Lesson plans – how you show you know what you know

Teacher metacognition for 21st century classrooms

I’ve been involved recently with observing EAP lessons and assessing submissions for the BALEAP TEAP portfolio. In both cases, I’ve viewed lesson plans, which were enacted in classrooms or linked to observation reports. It seems to me that the teachers often missed an opportunity to demonstrate their knowledge about language and language teaching and about the attributes required for successful study at university through their plans. Teachers can have quite negative attitudes to lesson plan preparation, regarding it as an onerous chore and not something an experienced teacher needs to do. In some observed lessons, I’ve sometimes been presented with the bare minimum of a list of tasks, some timings and an indication of the student groupings for each task. This does not show whether the teacher understands the rationale for the tasks and how they link to learning outcomes and assessment. I might catch a glimpse of this as I observe activities in the lesson but there is much more scope for a teacher to show what they know in a detailed lesson plan than in a 60 minute observation.

continue reading

Observation of teaching

An observation of your teaching by colleagues you trust can be an opportunity to explore your teaching approach in a safe space.

I work for an institution with a BALEAP-accredited pre-sessional programme and one of the requirements for quality assurance is that teachers undergo a regular formal observation of their teaching. Teachers find the experience stressful, even though we try to follow recommended procedures for the observation, with pre- & post-observation discussions, observees selecting the focus and sensitive handling of any issues that arise. Teachers who regularly return to work on the programme also find the formal observation intrusive, amounting to a lack of trust in their experience and professionalism. I’m keen to explore ways to make the experience less stressful for new teachers and more rewarding for returning teachers. To this end, I thought I should experience an observation of my own teaching, so I asked two colleagues to take me through the formal observation process.

Continue reading