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For Mentors, Coordinators or University Liaisons

Name of Pre-Service Teacher: Chloe Dunlop Name of Reviewer: Barbara Harris

Learning Area: Languages- Spanish Year level: 4

Unit Title: Mi Casa Es Tu Casa Lesson Focus: Me Gusta, Me Encanta

Preparation: (Lesson outline provided to reviewer, resources, organisation, learning outcomes were visible to
students, suitable adjustments provided for varied learning abilities, use of technology, had a plan b if necessary etc.)
You had a clear lesson plan that articulated your learning objectives against the Australian
Curriculum. You had all your resources prepared and you used the electronic whiteboard in the
guided discovery section of your lesson. You had slides and a story in Spanish that you presented
on effectively on the whiteboard. You also had a handout for the student directed part and also
planned extension work if it was necessary. It was again a well-planned and developed lesson.
Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding, effective use of questioning,
gave clear explanations, resources accessible for all learners, etc.) You were calm and controlled even when
the student’s restlessness was interrupting the smooth flow of your lesson. As you were starting
the lesson you quietly explained your expectations for a particular student who had challenged
expectations in the first session of the morning. You spoke clearly and outlined your expectations
of the whole class for this lesson in a firm but fair way checking they understood what was expected
of them. You settled the class quickly after the break and had everything ready to begin the lesson.
Consider for future occasions when presenting a well-known story to do so in both English and
Spanish text - this could be a useful strategy to support learners who need additional support.
Visual clues could help their comprehension and increase interest.
Content Knowledge: I observed you confidently presenting your lesson. It was apparent you
understood what you were teaching and was fluent when speaking to the students in Spanish.
You were able to correct the student’s pronunciation when necessary so that they were hearing
and speaking the Spanish words correctly. When we discussed a potential strategy for future
lessons you were able to explain to me the regular strategies for teaching languages,
demonstrating you knowledge in this teaching area. You were also able to explain to me why the
caterpillar was “she” in the Spanish version but “he” in English again reflecting your content
Managing student learning: (addressed prior knowledge, assessed for misconceptions, provided
constructive, timely feedback, used suitable teaching strategies and methods, set learning to
appropriate level of challenge, offered timely support, reinforced growth mindset etc.) You started
the lesson reviewing prior learning and then moved into the new learning for this lesson. It was an
excellent story choice for your lesson as most students were familiar with “The Very Hungry
Caterpillar”. I thought the strategy of the students drawing a freehand table in their books an
effective time management tool and a good way to move from teacher directed learning to student
directed learning. It also got the students writing words in Spanish and transitioning them to the
next part of the lesson. You paired the students rather than allowing them to pick their buddies so
enable you the chance to manipulate the learning environment to assist student learning. You
ensured that you supported all the groups in this section of the lesson and also used this time to
assess their current progress against the assessment tool you provided me with. During the review
time at the end of the lesson you continued that assessment task by specifically selecting those
students you had not been able to assess before ending the exploration part of the lesson. An
effective strategy to ensure you had collected assessment data on all the students.
Managing student wellbeing and behaviour (demonstrated fair and consistent practices,
applied common sense, used prompt corrective feedback, noticed appropriate/inappropriate
behaviours, remained calm, provided clear behavioural expectations, showed empathy etc.) Again
I observed the students responding quickly and promptly when you spoke to them reflecting the
rapport you have developed. I also observed you using a look rather that speaking to a student,
again this is another effective strategy you are developing to manage student behaviour. You also
redirected student focus through reminding them you could stop the preferred activity for
something less appealing- another different strategy to ensure students are managing their
behaviour. The side conversations and banter between students was frustrating you and in future
consider using specific question strategies such as “ Put up your hand when you can answer…..,,
or name a specific student to answer the question, or “When you know the answer put up your
hand”. Also consider acknowledging those who are participating appropriately – we all like to be
acknowledge for doing the right thing! You outlined clear expectations for the learning in pairs and
also discussed about how they couldn't always work with their buddies, reinforcing this was a
learning activity not just time for fun.
General Comments and focus for next lesson: Teaching is a trial and error experience with the
teacher reflecting on a lesson in regard to what parts of the lesson went as planned, what parts
didn’t, then working out why and how to avoid this happening in future lessons. It’s also about if
the students achieved the desired learning outcomes and where to from that point. When we
debriefed after your lesson I could sense you weren’t happy and when I asked you directly about
your feelings on this lesson you stated that it wasn't an effective lesson due to the student’s being
restless/unsettled. There was a fun, laughing atmosphere in the classroom and I observed the
students actively engaged in their learning. They were restless and we discussed some strategies
you could implement to break that or channel the restlessness constructively. You could develop
some little active spots that you can implement such as sending them out of the room for a quick
sprint across the yard, jumping on the spot to give them a chance to refocus.
have some really good suggestions under sensory and movement break ideas, which might be
worth a look. It was a good lesson, well thought out, prepared and delivered with patience and
persistence. I have enjoyed visiting during your teaching block and wish you well in your future
teaching career.
Feedback given by: Barbara Harris Date: 28/ 5/2018