Feedback and Evaluation Planning and Outcomes My lesson aims were evident in through the desired outcome in devising a variety of tasks and feedback techniques that ensured an engaging lesson. With concern to planning, I have put the feedback from the diagnostic into high consideration and worked on weaknesses greatly. My planning included better eliciting techniques and I also planned a variety of feedback techniques which proved to be effective when devised and resulted in outcomes that were directly evident in a lively classroom. The rapport in the classroom was very constructive, resulting in a highly engaging and motivating lesson. Strengths and Weaknesses In this LSA, I tried to work on the weaknesses that I demonstrated in the diagnostic lesson. Good images were used to activate schemata and drilling chorally and individually for pre-teaching vocabulary were effective with concern to minor slips. This happened when I did not correct a student on her individual drilling because drilling needs to be standardized regardless of any accent differences. The tasks were mainly explained properly, with some exceptions linked to me worrying on time limits between the tasks. I briefly explained a task in the lead-in stage (the quiz) and thought the students would do it with ease, but nonetheless needed enough time to be set out properly. Numerical feedback is something that I need to include in my teaching practice when it comes to multiple choice questions, as this would provide quick and accurate insight on how each student is doing on every item on the task, and would help the teacher manage the feedback constructively. Monitoring techniques were properly devised after each task, with exception to the follow up task. I needed to add to monitoring at this stage note-taking to provide feedback on students’ errors after they finish, so there is a clear purpose for this set task. Consolidation and Follow-up I need to consider task setting in more depth for my next LSA and read more on the task-based approach. In observing other teachers in my

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Feedback and Evaluation

Planning and Outcomes

My lesson aims were evident in through the desired outcome in devising a variety of tasks and feedback techniques that ensured an engaging lesson. With concern to planning, I have put the feedback from the diagnostic into high consideration and worked on weaknesses greatly. My planning included better eliciting techniques and I also planned a variety of feedback techniques which proved to be effective when devised and resulted in outcomes that were directly evident in a lively classroom. The rapport in the classroom was very constructive, resulting in a highly engaging and motivating lesson.

Strengths and Weaknesses

In this LSA, I tried to work on the weaknesses that I demonstrated in the diagnostic lesson. Good images were used to activate schemata and drilling chorally and individually for pre-teaching vocabulary were effective with concern to minor slips. This happened when I did not correct a student on her individual drilling because drilling needs to be standardized regardless of any accent differences. The tasks were mainly explained properly, with some exceptions linked to me worrying on time limits between the tasks. I briefly explained a task in the lead-in stage (the quiz) and thought the students would do it with ease, but nonetheless needed enough time to be set out properly. Numerical feedback is something that I need to include in my teaching practice when it comes to multiple choice questions, as this would provide quick and accurate insight on how each student is doing on every item on the task, and would help the teacher manage the feedback constructively. Monitoring techniques were properly devised after each task, with exception to the follow up task. I needed to add to monitoring at this stage note-taking to provide feedback on students’ errors after they finish, so there is a clear purpose for this set task.

Consolidation and Follow-up

I need to consider task setting in more depth for my next LSA and read more on the task-based approach. In observing other teachers in my group, I have seen the drilling and feedback techniques that they use and would like to adopt some of them into my teaching practice.