Each aspect of a lesson is important and needs substantial attention, but lesson delivery, review, and assessment are often seen as central components that should be observed in great detail. The class under analysis was given to third-graders (24 students, including English learners, special education students, and four native English speakers) (Mayerson Academy, n.d.). This lesson can be seen as an example of the effective delivery of material and the successful attainment of established goals.
To assess the lesson in question, the SIOP tool was utilized as it enables the observer to remain focused and pay attention to the most meaningful points (Echevarria, Vogt, & Short, 2018). First, it is necessary to note that the teacher sets the objectives of the lesson clearly and makes sure the students understand them. The material given is consistent with the established objectives, and the educators utilize various techniques to deliver it. Importantly, the teacher regularly refers to previously learned material, which is important for the students’ grasp of new concepts. Building on what is already known is an efficient technique that should be employed regularly.
It seems that the learners’ proficiency level is quite high as all children seem engaged and responding to the set questions. The teacher’s pace is appropriate as she remains active and emotional, which contributes to the development of a favorable atmosphere in the class. As a result, the students were engaged for approximately 95% of the class. Nevertheless, it is necessary to add that it is not completely clear from the video whether the teacher effectively accommodates students’ different levels. No assistants or interpreters are present during the class, so it seems that the special education students and English learners have quite similar proficiency levels.
The teacher uses different types of tasks, which contributes to the chosen pace. The educator interacts with children effectively through the provision of feedback, eye contact, gestures, facial expressions. The teacher regularly refers to the major concepts and key vocabulary to make sure that students are focused and engaged. Throughout the class, the educator provides feedback, which has multiple outcomes. For instance, the learners’ motivation is enhanced as they feel their input is relevant and praised. Students are willing to actively participate in the activities. Furthermore, the students, as well as the teacher, understand whether they remain on the right track. The teacher provides a brief assessment of the group work and individual contribution of students. Importantly, the educator makes it clear that she wanted to take part in the students’ discussions that were interesting and relevant. At the end of the lesson, the teacher emphasizes the major concepts discussed, and the learners eagerly respond. The teacher makes sure that the goals established at the beginning are achieved.
In conclusion, the delivery and review, and assessment components of the lesson are characterized by the teacher’s positive attitude and students’ engagement. The educator shows that the input of every student in the class matters, which makes children engaged. It is not clear whether every student in the class is completely involved in the process and understands everything. The video does not contain explicit examples of the teacher’s accommodation to different proficiency levels. However, all the children are active participants raising hands, answering questions when asked directly and when the question is addressed to another person. The lesson seems effective as at the end all children raise their hands and respond correctly to the educator’s question. The children look engaged and satisfied with the lesson and their performance, which facilitates the learning process.
The reviewed class is exemplary and inspirational as it contains valuable insights into the ways children can be motivated. The importance of making the objectives clear is obvious as they frame the lesson and guide the students. The teacher introduces the objectives at the beginning of the class and refers to the material they already know. Throughout the class, the educator reminds the students of the objectives, which helps the children to be focused and engaged.
The objectives were always (during one of the activities, they were covered due to the use of technology) on the board, so the children could always see them. The teacher referred to them during the class and pointed at the board. She also had some clues (sticks) that were associated with the goals. The use of different ways to deliver the message and highlight the objectives (audial, visual, and even kinesthetic) was remarkable.
The teacher utilized diverse types of activities that involved individual, class, and group work. Students could communicate with each other and interact with the teacher directly. The use of technology was also effective as the teacher highlighted key vocabulary (clues helping to detect opinions). The teacher’s use of humor and anecdotes is another illustration of effective strategies for making students engaged. As mentioned above, it is not completely clear whether the teacher accommodated different EFL levels. It seems that students were characterized by a similar proficiency level. At that, the teacher used quite a high pace, which could be hardly appropriate for struggling students. The lack of attention to this detail is the major weakness of the reviewed video.
References
Echevarria, J., Vogt, M. E., & Short, D. J. (2018). Making content comprehensible for elementary English learners: The SIOP model. Upper Saddle River, NJ: Pearson Education.
Mayerson Academy. (n.d.). SIOP model for teaching English learners – Lesson delivery [Video file]. Web.