Lesson
and paper written review submissions
in Anglo-American Studies courses
Please submit your reviews of
all lessons, handouts, and research papers by submitting one file
created by all group members to your group folder within OLAT. Please
use a form that I can open and easily read and please name the file
clearly and consistently. Please try and
deposit your
file via OLAT within a week of the lesson
(regular deadline); the final deadline is two weeks after the lesson.
M3 students must use a special M3 reviews template for their contributions.
Each group must submit reviews of all lessons and papers, even of lessons that some group members may have missed. Students who were absent are responsible for finding out at least about the content of the lesson, procuring a copy of all papers, and commenting on the content and on all aspects of the papers as requested below.
Please do not mention your individual or group names within your review itself (to guarantee anonymity). The questions below are guidelines, please feel free to add any additional comments or suggestions or to express your review in any way you think appropriate.
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I.
Content of the lesson and the paper What was the main topic of the lesson and the most interesting aspect that you learned? Which
aspects were covered that you thought you
knew already enough about? Evaluate
the level of content: was it too
basic or too advanced for
this course, adequate, appropriate for school but not for university
students…? What aspects are relevant for other Anglo-American Studies topics? Were there connections made to what was learned in other Anglo-American Studies classes? Were there previews of what will
be covered in other
classes? Was there ample evidence of course materials used? How would you compare the content of the group's topics lesson to the content they shared in their geography or history lesson (if appropriate)? Was the content interesting? Were there too many facts, dates, names? Were there enough details? Did the teachers seem personally interested in their topics? Did you
feel directly spoken to as a student of English at a German university? Was the homework assigned useful for the lesson? Did you feel that the lesson provided a unique learning experience that could not be captured merely by reading the handouts or seeing a videotape of the lesson? How would you grade the lesson on content? H for honors, P for pass, F for fail Is the
content of the paper interesting and relevant for
you as a student of
Anglo-American Studies? Is there explicit evidence of a
critical use of
sources? Is there explicit evidence of the personal opinion and / or
experience and / or interest of the writer? Are there aspects
covered in the lesson that are not given in the paper? Does the paper
include more content than was covered in the lesson? Give details and
examples of the difference. Was there ample evidence of course materials used? Is there an appropriate mix of paraphrases and direct quotes in the paper? How would you compare the content of the group's topics lesson paper to the content of the handout of their geography or history lesson (if appropriate)? How would you grade the paper on content? H for honors, P for pass, F for fail Which questions about the content of the lesson and the paper would you consider fair for a comprehensive oral exam? II.
Presentation aspects of the lesson and the paper How would you characterize overall the teaching used in the lesson? Which techniques did you especially enjoy? Which techniques were new to you? Which techniques would you consider using in a future lesson you might teach? How would judge the teamwork on the part of the teachers? How would you compare the teaching techniques in the topics lesson to those that the group used in their geography or history lesson (if appropriate)? Were handouts, transparencies, worksheets, PowerPoint, and other kinds of media used effectively? Was there adequate student participation? Did the the lesson keep within the time limits? Did you feel that the lesson provided a unique learning experience that could not be captured merely by reading the handouts and research paper or seeing a videotape of the lesson? How would you grade the lesson on presentation? H for honors, P for pass, F for fail What do you think about the format, overall organization, choice of sources, annotations, use of illustrations and graphics in the research paper? Are the chapters linked? Is there a good introduction and conclusion? Has accidental plagiarism been avoided fully in the paper? Is there clear evidence of the sources used? Are the footnotes coordinated with the bibliography? Are the paragraphs well developed and linked? How would you compare the presentation aspects of the topics lesson research paper to the presentation aspects of the geography or history lesson handout (if appropriate)? How would you grade the research paper on presentation? H for honors, P for pass, F for fail Which questions about presentation aspects of the lesson and the handouts and research paper would you consider fair for a comprehensive oral exam? III.
Language aspects: oral and written How would you characterize overall the use of English in the lesson? Which new constructions, idioms, and collocations did you learn during the lesson? Please comment on the pronunciation of the teachers and use concrete examples to support your critique and praise. Comment on the quality of the written language used on slides, transparencies, the blackboard, and posters. How would you compare the students' spoken and written language skills to the language they used in their geography or history lesson (if appropriate)? How would you grade the lesson on language? H for honors, P for pass, F for fail Comment on the quality of language used in the research paper: punctuation and spelling, grammar and stylistics, lexis and syntax. How would you compare the language of the group's topics lesson research paper to the language of the geography or history lesson handout (if appropriate)? How would you grade the paper on language? H for honors, P for pass, F for fail |
Your concrete praise and criticism can be very valuable in the process of continually improving lessons and papers in Anglo-American Studies. Your review submissions should also give you the chance to review, to reflect on, and to reinforce what you have learned in class. You should also be learning how to improve your own lessons, handouts, and research papers.
I'll be commenting in OLAT on the quality of your reviews usually within two weeks of submission. Groups who submit detailed lesson and research paper reviews with concrete evidence and examples receive the grade of honors and either points that could reduce the number of possible questions for the M3 oral or could count towards the M6 module exam grade. You can see the criteria I use on the grades web page.
Student-teachers can see an anonymous summary of all reviews (in PDF) in their group OLAT folder (only accessible by the group teachers). I'll be posting the summary at the same time that I post my own evaluation or your lessons - usually within three weeks of the original lesson.
Impressum
/ Disclaimer
1.VIII.2011