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Peer observation and feed back in ELT teacher training programmes
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
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
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…..