at least a
half page? (look at Print Preview to determine this) Circle No for any lists. Yes No
6. Are all paragraphs indented once with the Tab key? (you should see an
arrow for the Tab key) Yes No
7. Look at each sentence. Are 2 spaces used after every period? (1 space = 1
dot) Yes No
8. Look at each sentence. Are all proper nouns capitalized? (if you are not
sure about a proper noun, ask !) Yes No
9. Look between paragraphs. Was Enter pressed twice to end a paragraph?
(you need to see the ‘backwards P’ twice.) Doesn’t matter after last Yes No
paragraph.
10. Click “View, Header and Footer.” Is the header complete and correct?
Yes No
11. How many “Yes” answers in Column B?
__________
12. Multiply your answer in 11B x 10.
This is the Final Score for this paper = __________
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5. Directions: The Evaluator must be fair and accurate. Begin #1 by looking at a closed
Classwork folder. When you open Social Studies Topic and Notes, put it in ‘Normal View’.
Read each Question above carefully and simply. Pay attention to details of the question. Take
your time to answer each question correctly.
Observation 3
th
Date: October 11
School: Greenbelt Middle School
Class: 7th year -Spanish (Introductory)
Topic: Verb GUSTAR and use of pronouns in questions and answers about likes and dislikes
TIME WHAT I SEE WHAT I FEEL
11,35 23 students come into the classroom and sit in The social relations seem quite
groups of four. All the chairs are already clear. Friends sit together and
arranged in fours, scattered around the big some people remain alone. The
room. Four students sit in pairs in different teacher doesn´t interfere with
places and three other students sit alone. seating arrangement.
11,40 T: Write 3 sentences with GUSTAR with Sts. Take long in listening to the
different subjects. T: Ladies and gentlemen be instructions and start the
quiet please! Look for your “repaso” worksheet writing.
and write the three sentences.
11.45 Teacher prepares Mimio while sts. Write the Sts/T. friendly relationship: what
sentences. She adjusts Mimio to wall, turns on happened to your finger. She
notebook and finds in the mimio-notebook a says it was playing volleyball and
table (table 1) with some alternatives under the they don´t believe old people
table to fill in the blank cells. T. ask sts for the play volleyball
corresponding pronoun and once she listens to
the answer, she clicks and drags to the correct
place.
11.50 T. opens another table (table 2) to practice the Teacher centered
forms of the verb SER en el present. T repeats
the same procedure as with the previous table.
T. opens a new doc. with sentences with blanks
11.55 to complete with the different forms of the Two sts have been completely
verb: SER. She asks different students to give silent during all the session
her the answers and she clicks and drags to the
correct place.
12.00 T. opens another table (table 3) to practice
objective pronouns. T. repeats the same Most sts. are earger to
procedure as with the previous table. participate
Both activities were done with the whole group.
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6. LUNCH BREAK .
1.15 T . opens a new doc. with sentences with blanks
to complete with the different forms of the
PRONOUN. She asks different students to come
to the smartboard and click and drag the
answers. Most of the students raise their hand.
She call out their names and they come to the
front to complete two sentences. They sit down
and another st. comes and so on.
1.20 T shows a video from thegetupkids series called:
me gusta. The video presents a series of old
black and white trailers from films in which the
script has been changes and all the characters
say es: me gusta, te gusta, nos gusta etc.
followed by a short grammar explanation of: A
MI ME GUSTA. Sts follow the film
1.30 T distributes among sts small whiteboards and No activity on video?
markers where students write sentences and
show it lifting the board. T.: “write a sentence Sts enjoy activity
saying he likes tocar la guitarra”. Sts write”A él No communication
le gusta tocar la guitarra”. T writes the correct
form on whiteboard for sts to self- correct. She Sts make mistakes but don´t ask
1.45 dictates 5 or 6 sentences. why?
Table 1
YO NOSOTROS
TU VOSOTROS
EL ELLA USTED ELLOS/ELLAS
I YOU WE THEY HE Y´ALL SHE
Table 2
YO NOSOTROS
TU VOSOTROS
EL ELLA USTED ELLOS/ELLAS
SOY ERES ES SOMOS SON
Table 3
A MI A NOSOTROS
A TI A VOSOTROS
A EL ELLA USTED A ELLOS/ELLAS
ME TE LE LES NOS OS
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