Community of Practice Facilitation Guide (Cohort 3)

Handout: Activity 2 -- Observation Rubric

(All CoP, TESOL 6Ps, Building Routines, Giving Clear Instructions)

	All CoP Sessions	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Students were interested/engaged in the activities of the lesson.
2	Students used English (full sentences) to communicate.

Notes:

	TESOL’s 6Ps	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher learned more about learners.
2	Teacher created a comfortable learning environment.
3	Teacher planned an engaging lesson that promoted language learning in a meaningful way.
4	Teacher adjusted lesson or language to assist struggling students or to challenge fast finishers.
5	Teacher regularly checked to see if students were learning and able to meet objectives.

Notes:

	Building Routines	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher used a starter routine in class.
2	Teacher used a wrap up routine in class.

Notes:

	Giving Clear Instructions	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	Teacher gave clear instructions to form groups.
2	Teacher gave clear instructions to complete activities.
3	Teacher used ICQs to check understanding.

Notes:

Handout: Activity 3 – Pair Discussion about Video Observation

Are all of the students speaking in full sentences during class?

How did the teacher regularly check to see if students were learning and able to meet objectives? If no, what could he/she have done?

Was there a starter routine? Did it work? How do you know?

Were the instructions clear? What ICQs did the teacher ask? If not clear, what suggestions do you have?
Handout: Activity 3 – Pair Discussion about Video Observation

Are all of the students speaking in full sentences during class?

How did the teacher regularly check to see if students were learning and able to meet objectives? If no, what could he/she have done?

Was there a starter routine? Did it work? How do you know?

Were the instructions clear? What ICQs did the teacher ask? If not clear, what suggestions do you have?

Handout: Activity 4 – Round Robin

(1 per group)
Paste this picture in the middle of your poster paper.

Handout: Activity 5 – TETE Videos GO

Video 2:
1. What is the difference between direct and indirect feedback?
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2. What is the difference between peer correction and self-correction?
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3. Give an example of pausing to correct an error?
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4. When would a teacher use recast to correct an error?
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5. Why do teachers use indirect feedback?
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Video 3:
1. Why is it important to give corrective feedback?
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2. Give two examples of leading corrections? (two points)
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3. Give two examples of encouraging self-correction? (two points)
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4. Give two examples of positive feedback? (two points)
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