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Observation Task 1:
In this lesson you will be paying very close attention to the teacher’s attending behaviour towards the learners – that is, the way a teacher acknowledges, through verbal or non-verbal means, the presence, contribution, and needs of individual learners. There are many facets to attending behaviour. One of the more obvious of these is using students’ names. Others are eye contact, touch, facial expression, etc.
Observation Task 2
The task objective is to determine – through a set of a focussed and guided questions – what decisions the teacher made in planning the lesson. as we shall see, the planning refers both to preparation before the lesson and decisions taken in the classroom during the lesson. Changes to plans and reasons for the will be an important element in the post-lesson consultation with the teacher.
Observation task 1
In their review, Polirstok (2015) noted, that educators strive to be assertive and effective, but all the while engaging in their lessons so that a student can learn beyond the scope of grades and rubric. This observation was confirmed as I observed my Intensive English Language Institute (IELI) classes. I studied the learning patterns of the class, and focused on understanding the drivers of attentive strategies used by the instructor. When I entered the class, the teacher had seated the students in a diversity inclusive fashion. Where, the Chinese students were asked to sit with non-natives, to facilitate an open flow of interaction. As per my opinion through this step, he was able to reinforce his acceptance of all cultures, and his need to empower a classroom devoid of stereotypical thinking. For this reason, he made Monika and Natalie, swap seats; and Jessica and Julio swap seats. The class experience was liberating, since the educator frequently used nods and reference of the names as an attentive strategy for the students, thus creating a sense of engagement in the classroom. This form of teaching was recognized as collaborative and consultative in nature and provided a student centric approach to the lesson plan (Oliver et al., 2011). When he introduced the concept of ideas and their relation in the written and spoken speech, he further enabled an interactive paradigm.
In the starting only through the example of 'Jessica and Julio in beach', an introduction of subject' relation to the clause was made. Through the use of student names such as Monika, Matilda, Julio, Natalie and Jessica among others, the teacher was able to enable a sense of familiarity for the students, which contributed towards increased attention and interest in the classroom activity for them (Oliver et al., 2011). As the lesson progressed, a comprehensive learning atmosphere was further enabled in the classroom. In my opinion, each student gained a chance to shine, and the seating arrangement allowed that the focus on each learner could be made. In this sense, I noticed a holistic learning pattern in the classroom. This was further made evident in his concessions example, where the case study and the emotions, as well as observations of the patients, were discussed with the student. As the student provided observations, he never discouraged, but further probed the student in a constructive manner, to provide a complete solution. Teacher established a conducive study environment through the use of attentive and student centric strategies. The same was evident through the use of drawing board, establishing a connection, citing examples with the student’s name, sharing stories about self (like the bus example), and eye contact, name taking, nodding and generally acknowledging the presence of the students. The teacher used the relevance of word 'so' and the challenges of the use of 'idioms' for the second language learners, along with the definitive discussion of the utilization of the words in a medical setting. Through this, he was able to extend the lesson intent of the course, and cater to the individual and unique challenges of the second language learners. When in classroom, perhaps the biggest challenge for an educator is to enable equal learning opportunity for the students. As difficult as this task is, the challenge is further increased in a diverse classroom. I also learned how to engage second language learners in the new language classroom. Engaging students, and allowing a framework of equal participation enables improved learning opportunity for all. Through the present observation task, I learned how taking names, establishing interaction with students, nodding, and citing familiar examples can improve the learning competencies of the students. I also learned how personalizing learning, and explaining lesson in consideration to the learner' education needs, backgrounds, and cultural parameters (such as the use of example for Donald trump) can improve lesson outcome.
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