Problem
Describe:
• The Classroom
• The Seating Arrangements
• The Instructor's Movement
• Lesson Content: (including how the lesson starts and how it ended, the discussion between the teacher and students/students and students)
• Student Reaction and Behavior
• Gestures and Voice of the Teacher
• Gestures and Voice of Students
• Reflection and Communicative Language Teaching Analysis
• What observations about student learning can you make from this activity?
• What function does this activity serve?
• Why does Mr. Pedini accept repeated errors, such as señora instead of señorita, and busca para instead of busca? What is the reason for allowing mistakes that do not interfere with meaning?
• How well does the student narrator perform, given the time frame for the lesson?
• Are the seated students still involved and attentive?
Video Segment: Telling the Story
A. List the authentic materials that support meaningful learning in this segment. How are they sequenced? Why are they sequenced that way?
B. How does Mr. Pedini get meaning across to students? What kinds of questions does he ask? What nonlinguistic clues does he give?
C. How do students show they understand?
D. What evidence do you see that students are using background knowledge in their responses?
E. What activities do students engage in while learning the vocabulary?
F. What evidence do you see that students are using background knowledge in their responses?
G. How do students show they understand?