Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Workshop Phase III: Writing and Grammar
This last phase of the workshop is meant to address the written clarity 
of the lesson plan. Exchange the lesson plan with one other person. This 
person circles, highlights, and/or marks grammatical infelicities. The edi-
tor can also make suggestions on the wording/phrasing of phrases and 
clauses to be more understandable. After this task the teacher should fix 
all errors to make his/her writing more clear so that anyone could be able 
to read the document and understand what the intended meaning is of 
the lesson plan.
SUMMARY
This section addressed three phases of the lesson plan workshop: (1) 
Goals/Objectives, Into-Through-Beyond, (2) Content and Assessment, and 
(3) Writing and Grammar. After you proceed through each phase of the 
workshop you should have a clearer understanding of where you are in the 
draft form for the lesson plan. 
HOMEWORK TASK EIGHTEEN
There are two parts to Homework Task Eighteen:
First, address the issues in your lesson plan according to the feedback 
you received from your three colleagues throughout the workshop. Sec-
ond, choose one section of the lesson plan that you want to use for your 
microteaching. The one section should be approximately 15-20 minutes 
long. Explain in one page why you chose this section to use for your micro-
teaching assessment. 

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CHAPTER SIX: CLASSROOM OBSERVATION, FEEDBACK, AND LANGUAGE TEACHING
CHAPTER SIX: 
CLASSROOM OBSERVATION, FEEDBACK, 
AND LANGUAGE TEACHING
David L. Chiesa, Ph.D.
In Chapter 6, you will read about familiar topics to all classroom lan-
guage teachers: classroom observation, feedback, and teaching practice. 
However, you will read about these topics from a different perspective, 
which is based on recent literature (and research) in language teaching 
and teacher education. Section 6.1 addresses the topic of classroom obser-
vation. In this section, you will learn how observation is a difficult but very 
worthwhile task that can support your professional development. We will 
learn about the differences between observation, inferences, and opinions. 
Then, we will learn how to write an observation report. Section 6.2 presents 
the topic of feedback. This topic is about mediational moves a teacher pro-
vides to colleagues after a class is observed. The topic of feedback is differ-
ent than providing feedback to students for language learning. In teacher 
education, feedback is used to promote intersubjectivity (i.e., shared un-
derstanding and mutual engagement). Finally, Sections 6.3 and 6.4 provide 
you a space to practice your teaching and receive feedback from your col-
leagues, so you are better prepared to take-part in the final micro-teaching 
assessment.

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RECONCEPTUALIZING LANGUAGE TEACHING