Learner observation tasks as a learning tool for pre-service teachers

Appendix 4

Learner level

Before the lesson:

1. Arrange to observe a class.

2. Meet with the teacher and find out the learner’s language level. Have the student’s grade as a key. You might have made your assumptions about their level during previous observations.

3. Make yourself familiar with the chart below.

During the lesson

1. Look for overt

evidence of the students’ level. Consider language competence (vocabulary, grammar, pronunciation), communicative competence (fluency of speech production, initiation, adequate response). Try to make records of students’ speech production.

2. In the far right column, record the strategies used by the teacher to adjust learner level. For example,

- varying speed of speech;

- varying complexity of language;

- varying length of wait time;

- calling on stronger students’ for ‘model’ answers;

- other

After the lesson

1. Share your findings with the teacher. Talk about any students whose level appears to be different from that designed before.

2. Consider the data you have collected. Is there the linkage between students’ level and the level of difficulty of tasks?

3. Was the level of difficulty of learning activities appropriate to the level of students?

4. What were the overt language problems during the lesson?

Reflect

To what extent the task should be challenging for students?

How can you construct the instructions of the tasks in accordance with the level of competence of your students?

Is there any connection between seating arrangement, learners’ motivation, learning styles and learner levels?

List of references

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