OBSERVATION 1
ERICA – 11E10
Monday, 24/02/2025
Routine
5-4-3-2-1 technique
Check attendance – take the books out to save time
Solidify the importance of rules by asking students questions about devices (When? A tick on a
screen?)
Targets and markers (Los and SCs) – ask students to read the outcomes and make questions
(new word student may not know)
Teacher write the Unit and the number of the lesson on the board, so Students can copy that
down onto their notebook
Task 1: Lead-in
Discussion: Give questions, ask Ss to answer by writing their answer into their notebook. Use a
timer to let them do it in time. Afterthat, share with the class when you are called uponed.
(OREO format)
Teacher may collect notebooks later to check student writing
Task 2A: Preview Vocabulary
Seat arrangement: 4 members, green tick (yes device)
Task 3: Before listening
Task 4: While listening - GIST
Take-aways:
Visual slides and well-organized, spare space for main content
Ask Erica to share the slides (X, UU, BUDDY/SOLO, GIVE ME 5)
Good thing I learnt: OREO format
Questions:
Write your anwer on your ON?
How can you embed the link of a video to your presentation?
What happen if a student cannot give you the correct answer?
OBSERVATION 2
Ms. Phượng – 11E8
26/02/2025
Routine:
Class rules are clear, students can repeat the rules without much effort: W, R, L, E, R
Give students two points for each correct rule
Classroom setting: 1-6
Give students two points for each correct answer
Board:
Date, Unit, Lesson, further content, give students time to write the headlines and stuff in 1m
What I learnt:
Students have their own notebook.
Checking answers by numbering students always works well (better than snatch it), SS don’t
have to say BINGO to answer, jumps in the answer right away
Checking pronunciation after vocabulary task.
Self-assessment: Use a card with 3 colors to self-reflect after a vocabulary task, give students
encouragement for those who need help
Spend long enough for students to understand the instruction
Use a timer with an alarming sound to get student attention
Checking answer by asking Ss to rotate to other groups to find the answers (stimulating
movement)
Perfect time management to “let it show” (1 period but can let students practice productive skill
at the end)
Questions:
Acronyms for rules?
Students are not enough per group, how could the numbering work in a fair way?
1 đứa 2 số
Students are not enough per group, what happen if they say it’s not fair?
Any tips on how to check students understanding of instructions?
ICQ
What if students don’t write anything in their notebook?
Fake it till you make it
OBSERVATION 3
What I think could change for the better:
True/False warm up: use 2 cards of different colors so Ss don’t have to write down true/false
Use a timer on a slide for better time tracking
For real lessons, teachers can use performance check as an exit ticket to reduce workload
Color scheme: Red and black make the instruction become invisible
What I learnt:
Clear and simplified objectives and SCs, displayed with every slide so S can track what they’re
doing
<3 Constantly asking students to explain their tasks; often check students understanding of
instructions using ICQ
Peer-assessment: students mark other teams’ answer
Teachers take sometime to take notes at the same pace with students -> impression that
teacher is also learning
Performance check is amazing, showing T’s intention to help students self-reflect, this
encourages meaningful learning. Later, there are differentiated tasks for “red” and “green”
learners. Red match with green to ask for help, teacher will be the “last resort.” There are even
suggestions for students who are red.
Break down the task into smaller one, don’t have to be “greedy”
Key corner (pretty much the same as Ms Phượng) -> stimulate body movement, engaging
leaners in a different way (especially those who are kinetic)
Questions:
What are yellow color cards for?