Community of Practice Week 2 Facilitation Guide

3

master class observation

peer observation

self-observation

Handout 2: CoP Observation Rubric
Date: Teacher:

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

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

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

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

	CoP 4: Checking Comprehension & Providing Feedback	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	I used CCQs to check understanding
2	I used appropriate teacher talk to give effective feedback
3	I used a variety of feedback strategies to correct student errors

	CoP 5: Increase Classroom Interaction	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	I included activities that required students to interact.
2	I used a variety of interaction patterns. (e.g., whole class, small group, partners, independent, mingle)
3	I gave enough student talk time and reduced my teacher talk time.

	CoP 6 & 7: Plan, Teach, Reflect, Adjust	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	My lesson objectives were clear, obtainable, concise, and observable.
2	My objectives for the lesson were achieved.
3	I wrote and used a lesson plan that followed the steps.
4	I had a lesson that was well scaffolded.

	CoP 8: Extending Textbook Activities	Done Well	Needs A Little Work	Needs a Lot of Work	Not Observed
1	I adapted or extended textbook activities and made them more communicative.

Handout 3: CoP Self-Observation Reflection Questions


Instructions: 

1. 
   Write a lesson plan.
   
2. 
   Teach the lesson.
   
3. 
   Ask yourself the self-reflection questions.
   

Self-Reflection Questions (after-teaching)

Teacher's Name: _________________ Date: _____________________

School: _________________________ Grade: ___ # of Students: ___

What part of my lesson did my students succeed at today?

What part of my lesson did students find challenging today? What can I do to make it easier next time?

When in my lesson did students participate really well? Why?

Did my students understand my instructions today? How do I know? What can I do to make it easier to understand?

What are two things that I can do in my next lesson that might make it better than the lesson today?

Handout 4: Eco Park Lesson Plan Reflection

Lesson Objective: SWBAT discuss the pros and cons of spending the day at Eco Park.

Grammar: gerunds -ing -- I like…., I prefer…., I enjoy….,I’m good at…., I’m interested in…

--------

• 
  I started the lesson by writing grammar examples on the board and drilling individual students. Not all students participated.
  

• 
  Next, students read aloud new vocabulary in the textbook. Then, in small groups, students read and answered questions about Eco Park.
  

• 
  I created questions so students had to find both facts and inferences in the reading.
  

• 
  I asked the students if they understood the instructions. They said yes, but some students did not follow the instructions. I had to repeat the instructions.
  

• 
  All of the students seemed engaged. As I walked around, I heard students agreeing and disagreeing in English about their answers to questions.
  

• 
  At the end of the lesson, I wanted the students to create their own questions about going to Eco Park. Some students couldn’t do it. I realized that I had not reviewed how to make “What” and “Where” question.
  

• 
  Very few of the new vocabulary words were used in the final activity.
  

Handout 5: Pre-Observation Conversation

Only reflect on areas already covered in the TETE section of the CoP sessions. For example, if you are observing after CoP Session 1, focus only on the 6Ps.

Cover all areas already covered in the completed TETE sections.

Peer observer starts the conversation:

• 
  Thank you for asking me to observe your class.
  
• 
  I’m going to ask you some questions. Please feel free to add any other information you think is important for me to know.
  
• 
  After the observation, we will meet again to talk about what I saw and allow you time to make comments and ask questions. We will also talk about any next steps where I can provide assistance.
  

Peer observer asks:
1. Please tell me how you are using the TETE content in this lesson. 

2. Is there something you want me to particularly focus on?

Handout 6: Post-observation Conversation
Observer: Thank you for talking to me about your lesson. I observed your lesson about making and responding to a complaint. Tell me about what worked well today.


Teacher: My objective was for the students to make and respond to a complaint about a product or service using modals. My lesson objective was clear, and I think the students met it.


Observer: I agree. Your lesson objective was strong. I really liked how you reviewed the grammar by having students use it to talk about situations at home. This helped students make a connection to their own lives. I also liked how you taught the vocabulary by including it in an activity. 

Did the students always use full sentences?

Teacher: Yes, they did. I asked the students to write out the role play first. This made a big difference in the level of the vocabulary and using full sentences.


Observer: I see that you used the listening activities from the textbook. Do you think they were effective? Did they help the next activity where the students wrote a role play about complaining and responding to a problem?


Teacher: I thought the textbook listening exercise would make the role play easier for the students, but it didn’t really help. First, the students couldn’t hear the recording, so even playing it two times wasn’t helpful. Also, the recording didn’t use the language the students needed to use in their roles plays.


Observer: Would you do the same thing next time, or would you do something different?


Teacher: I wouldn’t use the recording. It was a good exercise in listening skills, but it didn’t help the students meet the lesson objective.


Observer: Have you considered having the students listen to each role play and then paraphrase what was said?