Detailed Guidelines for Each Section of the Narrative/Teaching Vignette
You will observe teachers in different content specialties and preferably different age and ENL groups.
After observing several teachers, AND KEEPING DETAILED FIELDNOTES you need to choose which observations will become your vignettes. The vignettes will show that you as a TESOL professional understand central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can analyze learning experiences that make these aspects of subject matter meaningful for all students.
Each vignette should be at a minimum 1-to-2-page total including all the questions and points below, plus, if applicable the map on a separate page.
Use a standard 12- point font. Standard margins. 1.5 spacing.
You need to make the case, with supporting evidence, that you are able to observe, analyze and discuss relevant standards (or components/indicators) identified by your professional association that are related to content knowledge. Depending on your area of specialization, these include: (supporting evidence means that you refer to readings from this semester with quotes and that you have a reference/bibliography section)
Instructions:
- Detailed completion of the fieldwork log – that INCLUDES WHICH VIDEO YOU WATCHED, WHAT THE VIDEO WAS ABOUT (READING? MATH? EARLY CHILDHOOD?, LENGTH ETC.)
- Observe colleagues and/or ESL teacher and write Teaching Vignettes – 3 critical incidents which you observe and have questions about
- Draw a map of the classroom if face to face. For online classrooms create screenshots of supportive backgrounds used (or not)
- Observe and collect questioning strategies (data-keeping)
- Observe and describe the use of manipulatives and supportive materials
- Observe and collect use of technology
- Observe and collect distractions (online, or face to face)
- Describe the developmental glow of the lesson/unit
- Describe interpersonal interactions & type of interaction
- Describe the use of chalkboard/overhead, handouts & tests, use of textbook
- Describe Assignments & grading
- Describe content delivery and differentiation for ELL’s
- Map of The Room: Draw a map of the classroom. This is especially important to do in the middle school science classroom as the room might not be a dedicated science room. How is it (or is it not) conducive to learning? What kind of a learning environment is it? What “signs” do you see in the room that science is taught & learned here? comfortable learning environment? seating arrangements? What does what you see in the room tell you about what usually happens there? How valid are your inferences?
- Use of Questions: What types of questions were asked? By whom? Who responds? How often? Were they of variable difficulty? What happens to the responses of the students? Responses of the teacher? (In your vignette these interactions must be quoted exactly as they happened.
- Some uses of questions in instruction: recall data/facts; establish the student’s background of information; focusing instruction; summarizing; to arouse interest; to increase student involvement; curiosity; to punish; to embarrass; to evaluate. Notice the use (or lack of use) of “Wait Time”
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The post ou will observe teachers in different content specialties and preferably different age and ENL groups. After observing several teachers, AND KEEPING DETAILED FIELDNOTES you need to choose which observations will become your vignettes. The vignettes will show that you as a TESOL professional understand central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can analyze learning experiences that make these aspects of subject matter meaningful for all students. appeared first on Apax Researchers.
