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Classroom Observation Form

University of Pittsburgh Observer: Richard Signore

School of Education StudentTeacher: Wan-Tzu Chen

Dept. of Instruction and Learning School: Oakland Catholic HSClass: Chinese II

Date: 4/10/13

Lesson theme/objective: SWBAT talk about travel using appropriate vocabulary.

Observation Notes

Target Language Use

Comprehensible Input

Entire class was conducted in Chinese with caretaken to see that students understood what was

being said; effective comprehensible inputstrategies.

Planning and Preparation (standards,context, knowledge of students etc.)

Class planned in light of previous learning to

encourage students to use correct verb with specificmodes of transportation.This class does particularly well when visuals are

incorporated in teaching of vocabulary. The lesson,therefore, was planned around visuals.

Organization of Lesson (sequencing,

transitioning, input-output, encouragingelaborative utterances beyond one word,

lesson aligned with objectives andassessment)

The lesson was well designed. The warm up wasinteresting in that it encouraged students to predict

the topic of the lesson based on visuals. This was aneffective way to get students actively involved with

the class from the very beginning.Input used to practice vocabulary in the context of a

story.Independent practice centered on students,

interviewing one another and reporting results to theclass.

Effective closure.Logical development and appropriate scaffolding.

Planning to provided practice in all three modes ofcommunication: interpretive, interpersonal, and

presentational.

Selection and Use of Materials

(use of authentic texts technology, visuals,cultural realia, props)

Visuals effectively used to illustrate vocabulary and

guide understanding of story.

Matching provided for assessment at midpoint ofclass.Interview sheets provided to guide students in their

conversations and presentations.

Instructional Delivery(presence, pacing, transitioning, students

able to produce language beyond one

Agenda and objectives listed on board and

reviewed with students at the beginning of class,allowing them to get an overview of the class and

play a role in their own learning.

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word, balance of groupings and teacher

fronted instruction, formative assessmentetc)

Warm-up in which students tried to predict the topic

of instruction was an additional way to get studentsactively involved in their own learning. The same

was true for the matching exercise mid-lesson.Visuals effectively used to guide input and allow for

application of comprehensible input strategies.Student interviews were an effective way to get

students to move beyond single-word responses.Since you had excellent visuals, you might have

used some TPR with students to lessen your inputand involve students to a greater degree.

When giving directions to students for an activity, itis a good idea to ask a student to summarize the

directions to make sure that all know what it is thattheyre required to do.

Assessment (formative, summative,informs in instruction, and is aligned with

objectives)

Multiple opportunities for informal assessmentduring input. Matching provided a kind of

summative assessment of learning up to that point inthe class.

Presentation of interview results allowed forassessment of whether the class objectives were

met.

Classroom management(management of student participation,

management of inappropriate distractingbehaviors, etc.)

Authoritative presence in the class. Students were

challenged within an atmosphere of encouragementand support.

Take care to see that all students are attentivethroughout the class; one student seemed

disengaged for the beginning segment of the class.

HLPs: Comprehensible Input,

Questioning, Inductive Grammar

Excellent comprehensible input strategies.

Strengths

Careful planning.

Excellent lesson design.Good pacing of instruction.

Excellent comprehensible input strategies.

Recommendations

Try to limit your direct instruction and maximize

opportunities for active student involvement, e.g.since you had such excellent visuals, you mighthave used TPR with students using these visuals.

Take care to see that students understand directionsbefore beginning an activity.

Take care to see that all students are activelyengaged with instruction during the entire class.