Tasks as solution of the problem
Reasons to observe learner’s behaviour
Approaches to observation in the language classroom studies
Data recording problems
Types and evidences of validity
System-based approach
Evaluation of documents
The frame of the observation tasks
Test on reliability and validity of variables
Social climate
Learner motivation
Description of the task
Learner as a doer
Description of the task
Learner level
Phases of the observation period and their objectives
Choose a range of six students of different gender and language level to comment on their motivation for learning
In the far right column, record the strategies used by the teacher to adjust learner level. For example
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Description of the task
Learner observation tasks as a learning tool for pre-service teachers
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5.3.3 Description of the task
Although, learning style according to the foregoing definition is viewed as relatively fixed and non-changeable, Singleton (1989:157) argues that it is possible to help adult learners to explore their own preferences and to shape their learning approach to suit the requirements of a particular learning task. Thus the main goal of observational tasks (see Appendix 3) is to help student teachers to get to grips with pupils’ learning preferences, and thereby to be able to adjust teaching materials and respond to learners’ subjective needs in their future planning, and apply some techniques that can enhance natural learners’ capabilities, habits and develop other skills through training.
Student teachers are recommended to obtain information about learning styles during the third meeting with the group. This time pre-service teachers have to observe language and learning behaviour of students, which is accompanied by emotional and affective state. Linguistic behaviour comprises language production that is organisation of speech, complexity of utterances, pitch of intonation, and speed of production. Observing these variables student teachers can reveal affective styles of their learners. For example, if a learner produces utterances in a low voice without haste and emotions, an observer can assume that this learner refers to introverts and thus s/he requires patience to be listened to. Observing learning behaviour that is the way students approach and process a task, materials they use, manner of solving a problem, their social behaviour student teachers can obtain information about pupils’ cognitive and sensory styles. Trainees should notice whether a pupil uses additional aids such as pencils or fountain pens to highlight some information in the textbook, or whether s/he faces her/his partner during pair-, group work. These situations characterise a visual learner and a FD learner respectively with regard to Violand-Sanchez (1995) and Oxford and Ehrman (1993) research mentioned earlier.
Student teachers are given some examples which describe the language and learning behaviour, and the manner of approaching and processing a task. These examples cover all three groups of learning styles. It is noteworthy to mention that one example might comprise more than one learning style. Thus the characteristic ‘respond in a low voice but accurately’ might describe an introvert and FD learner, whereas ‘speaks fast but with errors’ includes features of an extrovert and FI pupil. But the expression ‘produces long utterances without haste and emotions’ may define an introvert but FI learner. Some examples display sensory preferences only. For example, the behaviour ‘highlight some passages with fountain pen or marker’ reveals a visual leaner, ‘gives the answer to the comprehension question after first listening’ is the feature of an auditory learner. The characteristic ‘volunteers to go to the blackboard’ displays the feature of a kinaesthetic learner but at the same time s/he might be an extrovert as well. Thus all these characteristics make student teachers be aware about the complexity of a child’s personality and give them a hint about affective, cognitive and sensory preferences of learners in accomplishing learning activities.
During the lesson student teachers are recommended to make notices in a chart with four columns: learning activity, name of learners, what and how learners do the activity, comment on the learners’ preferences. Columns are given in the sequence of the typical lesson and observational procedure: the activity is nominated by the teacher by giving instructions, then a learner either volunteers or is nominated by the teacher to fulfil the instruction, after it a student teacher observes the way of doing the activity, and finally s/he comments briefly about student’s manner of doing and infer learner’s preferences.
After the lesson a student teacher should discuss with the teacher and group students according to their learning preferences. This information will be very important for student teacher in their future planning of activities, in grouping of students particularly. They should take into account whether the activity presupposes grouping extrovert and introvert pupils together. The information about sensory preferences is important in planning the techniques to accomplish a task. If the number of visual learners prevails pre-service teachers should prepare some visual support to their oral instructions.
Later, during post observation session, student teachers are recommended to reflect whether learning activities and instructions that they have observed coincide to learners’ preferences. At the same time student teachers should consider the objectives of the lesson whether they were achieved successfully with or without catering for learners’ preferences. More advanced task for student teachers is to think about the learning activities which suit student’s natural learning styles and develop other skills through proper instructions.
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