Points discussed at the Feedback sessions

What are the goals, the overall plan and the context of the lesson?
. Tell me about this lesson and its context. What are the goals for student
learning? What are the concepts that the Teacher is focusing on?
. What is the Teacher's plan for this lesson?
. What has led up to this lesson? How is it building on previous lessons? How
does it meet student needs?
. Where does it fit in the curriculum standards?
. What tools/materials are needed?
What is the relationship between this lesson and the broader curriculum?
. How are thesec oncepts andlor skills addresseda t other points in the unit?
. In thinking about the broader goals of the lesson sequence or unit, what goal(s)
will be the primary focus of this lesson? How does this lesson move students
toward that soal?
What prior knowledge do students bring to this lesson? What might they find
challenging about it?
. What relevant concepts have already been explored with this class? With what
results?
. What strategiesd oest his lessonb uild on? How?
. How might you connect this concept to students' experiences and interests?
. What do you predict students may find diffrcult or confusing? What
misconceptionsd o you anticipate?H ow doesy our plan addresst hesep otential
areas ofconfusion?
. What ideas might students begin to express and what language might they use?

How does the lesson help students reach the goals?

. What ideas might students begin to express and what language might they use?
. What is the opening questionlactivity?
. How does the teacher close the lesson?
. How might you describe the directions and purposes for each task or activity
within the lesson?
. What models, manipulatives, or visuals are used? What is the plan for managing
these materials?
. What thinking and activities will move students toward the stated goals?
. In what ways will students make their thinking and understanding public?
. What grouping structure(s) will you upe differently and why?
. How does the teacher ensure that students are talking with and listening to one
another about the academic content in mutually respectful ways?
. How does the teacher highlight and clarify the big ideas of the lesson?
How will you know if students have met the lesson's goals?
. How will you know if students are successful in meeting the learning goals for
this lesson?
. What sources of evidence will provide information about student learning? What
might the students say or do that will demonstrate their learning?
. How will students become aware of the goals and criteria for their leaming?
. How will students know if they are successful?
. To what extent are there opportunities for students elf-assessmenitn this lessono r
lesson sequence?

How will the obser"vationo f this lessonb est support your growth as a teacher?
. What are you curious to explore about teaching and learning in this observation?
. What have you been working on in your teaching? How might this observation
support your growth in this area?
. What students most intrigue or concern? How might this observation help you
think about those students in particular?
. What do you want to know about how students experience this lesson?

Free Time in Malta

Level: elementary
Aims: to teach new words relating to the subject;
to reinforcep reviouslyt aughtv ocabularya ndg rammaticasl tructures.
Skills:l istening,s peakingr,e adingw, riting
Materials:t he white board;
hand-outsw ith exercises( fill in, completion)
Teacher'bse haviourk: ind, encouraging
calm & patient;
Studentsb' ehaviour: interesteda ll the time; theyh avea positivea ttitude;
all studentsa rei nvolved.
Methods: explanationa ndc onversation.

Procedure
l. Greeting& warm-up
2.The teachetre lls storiesa nda sksq uestionsa boutt he subject;t he studentsa nswera nd
discussw ith the teacher;s omeo f themd o not seemt o undeistande verythingb ut they get
thingse xplainedv ery well by the teacher.
3. neww ordsa ree xplainedin the contexta ndw ritteno n the white board;
4. the exerciseso n the hand-outso ffer morep racticea ndr easont o converse;
5. therea res omeg oodj okes.

A Parallel between Past Sinrple and past Continuous

Level: lower intermediate
Age of thes tudentso:v er3 0
Numberosf tudents:7

Aims: to familiarize students with the difference between Past simple and past
Continuous;
to reinforce previously taught vocabulary and grammatical structures.
Skills: all skills are integrated
Materials: the white board; coloured markers;
hand-outsw ith exercisesm; atch,t ick, complete,f ill in
Teacher's behaviour: friendly, kind, encouraging;
clear, calm;
patient, thought-challenging
Students' behaviour : very attentive, interested all the time; they have a positive attitude;
all students are involved, are challenged to think and to logically
deduct the uses of the two tense.
Methods: deduction and induction;
explanation and conversation.

Procedure
1. Greeting & warm-up
2. Some sentencesa re written on the board and then explained; the teacherh as the
eNxotrtaeo :r dai ndaifrfyep raetniet tnecremt oin wolaoitg yfo inr ttheea scthsi'n agnt hsewseerts e,gn isveinsgi:x tahcetm ti tmimee, ctoh rtohninoklo.(g Tic -a loI r)der,
description of a past situation or scene. Very interesting l!l
3. Students are given the time to work individually then they are told to compare their
answers with their partners' answers ( individual work and pair work);
Note : the exercises used for practice are very well structured in order of difficulty
(from simple to difficult)