real life context, active participation, learner centred, conversation, needs of learner, learner autonomy, using realia, pre-task, errors - part of learning process, communication (effectively, accurately)
Hello Evička,
I appreciate that you created your sheet according to two sources and that you have it clearly organized😊. I like a lot that you have different column for the activities and for your notes!
To start with the keywords, lots of them we have the same. I agree with the pre-task activities, but I would also add there while-task activities and post-task activities. I like that you have the errors also in the list of key words and I will add that to my list.
I have the same notes to the role of the learner as you have. To the role of the teacher, you can also add there that the T should differentiate between students. I will add to my observation sheet the nice atmosphere in the class which I found in yours.
I think that your note to the errors about the learner’s need is great! Because it really comes from their needs and I didn’t realize this.
I also have an empty column about the cons in this method and I wonder if anyone has some cons to it.
Hello Eva,
I really like your observation sheet! I primarily like that you have separate the two sources of the principles and approaches. I like the colors that separate it.
I like this method a lot and I would like to teach according to it. I prefer the real life situations in teaching, because it is a great motivation for the students.
I definitely agree with all your advantages of this method, although I would maybe add that the students tend to be active and that they participate a lot. I also like that the students communicate through interaction in the target language, use authentic texts in the classroom and that the learners focus not only on language but the learning process itself.
The only disadvantage I can think of is that TBL emphasises too much on the communicating meaning and it could have an impact on how to use the language with the correct form.
But at the end I have to say, that your observation sheets motivate me and I really like them!! :)
Hello Eva,
I really like your observation sheet! :-) I am impressed by the column "how it was used". In my opinion, your sheet is well-organised and contains lots of information.
In the column "principles" I like a colour disctinction, division into teacher and learner role and understandable description.
I agree with advantages of this method. I am surprised that you didn´t find any disadvantages about this method, because I found some. For example, I am afraid that this method is not appropriate for beginners. I don´t like that it is based on communication (which can also be an advantage) because some shy students need some exercises where they don´t have to speak.
There is no focus on grammar. Do you agree with this principle?
Do you agree with an opinion that Error = part of learning process? My note which is connected with error is "Praise Ss for task successes instead of picking out each tiny error. Errors can be fixed with time, but confidence can be shattered in a second." I really like it and I want to remember it for my "teaching future".
Have a nice evening, Marie
Hello Evi,
your observation sheet is really nicely done and well organized. It is amazing how you separated two sources, so anyone knows where to find the information.
I also like how you put your notes into 3 categories — used, activity, your notes. The category activity will be very useful for you in the future because you will be able to remember what was going on in the lesson.
I'm glad that you mentioned real life context and errors that are part of the process because I think that is really important.
I do not see any disadvantages too. This method is really good and so is your observation sheet :)
Evička,
I really liked your observation sheet at first sight! It looks so organised!
I aprecciate the column "If used - how", you wrote activities/parts fo the lesson in which you noticed the observed principle. I didn't include that in my observation sheet for this method, I only ticked if I noticed the observed feature. You inspired me of how to do it more useful. I also want to mention how clearly you described the learner's and the teacher's roles. I will add this to my obs. sheet too, because I always describe one role in many words and you did it in more clear, short way.
Thank you, your well-organised observation sheet inspired me.
Nicole
Hello Evička,
I really appreciate the layout and arrangement of your observation sheet. I like that you have also included how was the principle used in our seminars, it’s a good idea when you want to refresh your memory later on.
If I compare your keywords to mine, we have a lot of them alike. I agree with all of them and I would also add cooperation and focus on the meaning to the list. I know you have it in your observation sheet, I just think it could be also included in the keywords.
I like that you included the needs of a learner and pre-task. I will also add it to my observation sheet.
When you mention active participation in the keywords, you mean active participation of the students, right?
When you write about errors as part of the learning process, is the correction of them immediate or delayed? Is the correction made by the teacher or can the students participate in it?
Thank you for your well-thought and clearly thorough observation sheet and have a great week! 😊
Hello Evička,
I really liked the way how you’ve structured your sheet. It is clear, it is nice and it is filled with information.
You have special column for activities, which i find really practical. You mentioned activities which were presented and also an extra one, which you’d looked up. Good job!
I have to confess that you have more keywords than i have. I think that you have mentioned a few which I will also add. Like those which connects to the learner based style - active participation and learner autonomy.
I like that you have also pros and cons., especially I like the part with cooperation however there can be some cons like too great focus on communicating meaning can have impact on the form (but itb depends on the teacher)
Real nice job, one of the most well-thought summary I’ve EVER seen.
Thanks a lot for these nice comments. I appreciate it so much :-).
Some of these bring me back to the main principles of this method, for example while-task activities and post-task activities (I have covered them in my notes about this method – I consider pre-task as the most important for me – that´s why I put it in my keywords). But thanks a lot for reminding me.
I like the point of Natka – using authentic text and that the learners focus not only on language but on the learning process itself. I haven´t think about it as Natka did.
Thanks Maruška for your opinion of the disadvantages of this method – I can see a different view on it, but I believe that this method might be used even with beginners, when it is well done. About errors – I have my own experiences with stressful situations while speaking so I love the way of thinking that the error is part of the learning process. Confidence while speaking and real communication is much more important for me, than being precise in grammar and speak without any errors.
Thanks, Verča for comment on my keywords as well, I see cooperation and focus on the meaning as important principles. With active participation I mean the participation of students – that is also connected that this method is learner-centred. I think that the participation of students in correcting mistakes is welcomed. As I already wrote, it is all right to make some mistakes during the learning process – one of the principles, which I like about this method.
Thanks, Martin, I agree on your latest point, that it can have an impact on form, but there is a huge but, as you already wrote. I truly believe that a good teacher is able to mediate both.