Task 1 - Finding the barriers
Task 1 - Finding the barriers
With the idea of barriers in mind, the first step is to create at least one opportunity for each participant to observe, without teaching, the target pupils/classes/groups. Where possible, the modern language teacher and support colleague should observe the target class together so that they can later compare notes.
Such opportunities are not easy to create, and you may need to ask senior management for special arrangements to allow you to do this. If it is not possible, then look for other relevant opportunities, such as these:
- Watch a parallel but similar class in action.
- Watch your group performing in one or more other subject areas.
- Arrange for an ML colleague to teach your class while you observe.
- Arrange a team-teaching sequence where you and your SfL colleague take the class on consecutive occasions, allowing the other to observe.
- If an observation team of ML and SfL is not possible, try for two ML teachers.
The purpose of observation
The reason for observing without teaching is to enable you to watch the pupils learning, to see how they respond to the teaching. If team observation proves impossible to organise, two or more foreign language teachers observing different classes can be given the opportunity to compare what they have seen and discuss the issues that have emerged.
Focus on the learning at this stage, rather than the teaching. Focus on a small number of pupils, say three or four: ones who are causing you most concern, or ones who are representative of one or more larger groups which are causing concern. You have already noticed how they tend to behave in the classroom, so concentrate on the detail of their learning behaviour.
Observe their interactions with:
- individual classmates
- the teacher
- the learning materials.
Try to identify:
- time spent on/off task
- ‘trigger points’ for good or bad learning behaviour
- what they seem to like/dislike doing.
Bear in mind that everything within the classroom environment and all the interactions that take place within it affect learning, from the moment the pupils arrive at the door until the moment they leave. Their level of readiness to learn will rise or fall according to the flow of their experiences. Try to track that flow and determine the conditions which promote or hinder learning for your target pupils.
It can help to have an interview schedule of some kind to fix your attention. Task sheet 1 is a sample Observation Log you can download and use. If your school already uses such schedules, use one you are familiar with and which you think will do the job. Download the Word version if you want to make changes or fill it in electronically.
Word file: Maximising Potential - Unit 1 - Task sheet 1 - Observation Log (76 KB)
PDF file: Maximising Potential - Unit 1 - Task sheet 1 - Observation Log (14 KB)Using the Observation Log
If you use the sample log, note each activity briefly in the first column, then tick the language modes involved: whether the activity involves speaking, listening, reading or writing, or a combination of these. If necessary, indicate whether English or the target language is used by entering the initial letter of the language used for the activity.
‘Channels’ indicates the main sensory routes through which the learning is channelled. ‘Dynamics’ records the way the activity is organised.
It may help your subsequent discussion also to note the extent to which your target pupils are on task during each activity, and to what extent they appear to be motivated by the activity. You could use 'OT [on task] 50%' in the notes columns, for example, or agree some other system that suits your fellow observer. Understanding what sort of activities help your target learners to become engaged, and what turns them off, will form part of your discussion later, so you may wish to make more detailed notes on a separate sheet, but remember that the main aim is to watch the pupils and to try to understand what they are experiencing at different points in the lesson.
After the observation
After the observation event, arrange a time to get together with your observation partner and discuss what each of you noticed. The point of having two observers is to allow for different perceptions to be discussed and compared. This process is particularly valuable where SfL staff have been involved, since their perceptions often provide insights which have escaped the ML teacher's notice.
The question: 'Did you see anything that surprised you?' can be a useful starting point for discussion.
Next steps
When the observation and discussion process has been completed, you are ready to start planning developments. What you have observed and discussed will feed directly into Unit 2, and will inform subsequent developments.