Metodologa y Prctica de la Enseanza - 2011 Prof. Nora Alvarez ATP: Prof. Ma.

Alejandra Garca

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UNIT 1: OBSERVATION, REFLECTION AND RESEARCH Del alumno observador al docente investigador TASK1 Text: Richards, J. & Lockhart, Ch. 1996. Chapter 1. 1.A Follow the activities suggested in the chapter. 1.B Build a concept map on the chapter TASK 2 Text: Brown, H. D. 2001. Teaching by Principles. Chapter 1. 2. A. Discuss on the different possibilities a teacher has when deciding what to do in a lesson. TASK 3 Texts: Guidelines for the observation by student teachers & Guidelines for peer observation in Richards & Lockhart. Reflective Teaching in Second Language Classrooms. CUP. 1996, 2000. Read the texts and detect the mistakes these observers have made. 1. The student teacher got to the lesson once it had started. She decided she would go into the classroom all the same since she had missed her job in order to watch this class. 2. The student teacher did not like the way the teacher went about the seating arrangement. She wrote a harsh report criticizing this aspect of the lesson and then handed in to the English head for consideration. 3. The student teacher was getting bored during the lesson so he decided to talk to one of the students in front of him who liked the same type of music as he did. 4. The student teacher watched a lesson of a teacher named Susan. She then decided to share the data collected on Susans presentation techniques with her friends. 5. At the end of a lesson, the teacher in charge of the group asked the student teacher to read the report she was writing. The student teacher said that she couldnt show it to her. 6. A student teacher decided to watch a classmate. At one stage of the lesson, the student teacher realized the other trainee was about to hand out some copies. She stood up and did that herself. 7. The student teacher left as soon as the class was over, and denied sharing the data collected with her peer. Task 4 Text: Allwright & Bailey. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. CUP. 1991. Part II. Chapter 3. 4.A. Read Allwright & Baileys text (sections 3.1 and 3.2) and fill in the following chart.

Metodologa y Prctica de la Enseanza - 2011 Prof. Nora Alvarez ATP: Prof. Ma. Alejandra Garca WHAT TO INVESTIGATE On a Practical Level On a Philosophical Level Experimental Studies Naturalistic Enquiry Action Research

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Position 1 Two Positions --> Characteristics Intervention?

Position 2 Control?

HOW TO INVESTIGATE

Task 5 Text: Allwright & Bailey. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. CUP. 1991. Part II. Chapter 4. Read Chapter 4 and produce a list of relevant vocabulary related to data collection and analysis for later use. We suggest the following terms, but you may include some of your own: DISCOURSE ANALYSIS: TRANSCRIPTION: OBJECTIVITY: SUBJECTIVITY: QUALITATIVE ANALYSIS: QUANTITATIVE ANALYSIS: EMIC ANALYSIS: ETIC ANALYSIS: TRIANGULATION: REFLECTION One sees what one knows, and both the known and the knower are never the same again. Yetta M. Goodman

Why is it important to learn to observe? How will this subject help you become a better teacher? What do you need to know before you can see better? What contributions can you make to this subject with the knowledge you have?