Kata - Completed Feedback
Kata - Completed Feedback
Kata - Completed Feedback
Date of observation:
________________________________________
Name of Teacher:
Name of Tutor:
________________________________________
Assessment Criteria
a) Planning
The teacher produces
a lesson plan which
includes aims for the
lesson and
procedures and
activities to achieve
these aims
Comment
Aims are included for the lesson as a whole and for individual stages
These are well expressed and focus on the speaking and reading skills
development taking place in the lesson. Procedures are detailed and are
easy to follow. They are appropriate for achieving the reading and
speaking aims set out in stage aims. The plan could have included some
group stages to replace open class exchanges of ideas.
b) Learning
atmosphere
The teacher involves
and supports learners
There was a good atmosphere in the class and learners were happy to
share their opinions. The teacher used learners names and personalised
the lesson. Most of the learners were involved for the whole lesson but
there could have been a better spread of contributions in open class
answers. There was also a need to deal with fast finishers in the early
stages of the lesson.
c) Resources
The teacher uses
available resources
and activities
Materials are interesting and engaging for the learners and the addition
of visuals and IWB text helps create interest and aids understanding. The
text is well selected for the learners and tasks are appropriate for the
level of the learners and the text. The materials encourage the learners to
engage with the topic and provide a platform for learners to give their
opinions.
d) Language and
skills
The teacher uses
techniques and
strategies for
language and skills
development
e) Classroom
management
The teacher sets up,
manages and
monitors whole class,
individual, and pair or
group activities
Instructions for tasks were clear and activities were well set up. There
was, however, a need to make sure that instructions for tasks were
complete and that learners knew what they would be asked to do in
feedback. For example, they were asked to justify T/F answers but were
not prepared as they had not been told they would have to do this. There
were opportunities for learners to practise speaking and exchange views.
This could have been increased if some of the open class plenary stages
had been replaced with groups sharing views. Monitoring was effective
but a bit uneven.
f) Checking learning
and giving feedback
The teacher uses
techniques for
checking learning,
giving feedback and
for correction
Feedback was provided on each activity. This could have been more
varied as it was always T to S plenary and some feedback to answers
would have been more economical if learners hadnt read out the
questions or statements as well as the answers. There was a great deal
of on the spot correction of learners contributions in open class stages
on both content and language. Different correction techniques could have
been used at times, e.g. delayed error correction following pair speaking
tasks.