INTRODUCTION

Purpose

Practicum I is about Observation as a Learning Tool. The observation tool will

help the observer, in this case the future becoming teachers to capture "snapshots" of
classroom dynamics at intervals in a variety of classroom settings.

Teacher observation will serve as a vehicle for professional growth rather than
performance evaluations and all this can lead to multiple benefits -- for teachers, and
pupils.
Observation could be seen as a form of professional development. This kind of
observation can provide great benefits when used as a means of sharing instructional
techniques and ideologies between and among teachers.

One of the positive benefits of this observation as a learning tool, is that it makes
teaching a public rather than a private act. And it can be used for professional
development and in return, for student learning, with both getting to share the benefits.

Teacher observation is usually linked to classroom performance. But we will be

using this throughout eight predetermined tasks as a form of professional development
that improves teaching practices and student performance.

This practicum I was held at La Salle Bilbao, a semi-private, catholic and

bilingual (Model B, both Basque and Spanish) school, and the classroom I took was the
fourth grade in the Primary Education.
Description of the Tasks

Our eight tasks will be to observe classroom activities in 55-minute cycles and
systematically record our observations. In our observations, we will encounter a variety
of teaching methods.

Classroom Observations

Observation as a learning tool, to me, is a very important form of professional

development

Teaching Sessions you may observe include the following:

Didactic (Lecture) Information is generally disseminated in a one-way

flow of communication from instructor to students, usually in a large-group
setting. Instructors may introduce variety into these sessions using tools
such as the CD player.

Problem-Based Learning (PBL) -- A teaching method in which the

instructor serves as facilitator, leading learners to analyze and solve
problems using student-centered instructional methods. Class sessions are
characterized by frequent verbal exchanges among students and the
instructor.

Team Learning In Team Learning classrooms, students are divided into

autonomous groups that solve problems without a formally appointed
facilitator. After working in small groups, the groups compare and defend
their respective answers in a discussion involving the entire class and the
instructor. This technique allows for intra-group and inter-group problem-
solving in the lecture hall.

I followed this sequence of events for effective teachers-observing-teachers

programs:

Overview. A simple overview of the program with a focus on what the main
point of observation will be.
 Observation. A short observation sequence.

Discussion. Immediate discussion concerning the observation.

Reflection. Reflection concerning how information from the sequence may

be used.

Application. Application of the behavior by the observer in a classroom with

feedback from the teacher.

Getting Started

I had to familiarize myself with the form and guide before a classroom observation.

I had to sit in an unobtrusive location in the classroom, positioned so that I could

comfortably see all areas of the room. ( During some of the sessions I felt free to
move around as I thought it could help to collect better and more accurate
information.)

I used to fill in the information in one of the sheets to later pass it on the computer to
analyse.

55-Minute Observation Cycle

Observe the whole group and note if the activity involves the whole group (large or
small) or sub-groups. In a whole group activity, learners will be participating in the
same activity as a whole unit. In an activity with sub-groups, there will be small groups
within the large group that appear to be working both independently (intra-group
interaction) and, at times, in concert with the large group (inter-group interaction).
 Instructional - refers to any learning activity that is related to the instructional
purpose of the class, whether in a large group lecture session or small group,
interactive session.

Procedural - includes organizational activities, transitions from one activity to

another, movement to different areas of the classroom, and other classroom
management activities.

Other - represents any activity that doesn't seem to fit into the first two
categories. Please make a note about the activity.

3. Observe on-task behaviour, based on a panoramic view of the classroom.

Circle the description that you think represents the on-task behaviour of all of
the students in the classroom.
Half or less
More than half
Almost All
All

On-task behaviours might include eye contact with a speaker, body language that
indicates engagement in the task, note taking, reading, and/or involvement in small
group or individual discussions.

Off-task behaviours may include the appearance of being disengaged from the
instructional activity such as isolation from sub-groups, sleeping, reading unrelated
material, or chatting with friends. If you have a question about whether students are on
or off-task, watch a little longer to see if the picture changes.

4. Observe the instructor/facilitator and using the following description, circle the word
that most closely represents his or her behaviour:

Talk
Listen or Monitor
 Organize (Includes personal organization, classroom management or
transitions)
Other (Describe the behaviour in the space provided.)

5. Record to whom the teacher behaviours are directed using the following:

Entire Class
Subgroup
Student

A. Pick a student and observe a student next to him or her (e.g. in front of,
behind, or beside). Try not to observe the student who first caught your eye as this
student may have drawn your attention with an unusual behaviour. Record the observed
student's behaviour by drawing a circle around the descriptor that most closely applies.

Talk
Listen
Read
Organize (Includes organization of materials, transition, or movement)
Write (Includes taking notes or board work)
Other (Describe the behaviour in the space provided)

B. Record to whom the observed student's behaviour is directed using the

following choices.

Instructor
Group
Another Student
Self/Notes
7. For the time remaining in your 5-minute observation cycle, tally the number of
questions the students ask the facilitator or the whole class and the number of questions
the teacher/facilitator directs to the whole group. Tally all questions, even if the
TASK 1 THE LEARNER AS DOER

Task Objective
The objective of this task is to allow us to become aware to the fact that
learning by doing that implies a large range of activities, thinking (cognitive), feeling
(affective) and physical.

Procedure
Before the lesson
Preparing myself to consider the kind of tasks a teacher normally asks to
students to do: thinking, feeling, moving about, interacting with others, negotiating.

During the lesson

Collecting data with the aproppiate chart given by the teacher.

What learners do What this involves Teachers purpose Comment

Grouping words Referring to He/She teaches Cognitive
according to dictionary reference skills.
meaning Consulting other He/she teaches two
students lawyers of meaning:
Denotation and
connotation.
Group weak
students together

We have viewed the classroom of 4A, in which the teacher carried out the
explanation of the zoo, and the animals that live there.
The teachers purpose is for them to learn the words given, to understand the
meaning of the words and to comprehend the total meaning of the script.
This is carried out by listening to the cd (attached in the cd).
 The students get to listen to the speech three times, the first time just to become
aware of the context, the second time to get in depth, and the third one to review the
things done.

The children do this by listening to the tape, but then after this is done, they give
their books to the other students, in order to correct each others.
Here in the correction contest is where we can really tell about the attitudes, the
purposes and the achievements of the teacher towards the results.

What learners do What this involves Teachers purpose Comment

Grouping words They Refer to She teaches that self Cognitive
according to dictionary learning is always
meaning They Consult other important
students
The students copy
the words they
didnt know.
Students listens to Involves, learning Make students aware Interacting with
other fellow students from others. that it is always others
words in order to helpful to learn from
learn. others
Students learn from Self learning, self Teachers aim is to Feeling
their own mistakes correction let them feel free to
explore.
Grouping students Learn from Learn with help Negotiating
together interaction
Thinking about the Paying attention To concentrate on Affective and
mistakes and how to each others work cognitive
get it right next time
After the lesson
Consider the balance of cognitive, affective and physical activities involved in the
lesson.
Considered the collected data, I believe that the activities in the lesson that are the
most valuable for learners is that they group after correcting the exercices, so the
students can learn from somebody else, and that points out that helping others, renews
your knowledge and it also helps to stick it into your mind.
Is a very good thing that the teacher does, as grouping students helps with the sense of
responsibility, and it also encourages to week students to keep up with the effort and to
achieve better results next time, is less hurting to learn form your colleague when you
have done something wrong than being told off from the teacher.

The teachers methodology is adjusted to the learners way of learning style. It is

adapted to their level, and it is absolutely compatible with their process of learning.
Children learn by listening and this is recalled by the teacher, and then followed by the
interaction with others.
TASK 2 LEARNER LEVEL

Task Objective
The objective of this task is to recognise the overt signs level as well as aspects of
teaching that indicate that the teacher is accommodating learner level.

Procedure
Before the lesson
Arrange with the teacher to get me familiar with the students names and then
grade them from A to E, as the usual standards.
During the lesson
Collecting data with the apropiate chart given by the teacher.
The teacher gave me a list were we worked together and she explained to me
abot all the students, this task was carried out in my last days of the practice as I was
aware by then of the childrens dos and donts, I knew their names already and it was
easier to track them down.

After the lesson

The teacher explained that she leved the students by objectives, they were examined
at every end of every unit, and that there were also retaking exams in case they did not
perform correctly.
She also explained that every student reaches the objectives marked, because they
get reinforcement and things get done until they master it.
The teacher knows the students very well, she know which one is capable or
compelling and who need some extra effort.
One of the ways the teacher does is by grouping students, the teacher will make
pairs, or even put three people together to help develop a certain assigned task.
The normal way of grouping students is to Group weak and strong students together,
and the expected outcome is getting them to Help each other, interact. There were
always grouping tasks going on, every day, there was no special excuse for this, the
teachers methodology was part of this, interacting as part of learning.
TASK 3 THE LANGUAGE OF FEED BACK AND ERROR

Task Objective
The objective of this task is to concentrate on the language of feedback to error. This
implies recording data of the student-teacher interactions.

Procedure
Before the lesson
Viewing a lesson, and getting focused an the paradigm I am seeking
Teacher question+ Student response
Student response + Teacher feedback
Teacher feedback + Student response to feedback

During the lesson

Collecting samples.
Sample Supplementary support +/-
Teacher
question

Student
response

Teacher
feedback

Student
response
to
feedback
After the lesson
1. Analyse the data I have collected
2. Choose the information that highlights where the errors are, why where those
choices made, and information that helps the learner to adjust to their
understanding.
3. The information was supported by other messages, through gestures, or visual,
there was no ambiguity.
4. With regard to classroom roles, I will consider this statement the teacherss
output becomes the input for the student and determines future performance
and the students output becomes the input for the teacher and determines the
reaction to that performance. Teaching and learning are no longer
exclusive roles; they become the provinces of both performers in the
classroom: while the teacher instructs, the teacher learns about what must be
done next, and while the learner learns, the student gives instruction about
what information is lacking
5. Motivational function in teachers response, was it encouraging or
discouraging.
6. I think teachers should be involved in praising or critizising children, but this
has to be done in a proper way, without hurting feeling or creating
discouragement. I think is part of the learning process to be told what you are
doing right and what needs to be improved.
TASK 4 LEARNING AIMS

Task Objective
The objective of this task is to increase awareness of learning aims and how these relate
to the actual lesson taught.

Procedure
Before the lesson
We become aware of the aims for this lesson are
During the lesson
Collecting data with the aproppiate chart given by the teacher.

Teachers aims Were aims made explicit? Field notes

How?
Today we are going to

After the lesson

To what extend did these aims get fulfilled?

Premises Classroom A

How people learn

Teacher/learner roles
Responsibility for learning

TASK 5 LEXIS AND LEARNING

Task Objective
The objective of this task is to contrast teachers and learners perceptions of
vocabulary difficulty.
Sometimes what we as teacher perceive is going to be easy for learners is viewed as
difficult, or maybe the other way round, thats why it is so important to make
clarifications about what needs to be solved in order to get a good problem solving
strategy.
Procedure
Before the lesson
1. Observation of a lesson.
This is lesson number 7 about the word at sea and some new words were
introduce to students to make them used to the vocabulary.
2. We note down the words that the teacher finds difficult in this lesson
3. Words that I perceive are going to be difficult

During the lesson

Collecting data with the aproppiate chart given by the teacher.
Words perceived to be
difficult
By the teacher By me By the learners
Toothbrush Toothbrush
Harpoon Harpoon
First-aid kit First-aid kit First-aid kit
Hatch Hatch Hatch
Life belt
Length Length Length
Rows
Sharp Sharp
Sinking Sinking Sinking
Drowning Drowning Drowning
Gills Gills Gills
Pollution
After the lesson
1. Comparing results
I enclose the copies of the students list, but some of them, didnt find the vocabulary
difficult at all, and some others did, there was a considerable difference as some
students attend to extra scholar activities and the have that kind of advantage, but
in the end they all have to meet the objectives designed by the teacher, and they all
pass their exams.
 Some words that I thought were going to be difficult for them were not in the end as
they knew them from before, and the teacher matched them all, she knew in which
words they were going to fail, but Harpoon, which we both thought was going to
be difficult, was not in the end

2. I think how students learn vocabulary is by assotiating it to something they

already know, and of course they want to be taught the meaning of the words the
do not understand, but one of the ways the Teacher used, was to ask them to
look new words up in the dictionary, so they could both, find them and learn
them and also get used to working with a dictionary, or on the other hand she
used to give a simple definition about what the word means in English, and also
helping herself with mimic and drawings on the blackboard.

3. There is a range of strategies, but the one the English teacher used was the
repletion strategy by making the students memorize the words, writing them
down 5 times, and the during next day she will ask them whether they
remembered them or not, and then using them in a context, recalling the
previous lesson and filling the gaps that where missing (as an example I enclose
page 32 and 33, that were done during my stay and they are a useful method for
them to learn)

TASK 6 THE LESSON

Task Objective
The objective of this task is to determine what kind of decisions the teacher makes to
plan a lesson.

Procedure
Before the lesson
 Observing a lesson
During the lesson
Collecting data with the aproppiate chart given by the teacher.
1. Establishing a certain classroom atmosphere?
2. Motivating the students to the lesson?
3. Realistically contextualising language?
4. Involving the students and drawing out passive knowledge?
5. Lexis: how much to teach? What? When? And how?
6. Checking for comprehension and learning?
7. Providing safe context for practice?
8. Helping students to identify rules and organise new knowledge?
9. Shifting the focus and patterns of interaction?
10. Setting up activities that promote communication?
11. Establishing a framework in which students work without the teacher?
12. The aids to be used in various parts of the lesson?
13. Integrating skills involved in the lesson
14. How information is to be organised and shared?
15. Ending the lesson and linking it to previous/future ones

After the lesson

TASK 7 GRAMMAR AS LESSON CONTENT

Task Objective
The objective of this task is to be looking at the place of grammar in a lesson.

Procedure
Before the lesson
 Grammatical points in a lesson
1. Students will be able to identify the difference between singular and plural in verbs
(the form s).
2. Studetns will be able to use their knowledge in speaking as well as writing.

Lesson Plan Materials Needed:

Blackboard
Transparencies

Lesson Plan Procedure:

The teacher explaisn why it is hended, and in which cases the use of s at the end of
the berb form in order to get the third person singula (she, he it).

They get to do the exercises in page 30, 33 of the practice book.

Lesson Plan Follow-Up Activities:

Have the students write a list of verbs based on one rule given.
Bring newspaper and magazines to class, and ask the students to find correct and
incorrect verb agreement.

Do a follow-up lesson on subject/verb agreement.

During the lesson
Collecting data.

After the lesson

1. To what extend was an aspect of grammar the central focus of the lesson
observed?
The grammar lesson was the aim of the lesson, the teacher considered this as a main
point tin the structure of English. And she emphasized the knowledge of this
structure.
2. Were the students consciously involved in thinking about grammar? Were rules
presented to themselves, or were they expected to work rules out?
Rules were presented to them and they had to work out the results with other
structures.
3. Describe the lesson in terms of the emphases on knowing or doing: were
the students finding out about how the language works or were they doing
something with the language? Or both? To what degree?
Students were taught how to work with structures, the emphasis is on the doing
rather than the knowing, by doing they will get to know how grammar works, and
how things needs to be done.
4. If the students were at any time involved in doing something with the language,
to what extend did the tasks or activities require them to make connections or
inferences about the system or language?
By doing the exercises, the students make connections with what they have already
learnt, and how grammar acts, and what needs to be learnt.
5. Was there any evidence of a range of learning styles among the students in terms
of how they reacted to a lesson involving grammar? Did these learning styles
contrast with the teaching style in any way?
Students are used to that kind of teaching, because every other lesson implies this
sort of teaching, it is part of the teachers methodology, and they did not contrast
with the style in any way, more over they are part of it.
6. Any comments on the language used by the teacher to talk about language and
how this facilitated access to understanding of the language?
The lessons was taught completely in English, and if the teacher understood, that
there was some sort of missunderstanding, she will carry out the same explanations
first in English again and then in Basque. To get to the full meaning of the grammar.

7. Summarise what the students might have thought the lessons objective was
Contrast this with the lessons objectives and its process. Do you consider that it is
important that students know what the lesson is going to be about and what
objectives are set?
It is very important that
 8. What inferences can I draw from the lesson about what language is, and what
language learning is to the teacher concerned

TASK 8 TASK DESIGN AND EVALUATION

Task Objective

The objective of this task is to consider my own criteria for the evaluation of good
learning tasks, and then evaluate them in terms of this criterion, and finally re-assess
the original criteria.

Procedure
Before the lesson
1. I choose six statements of a good learning task:
 a. Enable learners to manipulate and practise specific features of the
language.
b. Provide an opportunity for learners to rehearse communicative skills
they will need in the real world.
c. Involve learners in risk taking.
d. Involve learners in problem-solving solution.
e. Be process as well as product orientated.
f. Offer learners choice.
2. And I grade them from 0 to 4 in levels from less to more (0/ 1/ 2/ 3/ 4)

During the lesson

I selected one of the tasks given Enable learners to manipulate and practise
specific features of the language. And I observed during the process of the class.

1. First by observing the teacher

The task was introduced
There were instructions given
There were steps involved in the task
Monitoring was involved
There was a report-back phase
The task was resolved by..

2. Second by observing the students

The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)
 I selected one of the tasks given Provide an opportunity for learners to
rehearse communicative skills they will need in the real world. And I observed during
the process of the class.

1. First by observing the teacher

The task was introduced
There were instructions given
There were steps involved in the task
Monitoring was involved
There was a report-back phase
The task was resolved by..

2. Second by observing the students

The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)

I selected one of the tasks given Involve learners in risk taking. And I
observed during the process of the class.
1. First by observing the teacher
The task was introduced
There were instructions given
There were steps involved in the task
Monitoring was involved
There was a report-back phase
The task was resolved by..
 2. Second by observing the students
The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)

I selected one of the tasks given Involve learners in problem-solving solution.

And I observed during the process of the class.
1. First by observing the teacher
The task was introduced
There were instructions given
There were steps involved in the task
Monitoring was involved
There was a report-back phase
The task was resolved by..
2. Second by observing the students
The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)
I selected one of the tasks given Be process as well as product orientated. And
I observed during the process of the class.
1. First by observing the teacher
a. The task was introduced
b. There were instructions given
c. There were steps involved in the task
d. Monitoring was involved
e. There was a report-back phase
f. The task was resolved by..
 2. Second by observing the students
The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)

I selected one of the tasks given Offer learners choice. And I observed during
the process of the class.
1. First by observing the teacher
The task was introduced
There were instructions given
There were steps involved in the task
Monitoring was involved
There was a report-back phase
The task was resolved by..

2. Second by observing the students

The level of the task was adequate to the level of the learners
The instructions were adequate to the task
The students were able to process the task
The learners were able to perform the task
Collaboration/interaction was involved
Language of task doing (that I overheard)
After the lesson

1. Which of the tasks worked well and which didnt?

2. Considering one task
a. Was the task particularly relevant??
b. How many phases were involved?
c. How did we make the learners cope with the logistics of the task
d. How complex were the instructions.
e. How much prior knowledge was assumed?
 f. Was this linguistic knowledge or knowledge of the world
g. Were the language demands of the learner in line with their level
of learning??

3. Characteristics of a good learning task

4. Are there any other features of a good learning task I want to include, or
any I consider unimportant
5. How were the tasks managed??
a. By the teacher
i. How were the task introduced
ii. Instructions given
iii. Report-back or resolution involved

b. By the learners
i. Could they process the instructions
ii. Perform the task
iii. Were they comfortable with the climate of the task

6. Learners language as they perform their task, in pair, or in groups, was

language used to collaborate?? Was this related to the actual language
needed to complete the task? How important is it that language is used
to process and deal with the task??
CONCLUSION
With the Practicum us as future Teachers have benefited from an opportunity to
engage in a dialogue about the work we have done, and talk to ourselves about the
achievements we have reached, as a personal improvement.

We have also benefited from the support from an "expert" who understands the
daily demands of the classroom. As well as the satisfaction with one's work, and
knowing that things are getting done the proper way.
At the end of the day the Practicum is to prepare beginning teachers, us, with
enough skills and knowledge that to improve our teaching continuously through
analysis and reflection.
Every teacher must teach for participation in a pluralistic society. It doesn't make
any difference whether the children in class are of the same culture as or not, they must
teach for the future and the future is pluralistic.

. reflexive
the focused classroom support.
improvement of classroom practices.
reduced job stress, especially for the new teacher.
a welcoming atmosphere for new teachers.
the comfort of knowing that someone is available to help, explain, and assist.