GA Observation Write-Up (Spring 2014)

A) While observing the class (or right after), please fill out part A.
B) In the next day or two after observing, please fill out part B.
C) When youre done, please give !rrol a copy of the for" and set up a ti"e to discuss it.
Your name: ######$egan %arshenas################## Instrutor observe!: ####&atalie Barnoud#########
"#ass observe!: ####'(!& )*)* +,-*.)),*/ 0(### $ate: #######)1 '2vrier 3*)-###########################
A) W%A& YOU O'S()*($+ As you observe the class, please ta4e notes listing ea, "a5or part of the lesson ,
6 "aterial covered (for exa"ple, p. -7 in $otifs, vocabulary about the university, the expression il y a, etc.)
6 type of activity (e.g., whole class repetition, teacher.led explanation, group wor4, individual writing, etc.)
6 "edia used or other notes (e.g. 8ower8oint, whiteboard, explicit9i"plicit gra""ar coverage, etc.)
$aterial Covered Activity 0ype $edia :sed 9 ;ther &otes
Introduction, (eview Introduction,
< Collected =o"ewor4.
. Went over the exa"
>8roble"s9issues>
.(eview of verbs
.Wrote ho"ewor4 and 'inal exa"
date on the board.
?erbs , @ortir, 8artir, Aor"ir =ad the" write the con5ugations on
the board.
8ointed out specific parts that were
difficult >the changing ste" of the
verb>
8g. )-B < 8rono"s accentu2es. 8resented the "aterial on the screen.
(8g. )-+) =ad students do !x. C. on
their own.
:sed the e.boo4 pro5ected on the
screen to present the "aterial (very
basic) then pro5ected the exercise on
the board as well. 'illed in the blan4s
on the board.
)-+ < 8rendre 8resented the con5ugation for prendre
=ad students con5ugate Apprendre and
Co"prendre on their own.
Chec4ed on student wor4 and had two
students write on the board.
8ro5ected e.boo4 on the board
)/* . Boire !xplained the difference in
con5ugating DboireE
8ro5ected on the board.
)/* < (egular <re verbs . As4ed students to con5ugate the
.re verbs by following the exa"ple.
(@olo wor4)
$aterial Covered Activity 0ype $edia :sed 9 ;ther &otes
)
8g. )/) !xercise )3 with a partner.
When students did not find a partner,
she "ade the" pair up. Wal4ed
around the roo" to chec4 on students
as they wor4ed.
=ad one student co"e up and write
the" all on the board.
8ro5ected it on the board.
Aivided students into two groups for
the rest of the se"ester, its a
co"petition with priFes. =ad the"
choose a 'rench tea" na"e
8g. )7- ?ocabulary for the caf2. 8ro5ected the page on the screen.
8g. )7/ !xpressions :tiles .
as4ed students what they would ta4e.
DGuest.ce Gue tu va prendreHE
8ro5ected on the board
8g. )7C 8resented the "enu, described ite"s,
and tal4ed about cultural 4nowledge.
I"age on the board
8g. )71 8erspectives Culturelles. (ead this to
the" and as4ed Guestions for
co"prehension.
8ro5ected on the board
8g. )71 ?oix en direct < (ead the" to the
students. As4ed Guestions for
co"prehension (vocabulary, what
does it "ean, what is it sayingH)
8ro5ected on the board
8g. )7B.)7+ @"all introduction9(eview for the
"2t2o.
!xplained the "eaning and as4ed
Guestions for the page about weather.
. Activity )- .Called on students by
na"e to respond.
Activite )/ < =ad students wor4 in
their groups.
8ro5ected on the board
') W)I&(-U-+ After the class is over, give a su""ary of what you saw I it can be a narrative describing the class, a
paragraph or two where you focus on specific area(s), a list of bullet points, etc. Jour description should include all or
"ost of the following,
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6 A few strengths you noted in this lesson ("aterials used, teaching style, flow of lesson, etc.)
6 @o"e suggestions or alternate ideas you have (i.e., if you teach this lesson, what will do differentlyH)
6 0he balance of activities (teacher.led versus individual versus group wor4, inclusion of the four basic s4ills,
addressing learner preferencesK)
6 :se of the target language ('rench) versus !nglish
6 0he interaction between the teacher and the students, and a"ong students
6 ;ther thoughts you "ay have after observing this class.
Aweso"e ,
.@he did well of "oving through the "aterial. @tudents see"ed to listen and pay attention to her.
.Lave her own cultural context experiences with 'rench food.
.Aid well in getting students to respond. @tudents responded in 'rench.
.@plitting students into two tea"s for the end of the se"ester was a good idea. I believe she arranged the" specifically so
that tea"s would have both co"petent and unsure students on each tea", creating a great environ"ent for groupwor4.
@uggestions,
.$aybe could have given ti"e li"its at the beginning.
.I prefer to cover so"e vocabulary before 5u"ping into the gra""ar.
.I "ight have had students co"e to the board and do con5ugations of <re verbs, since there were so "any options, or
"aybe included "ore group wor4.
. I really would have had "ore students co"e to the board to fill out exercise +.
.$aybe use a few other options for presenting "aterial (8owerpoint slides9i"ages9videos, etc).
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