TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer ___Tian Yu_____ Observation # ___7_____

Observation
Date Environment* Class Skill/Content Level Teacher

02/13/2017 Face-to-face 633 Reading & Writing 600 Matt Kutter

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO EVALUATE AND JUDGE DIFFERENT SOURCES ONLINE WITH
CRAAP TEST.

Notes while observing:

10:03 Class begins

The teacher writes on the board.
Click this >>
Then open CRAAP activity on Desktop

The teacher gives the direction, Sit with the people who you work with. There
should be four groups.
The teacher gives out small pieces of paper in different colours to each group.
The teacher explains the direction on the white board, Go ahead and click on this
button. (points to >> on the board) and then double click the CPAAP activity on the
desktop.

10:06 Activity One (Group work)

The teacher reviews the file CRAAP (shown as below) with students.

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook
10:08 The teacher opens the website on the first page as the example of the first source.
The teacher gives the direction, What we are going to do is evaluating the 5
sources on these pages. Because we only have 4 groups, each group will get one source
and one group will be the lucky group. Who feel lucky today?
Students keep silent.
The teacher asks group by group, Do you feel lucky today?
One group said yes.
The teacher said, OK, your group will be the lucky group, and the lucky group
will get 2 sources.
The teacher writes on the board:
Red Page1 Purple Page3
Yellow Page2 Green Page4-5

The teacher says, You can take out the pink paper as the reference. After the
discussion, each group will present how you find out and explain why you made the
decision whether you will use this source or not. It will probably take you guys about 15
minutes.
The teacher asks comprehension questions, How many articles are you going to
read? Which page are you going to evaluate?

10:12 The activity starts, and the teacher monitors.

3 groups start discussion without reading materials. Only green group read the
source individually at first.

10:14 In purple group, two students play with the phones.

10:16 All groups go back to the source because of their failure in answering questions.

10:19 Green and red group start to answer the questions again. They both have 2
students to type the answers.
Yellow and purple group keep reading the resources.

10:21 One student in green group has technic problems with his computer and changed
one.

10:22 Purple group get stuck and go back to the article but no more group discussion.

10:25 Red group start to answer questions on the printed paper. Yellow group start to
type questions.

10:26 The teacher says, Dont forget to take your drink off the table please.

10:29 One student in red group starts to type and one of them goes outside of the
classroom.

Last Updated: 6/16/2017 12:39 PM

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Observation Notebook
10:31 The teacher goes to each group and tell them what is the next step again and give
an example of their short presentation.

10:39 The teacher gives the direction, You have 2 more minutes. Finish your evaluation
and discuss with your partner how to explain your evaluation to the class.

10:40 Green and purple group start to chat.

10:41 Red group do the presentation.

One student in green group checks his mailbox and looks for the information of
Optional Trip.

10:43 Yellow group, pink group and lucky red group take turns to do their presentation.

10:51 The teacher says, You all did a good job! Remember to keep the pink paper, and
there is no special homework today. You are free now.

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook
What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

In this class, I learned a lot about teaching by using technology with learners and
integrate it with teaching reading skills. I found out its benefits but also shortcomings. I
will explain both sides of it in the following paragraphs.
Firstly, I found out that it was of great convenience for students to get to various
and sufficient sources on the internet. Instead of boring black-and-white handout, the
online sources could be more interesting and more likely to increase students motivation.
As for the teacher, the large amount of paper was no longer needed to be printed before
the class and a lot of time could be saved then.
However, more evidences showed that it had even more shortcomings. At 10:19,
one student played the phone but the instructor failed to find it out, and at 10:41, one
student opened his personal mailbox to check off-the-topic information. These could all
suffice to prove that when using the technology in the class, students were more easily to
get distracted and the teacher had to spend more time on classroom management.
Besides, the evaluation activity endured from 10:06 to 10:40 but it was estimated about
only 15 minutes, which was because students need to type their answers and different
students typing speed may be different. Therefore, in order to let students all have
enough time to finish the task, more time will be spent on it.
In conclusion, it is really nice to have Internet and computers in the class to help
students access with more interesting sources and save more time for teachers. However,
the teacher needs to pay attention to the timing of activities which is based on the
technology and also the classroom management to ensure students are mentally not in the
class.

Last Updated: 6/16/2017 12:39 PM

 TESOL Certificate Programs
Observation Notebook
Reference:

Stanley, G., & Thornbury, S. (2013). Language learning with technology: Ideas for
integrating technology in the language classroom. Cambridge: Cambridge University
Press.

Last Updated: 6/16/2017 12:39 PM