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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In the far right column, record the strategies used by the teacher to adjust learner level. For example
Learner observation tasks as a learning tool for pre-service teachers
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2. In the far right column, record the strategies used by the teacher to adjust learner level. For example,
- varying speed of speech;
- varying complexity of language;
- varying length of wait time;
- calling on stronger students’ for ‘model’ answers;
- other
| Student | Level/grade | Learning activities | Signs of level | Teacher’s strategies |
| Angela | 3 | vocabulary work; matching pictures and words | 3 mismatches among 6 total words | appeal to another student as a model |
| Farid | 4 | Text reading | speed of the reading is fast but mispronounced two words | repeats with raising intonation, asks to correct; reminds the rule of reading of –ph combination |
After the lesson
1. Share your findings with the teacher. Talk about any students whose level appears to be different from that designed before.
2. Consider the data you have collected. Is there the linkage between students’ level and the level of difficulty of tasks?
3. Was the level of difficulty of learning activities appropriate to the level of students?
4. What were the overt language problems during the lesson?
Reflect
To what extent the task should be challenging for students?
How can you construct the instructions of the tasks in accordance with the level of competence of your students?
Is there any connection between seating arrangement, learners’ motivation, learning styles and learner levels?
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