Activities to Promote Interaction and Communication

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PART II: ACTIVITY PACKETS
Activities to Promote Interaction and Communication II–41
Activities to Promote
Interaction and Communication
Adult English language learners at all proficiency levels, including literacy- and beginninglevel learners, need to speak and understand spoken English for a variety of reasons.
Immigrant adults need English for daily life to communicate with the doctor, the school, the
community, and the workplace. Learners at all proficiency levels can communicate, and
they appreciate being encouraged and challenged to further their skills. They participate in
interactive, communicative activities in all facets of the class—from ice-breaking activities,
needs assessment, and goal-setting to life-skills, phonics, and spelling. This is especially
true where there is a strong classroom community that supports natural language production.
What are Communicative Activities?
Communicative activities include any activities that encourage and require a learner to speak
with and listen to other learners, as well as with people in the program and community.
Communicative activities have real purposes: to find information, break down barriers, talk
about self, and learn about the culture. Even when a lesson is focused on developing
reading or writing skills, communicative activities should be integrated into the lesson.
Furthermore, research on second language acquisition (SLA) suggests that more learning
takes place when students are engaged in relevant tasks within a dynamic learning
environment rather than in traditional teacher-led classes (Moss & Ross-Feldman, 2003).
Benefits of Communicative Activities
Some immigrants, such as parents, elders, or people who work in isolated environments
(like housekeepers and babysitters) may feel lonely and experience depression or have low
self-esteem. They may begin to feel that they will never learn English or never feel
comfortable in the United States. Offering well-designed and well-executed communicative
activities can help turn the English classroom into an active, safe, and enjoyable place where
literacy- and beginning-level learners can learn what they need and want to learn.
Challenges
Most English language learners have had access to some schooling in their native countries.
Their school was probably very teacher-directed. Learners were expected to be quiet and
listen to the teacher and then, when asked, to respond to the teacher in unison with the one
correct answer. Because of this, some adult English language learners may be initially
disconcerted when their English teacher begins asking them to get up and move around,
work in pairs or groups, and talk to one another. It also may be difficult for learners to
realize that there can be more than one correct response to a question and many ways to ask
a question. However, many, if not most, learners adapt and prosper with increased
interactivity and independence.
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II–42 Activities to Promote Interaction and Communication
Tips for Maximizing the Effectiveness of Activities
Communicative activities such as those described below can be used successfully with many
class levels. They are especially crucial for literacy- and beginning-level classes as vehicles
to move learners toward independent and confident learning. To make these activities as
useful as possible there are a few things to remember:
• Keep teacher talk to a minimum. Explain as much as possible by demonstrating the
process, explaining in different ways, and repeating. Don’t worry if every learner
doesn’t understand every part of an activity. Move on when the majority of the
learners get the idea, and then circulate and help as needed—unobtrusively. One
way to gauge the success of a class for English language learners is to observe how
much or how little the students are depending on the teacher. The more learners are
working independently, in pairs, or in small groups, the more successful the class.
• Literacy- and beginning-level learners, as well as those at intermediate and advanced
levels, are highly competent individuals. They may lack English and (for some)
school skills, and it is the teacher’s job to help them with that. These adults have
successfully weathered many difficulties to get to class. Give them the credit they
deserve.
• Have fun. Communicative activities are designed to be lively, interactive, and fun.
When people are comfortable they are likely to learn more. An active, cooperative
class is a class where a great deal of learning—social, cultural, and linguistic—is
evident.
Communicative activities provide opportunities for learners to use the language with one
another and with people in the community. The activities included on the following pages
can be used with literacy- and beginning-level learners.
Sample Activities
The following activities provide opportunities for interaction and communication:
Activity II–1: Class Survey Activity II–2: Conversation Grid
Activity II–3: Line Dialogue Activity II–4: Information Gap
Activity II–5: Language Experience Approach Activity II–6: Games
Reference
Moss, D., & Ross-Feldman, L. (2003). Second-language acquisition in adults: From research to
practice. Retrieved December 14, 2004 from http://www.cal.org/caela/esl_resources/digests/
sla.html
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PART II: ACTIVITY PACKETS
Activities to Promote Interaction and Communication II–43
Activity II–1: Class Survey
Highlights: Class surveys are fun and not overly challenging. They are very effective as icebreaking activities, especially at the beginning of a course. They also let learners know that class
will be more than sitting at a desk and copying the teacher’s words. It is important to do something
with the survey information. Otherwise, there is no intrinsic reason for gathering the information.
Therefore, plan ways to process the information. Note: Make sure the survey questions are
appropriate to the class. For example, if everyone in the group is from Mexico, then asking, “What
country are you from?” will not be pertinent. Similarly, asking a group of elderly seniors, “How
many of your children go to school?” may not be appropriate. Watch for American cultural taboos
about age, money, religion, etc. Also, make sure not to inadvertently ask about an uncomfortable
topic.
Objective: Learners gather information about a particular topic. They increase proficiency and
confidence in asking one or more questions at the same time as they are increasing graphic literacy
skills.
Context: This class survey activity is especially useful for beginning levels because not much
information needs to be asked or recorded and only one or two questions and answers need to be
learned. Surveys can be used with higher levels if more complex questions and answers are
required. Surveys are suitable for general ESL classes, but can also be tailored to a workplace (see
examples that follow).
Estimated time: Time varies according to how much information is gathered. In the literacy- or
beginning-level class, a survey might consist of one question that simply requires students to ask and
record the name of every person in class (either first or last, but probably not both at once). In a
more advanced class, a survey might require students to ask and record the names of television
shows watched and time spent watching these shows in the past week. In both of these cases, the
time to do the survey will vary according to how many learners there are in the class, and how long it
takes for the spelling and the recording to take place. Note: If information gathering takes more than
20-30 minutes, you might consider debriefing during the next class session.
Materials: The teacher needs to make a survey form so learners can easily ask the question or
questions and record answers. If the information is going to be gathered into a simple bar graph or
pie chart, or recorded on flip chart paper, this needs to be ready in advance.
Procedure:
1. Build on what learners already know (e.g., the common question, “Where are you from?”).
Therefore, pre-teach and practice the questions and vocabulary needed to answer the questions.
For example, in a class where learners are collecting information about native countries, record
the names of those countries in advance so that students have the information available to them.
2. Hand out the survey forms and explain the task to learners. (They need to walk around the room
asking everyone the question and recording the answers).
3. Model the procedures with one or two learner volunteers and check comprehension of
instructions. For example, ask, “What are the questions on the survey form?” “How many
people will you talk to today?”
4. Once learners begin to complete the survey, monitor the process and be ready to assist learners if
they ask for help. Note: Don’t be alarmed if you see someone copying from another’s paper or
someone writing information down right on the questioner’s sheet. The main idea is to get
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II–44 Activities to Promote Interaction and Communication
authentic communication going, and it is good for people to help each other. Do watch out for
one person overpowering a quieter or less comfortable person; this would defeat the purpose of
the exercise and be counter to the egalitarian structure of the class.
5. Discuss the information with the class. Using the information from the surveys (see Sample
Surveys, page II–45), you can ask questions such as, “How many people are from El Salvador?
Bosnia? China?” or: “How many people watched TV more than 10 hours last week? What shows
were watched the most frequently?” You can have learners work in small groups to categorize
information, create graphs, or write sentences summarizing the information.
Evaluation: Circulate and listen to the questions and answers. Collect the information sheets to look
for writing issues.
Note: The sample survey on the next page would typically be used at the beginning of a class cycle.
Not only is it important for every student to know all the other learners’ names (and at least an
approximation of the pronunciation), but asking each other the question “What is your first name?”
helps learners begin to navigate first name, family name issues, as a real life skill. Furthermore, in
all facets of life learners must spell their names so they need to be familiar with the phrase “spell it,
please.” As learners spell their names and hear others spell theirs, they may solidify their alphabetic
knowledge. Particularly with native Spanish speakers, understanding and applying the changes in
vowel sounds from Spanish to English may take some time, but this survey provides a good start.
After the learners have written down all the names (including their own names), there are several
ways to process the information:
1. The teacher can pass out another blank list and ask learners to work in pairs or small groups
to alphabetize the first names and then to transcribe them again in alphabetical order. As the
teacher demonstrates the process using several examples, the learners are continuing to
memorize their classmates’ names at the same time they are working on the basic skill of
alphabetizing. Learners will be much more interested in this activity than if they were asked
to alphabetize a list of words that had no meaning for them.
2. As an alternative, the teacher and the class can work through the alphabetizing as a group
activity at the board or on an overhead or poster.
In the same class period or in the next class session, the teacher can demonstrate that she knows
everyone’s first name (a teacher needs to know all of the learners’ names and be able to pronounce
them by the end of the second or third class meeting). Then, teacher can ask for volunteers to see if
they can say each classmate’s name. This can be challenging, but several learners usually do
volunteer and successfully remember all the names. This is an important activity because it validates
skills that many literacy-level learners employ—careful observation and good memory. Follow-up
activities might include conducting the survey using the last names, often a slightly more difficult
task or reviewing questions in a line dialogue (page II–48).
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Activities to Promote Interaction and Communication II–45
Sample II–22: Class Survey (Beginning Level)
Teacher Instructions: See page II–44, #5.
Name _________________________________
Date __________________________________
Directions:
Please ask the question of every student in class.
Write down the names.
What is your first name? (Spell it, please) Where are you from?
________________________________________ _____________________________________
________________________________________ _____________________________________
________________________________________ _____________________________________
________________________________________ _____________________________________
Sample II–23: Class Survey (Intermediate to Advanced Levels)
Teacher Instructions: See page II–44, #5.
Name _________________________________
Date __________________________________
Directions:
Please ask the questions of every student in class.
Write down the answers they give you.
What is your name? How many hours did you watch TV last week?
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
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II–46 Activities to Promote Interaction and Communication
Activity II–2: Conversation Grid
Highlights: The power of using conversation grid activities is that learners are involved in authentic,
independent, and cooperative conversation without direct teacher involvement. These grids can be used
with any topic as teaching or assessment activities. Learners usually enjoy them greatly.
Objective: Learners practice and increase knowledge of language structures (such as what, when, where,
and why questions and their typical answers), vocabulary (as related to a particular topic such as “on the
job”), and cultural aspects related to a topic. They ask questions, listen to answers, and record
information on the grid.
Context: This activity is suitable for general ESL classes as well as specific classes such as family
literacy or workplace classes.
Estimated time: The time varies (see explanation for Activity II–1, page II–43: Class Survey), but
usually ranges between 20 and 30 minutes.
Materials: Draw a large grid on the board or have an overhead transparency with a sample of the grid to
explain the activity. Learners need conversation grids to record answers. (See examples that follow.
Grids can have complete questions (e.g., What is your job now? What do you like to do in your free
time?) or cue phrases (e.g., job in United States; hobbies).
Procedure:
1. Review language structures and key vocabulary that have been previously taught and are needed to
successfully complete this activity. The review should be verbal and written with plenty of input
from the learners. For example, if one of the questions is going to be about native country, with
learner input, get all the names of countries up on the board or on flip chart paper so it will be easily
accessible when learners begin to work on their own grids.
2. Hand out the grids and explain the task: “Today you’re going to interview five classmates. You will
write their answers to your questions on this form.”
3. Discuss conversation questions, e.g., “What is your job now?” “What do you like to do in your free
time? What else do you like to do?”
4. Talk about possible answers such as construction worker, play soccer, watch soccer on TV.
5. Model the task with one or two learner volunteers. It’s important to model several answers and
questions so that learners know that full sentence answers such as “I am a construction worker” or
short answers such as “construction worker” are both acceptable. Note: As in all activities, modeling
correct answers to issues such as “Her name” vs. “she name” is more effective than giving a big
explanation about the correct grammar. This is especially true with formulaic phrases that use
structures not yet discussed in class.
6. Check comprehension of instructions. For example, ask, “How many questions are you asking each
classmate?” “How many people will you speak with today?”
7. Once learners begin the activity, monitor the process and be ready to assist learners if they ask for
help. Note: Some will finish only one conversation while others may do several. That’s okay;
people process, learn, and interact at different rates.
8. When the general buzz quiets down, it is time to stop the activity. Discuss the information with the
class, for example, “Tell the class something you learned about one of your classmates.” You can
tabulate information on a master grid or have learners work in small groups to do a tabulation of their
grid information.
Evaluation: Evaluation is ongoing and informal. The teacher can participate or just observe the
conversations to note communicative abilities (as well as observe writing abilities from the grid). It is
particularly useful as you can watch individual learners progress from week to week.
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PART II: ACTIVITY PACKETS
Activities to Promote Interaction and Communication II–47
Teacher Instructions: See page II–46 for instructions on using these grids.
Sample II–24: Conversation Grid
Personal Identification (All Levels)
What is your first name?
(Spell it please) Where are you from? What is your address?
Rosario Mexico 701 N. Oak St.
Sample II–25: Conversation Grid
Work (Intermediate and Advanced Levels)
What’s your name? What’s your job now? How long have you had
this job?
What was your
job in your home
country?
Jose Gomez construction worker 5 months engineer
Sample II–26: Conversation Grid
Free Time (Intermediate and Advanced Levels)
What’s your name? What do you like to
do in your free time?
When do you have free
time?
What did you do in
your free time in
your country?
Hajib Mansoor play soccer on Sunday afternoon play soccer and go
fishing

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II–48 Activities to Promote Interaction and Communication
Activity II–3: Line Dialogue
Highlights: This activity is good for a change of pace and gets learners out of their chairs interacting
with everyone in the class. A great deal of peer teaching and friendly conversation can happen
throughout this activity.
Objectives: Learners get intensive (repeated many times) practice using the targeted language in
short dialogues. Learners may get to know one another in an atmosphere where peer teaching is
naturally supported.
Context: This activity can be used in all levels or multilevel classes. It is suitable for general ESL
classes as well as specific classes such as workplace or family literacy classes. This activity works
best for classes with at least 10-12 learners.
Estimated Time: The first time this activity is used, the explanation may require several repetitions
and demonstrations. Afterwards, line dialogues should take no more than 15 minutes. After 15
minutes, the activity may become a little tedious.
Materials: Learners in one line have Cue Cards that are used to elicit responses from learners in the
other line. Cue cards can contain word or picture clues for responses to questions. Realia (authentic
items) are also effective for beginning level classes. If learners are using familiar questions such as
“What is your name?” or “How are you?” no cue card prompts may be necessary. For higher level
students, cue cards will probably not be needed. Questions for higher level students come from the
targeted language. “What would you do if you won one million dollars?” or “What would you like
to be doing 10 years from now?” might be questions asked and answered in a line dialogue with
intermediate or advanced learners.
Procedure:
1. Pre-teach dialogue.
2. Learners form two lines facing each other. Hand out cue cards to learners in LINE A. These cue
cards are used to elicit responses from learners in LINE B.
3. LINE A remains stationary, repeating the same questions to every learner in Line B. Learners in
LINE B listen to the question, look at the cue cards, respond to the question, and then move to
the right and face another learner in Line A. All pairs talk at once. The last person in Line B
moves to the beginning of the line. The activity continues until everyone in Line A has asked a
question to everyone in Line B. Example: Task: Learners will identify body parts from visuals.
Dialogue: A: What’s wrong? B: My back hurts.
Note: There are a variety of ways to set up a line dialogue. There may be only one line asking
questions, or both lines can ask questions. As discussed above, cue cards may or may not be used.
In classes where learners have some comfort and familiarity with everyday language, learners decide
on their own what questions to ask. In all cases, one line remains stationary and the other moves.
Evaluation: This activity provides the teacher with an excellent opportunity to unobtrusively
evaluate learners; once learners understand how to conduct a line dialogue, they usually have so
much fun that they don’t pay attention to the teacher at all. During this activity, the teacher can
observe learners’ speaking and listening skills, vocabulary knowledge, question formation or
clarification skills, and even comfort level using English.
Extension activities: To give learners an opportunity to speak English with others, two small classes
could participate in the line dialogue. These classes could be at approximately the same level or the
less advanced class could comprise the stationary line and practice the questions in advance.
(Adapted from the REEP Adult ESL Curriculum. Available from www.apsva.us/reep. Adapted with
permission.)
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Activities to Promote Interaction and Communication II–49
Activity II–4: Information Gap
Highlights: In this activity two learners share information to complete a task. In one-way gap
activities, one learner has all the information (e.g., one learner describes a picture and the other
learner draws it). In two-way gap activities, both learners have some information and must share it
with the other to complete the task. Because this activity usually combines speaking and listening
with reading and writing, all the skills are practiced.
Objective: Learners find and share information by asking and answering questions in order to
complete a task.
Context: This activity can be used in all levels or with multilevel groups. It is suitable for general
ESL classes as well as specific classes such as family literacy or workplace classes.
Estimated time: The time varies, but usually ranges between 20 and 35 minutes.
Materials: The teacher prepares a master handout based on information, language structures, and
vocabulary the students have been working on. Then, the teacher deletes pieces of information on
two sets of handouts. For example, Handout “A” will have some information deleted that handout
“B” will provide. Handout “B” will have other pieces of information deleted that handout “A” will
provide. For example, in a workplace context the master could be a weekly schedule or list of work
tasks. The teacher can make one side more challenging than the other, to meet the needs of learners
at different levels.
Procedure:
1. Pre-teach and practice vocabulary and structures for the particular task. Learners should also be
familiar with question and answer formulas (e.g., “What time is ___” and “It’s at ___”), and
ways to ask for clarification (e.g., “Excuse me, can you repeat,” or “I’m sorry, I don’t
understand”). These can be introduced in the beginning days of a class, and recycled, adapted,
and extended over time.
2. Explain the information-gap procedures by modeling a sample gap activity with an able
volunteer from the class.
3. Have learners work with a partner. One learner in each pair gets Handout “A” and the other gets
Handout “B”. Ask two learners to model the asking and answering of questions in the gap
activity before the whole class begins the activity.
Notes: For a multilevel class you can make the “A” form more difficult than the “B” form. Be sure
to pass out the papers to the appropriate person. The first time you do this activity, some learners
may be somewhat confused, but as you reuse this activity in other contexts, learners will feel
comfortable. Ask learners not to show each other the forms, but don’t worry when that occurs.
4. Learners ask and answer questions and record answers until both form “A” and form “B” have
been completed.
5. Ask learners to compare their papers with each other.
6. To complete the activity as a whole group, you can ask volunteers to come up to the board or
overhead to fill in information they’ve gathered from their partner. This helps solidify the
knowledge and gives some slower learners or pairs a chance to catch up and check their work
without stress.
Evaluation: Walking around the room observing learners during the activity will let you know how
well individual learners use and understand English in the activity.
Variations: The handouts may be menus, store ads, maps, pictures, or charts, as well as readings.
Extension activities: Let learners create their own information gap activities.
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II–50 Activities to Promote Interaction and Communication
Sample II–27: Two-Way Information Gap Activity (Intermediate Level)
Student A:
Read the story to your partner. When you
find a blank _______, ask your partner for
help.
The Pilgrims came from (1) ___________.
They came on the ship, the Mayflower, in the
winter of (2) ________. Before these immigrants
landed on shore at Plymouth Rock, they signed a
document to form a simple government called the
(3) _________________________.
Listen to the story. Help your partner with
words on the list.
1. Atlantic Ocean
2. Squanto
3. Massasoit
Now, take turns reading the entire story.
Student B:
Listen to the story. Help your partner with
words on the list.
1 England
2. 1620
3. The Mayflower Compact
Read the story to your partner. When you
find a blank _______, ask your partner for
help.
The Pilgrims had a difficult time because many
were sick from crossing the (1)
_______________, the weather was very cold,
and they had only a little food. Native
Americans including (2) ____________ and
(3)____________ helped the immigrants by
giving them food and advice.
Now take turns reading the entire story.
(Adapted from the REEP Adult ESL Curriculum. Available from www.apsva.us/reep. Adapted with
permission.)

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Activities to Promote Interaction and Communication II–51
Activity II–5: Language Experience Approach
Highlights: The language experience approach to instruction builds learners’ literacy skills as their
personal experiences are transcribed and become reading material for them. In this type of activity,
spoken language and written language are linked. A language experience story can be effective for
class community building. It also provides reading material for beginning level learners whose
English oral skills exceed their literacy skills. Follow-up activities can include using the classgenerated text to teach explicit literacy skills through activities that require learners to select words
from the story for vocabulary, spelling, or sound-symbol correspondence activities. The text can
also be used to review a grammar point, such as sequence of tenses, word order, or pronoun referents
(see Cloze Activity, page II–53).
Objective: To record learners’ own ideas and oral language and use the stories to increase literacy
skills.
Context: This activity can be very effective in literacy- and beginning-level classes where most of
the students have limited writing skills. It is suitable for general ESL classes as well as specific
classes such as workplace or family literacy classes. It is not usually used in intermediate level or
above classes.
Estimated time: The time varies widely depending on whether the shared activity the class writes
about was a lengthy activity such as a class field trip or a shorter activity such as the shared viewing
of a photograph in class. The core of the language experience approach—the group telling process
while the teacher writes down the learners’ words—may take a short time, between 10-20 minutes.
This document then can be used in multiple ways over time (e.g., for building sight vocabulary,
spelling practice, listening to dictation, or learning basic grammar points, like personal pronouns or
the verb “to be”).
Materials: You will need the shared experience of the learners, or the “prompt.” In addition, you
will need a chalkboard or flip chart to record what students say. (See sample language experience
activities below.)
Procedure:
1. First, learners need to share an experience, such as going to a museum exhibit, the local fair, or
the grocery store. Sharing an evocative photograph or picture story or watching a video could
also provide the prompt.
2. After the shared experience, elicit the story of the experience by asking learners questions and
encouraging learners to contribute to the story. Note: Each member of the whole group can
make a comment. In some groups it might be most effective to go around the room in order,
assuming that all will respond. You can also ask for volunteers and in more multilevel groups,
the more proficient or confident learners might share first, giving the other learners more time to
think and to pattern their responses after the other students.
3. Write down what learners say. Note: There are opposing ideas about how a language experience
approach activity should be conducted. Some teachers say that, to be authentic, the teacher must
record exactly what each learner says, even if it is not correct. Other teachers say that a teacher
should model a learner’s words correctly (e.g. changing incorrect number, pronoun reference, or
verb form) because students want to use English correctly and that writing down mistakes
reinforces the mistake. Writing the learners’ words correctly often better serves the learners’
needs and wishes.
4. After recording the story, read it aloud to the group and give the group an opportunity to edit or
revise (adding or eliminating information).
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II–52 Activities to Promote Interaction and Communication
5. Provide learners with an opportunity to read the story. They can read it in unison, or take turns
reading it out loud.
6. Use the story to develop reading skill-building activities. For example, you can make sentence
strips and have learners put the sentences in order. To build vocabulary sight words, you can
create cloze activities in which learners fill in the blanks with key words. See sample language
experience approach activities below.
Evaluation: The sharing of the experience and the language experience approach activity itself can
give the teacher an idea about how comfortable learners are feeling with the class, other learners, and
the topic. An individual’s part of the group story can give a little bit of information about oral
proficiency. Teachers can monitor reading and writing skills as learners complete follow-up
activities.
Extension activities: Learners can write a letter to someone they know telling about the experience
in their own words.
(Adapted from the REEP Adult ESL Curriculum. Available from www.apsva.us/reep. Adapted with
permission.)
Sample II–28: Language Experience Story and Follow-up Activities
(High Beginner Level)
Yesterday our class went to the National Zoo in Washington, DC. At 9:00 AM we took the Metro
and got off at the Woodley Park stop. We walked about three blocks from the Metro to the National
Zoo. First, we saw the giraffes and elephants. Then we saw the seals. Finally we saw the pandas.
The pandas were so cute! We stayed at the National Zoo for two hours. At 11:30 AM we took the
Metro back to school.
Sample II–28a: Strip Story
Directions to the teacher: Cut the following sentences into strips. Give each pair or group of
students a sentence. Suggest that the students read each of the strips aloud to start. Then, tell them
to put the story back in order without looking at the original. Tell them to notice words that tell you
when something happens, such as “first,” “then,” and “finally.” When the students are ready, they
can read the story to you, each group or pair reading their sentence strips in order. Discuss with
them why they put the sentences in the order they did.
We stayed at the National Zoo for two hours.
Then we saw the seals.
The pandas were so cute!
At 11:30 AM we took the Metro back to school.
Yesterday our class went to the National Zoo in Washington, DC.
At 9:00 AM we took the Metro and got off at the Woodley Park stop.
We walked about three blocks from the Metro to the National Zoo.
First, we saw the giraffes and elephants.
Finally we saw the pandas.
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Activities to Promote Interaction and Communication II–53
Sample II–28b: Cloze Activity—Practicing Prepositions
Directions: Read the paragraph about our trip to the National Zoo. Then use the words from the list
below the paragraph to fill in the missing words. Use each word just one time.
Yesterday our class went to the National Zoo ____ Washington, DC. ___ 9:00 AM we took the
Metro and got off at the Woodley Park stop. We walked three blocks ___ the Metro to the National
Zoo. First we saw the giraffes and elephants. Then we saw the seals. Finally we saw the pandas.
The pandas were so cute! We stayed at the National Zoo _______ two hours. At 11:30 AM we took
the Metro back _____school.
at in to from for
Activity II–6: Games
Highlights: There are several kinds of games that learners enjoy in the classroom. Games give
learners opportunities to use the language they are learning in non-threatening, enjoyable contexts.
Teachers can adapt standard games like Bingo or make up their own simplified versions of games
based on TV game shows like Jeopardy or The Price is Right.
Context: Games like Bingo, Concentration, The Price is Right, or Go Fish are appropriate for
literacy- and beginning-level classes including general ESL, family literacy, and workplace.
Spelling bees may work with beginning or intermediate classes. Team competitions or more
complicated games such as Jeopardy (where students are given answers and have to ask questions)
can be appropriate at any level. However, as with any instructional activity, students need to be told
why they are doing the activity (for example, to practice asking “what,” “when,” “where,” and
“why” questions, or to practice the letters of the alphabet). Otherwise, they may think the activity is
not serious and may be hesitant to participate.
Estimated time: At least initially, it may take some time for students to learn the rules of the game.
After a few practices, however, the games should take less time. However, games should not be
overused. For example, in an intensive class of 10-15 hours a week, learners might want to play
Bingo or another game for an end of the week treat (that reinforces the week’s new vocabulary). In a
non-intensive class of four hours a week, students might not want to give up their learning time to
play a game.
Materials: Items vary according to the game, but many can be homemade. Some ESL specific
games are sold by educational companies, and the rules of some standard games can be adapted for
classroom use.
Objectives: Adult students learn to understand a variety of spoken (and written) instructions and
how to make appropriate conversation in social groups, including asking for clarification and politely
disagreeing. Specific goals such as learning numbers or new vocabulary are associated with
particular games.
Procedure: Luckily, most students are familiar with game-playing and may know the same or
similar games as the ones you introduce. The best way to introduce a game is hands-on. That is,
demonstration is more effective than lengthy explanation.
Practice: Learners work in groups or pairs to play the game. There may be some confusion and
game rules may evolve, but as long as learners are participating, the activity is useful.
PART II: ACTIVITY PACKETS ______________________________________________________
II–54 Activities to Promote Interaction and Communication
Evaluation: If the adult English language learner can successfully and happily participate, the
activity has been successful. For example, in bingo learners are able to identify letters and numbers
correctly, and in Jeopardy, they are able to ask questions.
Extension activities: Games like Concentration can be played alone at home for practice. Other
games like Go Fish can be played with friends or family.
Sample II–29: Jeopardy Game (Intermediate and Advanced Levels)
Directions to the teacher: After you have written the grid below on the board, cover each box with
a piece of paper that has a money designation (so that Cherries is covered with $100, Apples, $200,
and so on until $500). Covering the items makes it “real” when the student says: “I want fruit for
$300.” It also ensures that students do not know which food item they will need to use in the
sentence before they make their selection.
Sample “Jeopardy” Game Board
Fruit Vegetables Meat Dairy products Some or Any
cherries onion fish yogurt pasta
apples beans hot dogs milk turkey
fruit chili pepper beef butter green beans
orange potato chicken ice cream rice
banana squash sausage cheese hamburgers
Jeopardy style activity: This activity will be similar to the TV program. The contestants can
choose an answer word from the board, and then must respond using a question form correctly. (If
you are not familiar with the TV show, it might be helpful to watch, although this activity is just a
rough approximation of the show.)
The board shown above gives students practice informing appropriate questions related to “How
many,” “how much,” “some,” “a little,” “too much,” and “a few,” and count and non-count nouns.
Examples:
1. Correct question
Host: Choose a category, (Contestant A).
Contestant A: I’ll take fruit for $100 (or may (or can) I have fruit for $100?)
{fruit for $100 box is uncovered by host; it’s cherries}
Contestant A: Do we need some cherries?
Judges: That’s correct!
Host: Good job; choose again, (Contestant A).
OR
___________________________________________________________
PART II: ACTIVITY PACKETS
Activities to Promote Interaction and Communication II–55
2. Incorrect question:
Contestant A: Do we need much cherries? (should be “many cherries”)
Judges: Sorry, the question is not correct.
Host: Okay, Contestant B, your turn
Process:
• Before students come to class, write the categories and answers on the board (from the grid)
and cover up the words with pieces of papers that say $100, $200, etc.
• Set up the room with a place for three contestants where they can see the board. Instead of a
buzzer, each person could have a bell to signal when he or she knows the answer.
• Ask students whether they have watched Jeopardy. If someone says yes, ask that person to
explain the show.
• Explain that the class is going to conduct a Jeopardy game based on food words, count and
non-count things, and how much and how many. (Prizes are not necessary, or you could
adapt by giving monopoly/play money for each correct response and give the high amount
winner a gag gift or candy bar, etc.)
• Ask for three volunteers as contestants and one to play the host (Alex Trebek), and one to be
a timekeeper using a stopwatch or a watch with a second hand. Also ask for three volunteers
to be the judge’s panel—to tell who was first, and whether the answer is correct (you can
override the judges if necessary).
• Rules: (Explain these a couple of times; it’s probably better to have the students understand
orally—so they don’t start worrying about the written language.)
o Contestant with the last name closest to “A” begins.
o That person chooses a category and questions (e.g., I’ll take meat for $100, Alex).
o That person has 30 seconds to respond (adapt time as seems appropriate), if that person
can’t answer correctly, another person can ring in for another 30 seconds (you can adapt
these specific rules to your own situation).
o Judges will decide whether the question is correctly formed and reasonable.
o Audience (the rest of the class) is not allowed to call out the answers!

PROSES EVALUASI DAN PENINGKATAN MUTU PENGAJARAN

 

 

PROSES EVALUASI DAN PENINGKATAN MUTU PENGAJARAN

Objektif  proses evaluasi:

Sebagai salah satu aktifitas peningkatan kemampuan staf pengajar dalam upaya peningkatan mutu pengajaran

Prinsip-prinsip peningkatan mutu yang berkelanjutan dalam proses pendidikan dan pengajaran :

·         PLAN          :           mempersiapkan bahan pengajaran

·         DO             :           melaksanakan aktifitas mengajar/memandu diskusi dalam kelas

·         CHECK       :           melaksanakan evaluasi atas pengajaran yang sedang berlangsung

                                    atau di akhir semester

·         ACT            :          

§  memanfaatkan masukan/umpan balik dari proses evaluasi

§  mengambil langkah-langkah yang perlu untuk peningkatan mutu pengajaran guna mencapai peningkatan mutu proses pembelajaran

EVALUATION AND IMPROVEMENT PROCESS

 

               

 

Fast Feedback :            evaluasi mahasiswa secara lisan atau melalui questionnaire

Mid-semester Feedback :

·         Untuk melakukan koreksi/perbaikan pengajaran pada semester berjalan

·         Feedback melalui questionnaire, meliputi bahan pengajaran dan cara penyampaian pengajaran

·         Dilakukan baik untuk matakuliah teori maupun praktikum

           

End-of-semester Feedback :

·         Untuk memperoleh masukan tentang strength dan weakness, baik yang berkenaan dengan materi pengajaran  maupun cara pengajaran

·         Cara assessment dari institusi untuk peningkatan mutu pengajaran secara menyeluruh

 

Contoh Fast Feedback questionnaire

Mata kuliah                               : teori/responsi/praktikum

Nama Matakuliah/praktikum       :

Dosen/Penanggungjawab          :

Tanggal                                    :

                                                                                                           (ya)                                        (tidak)      

Apakah dosen berbicara cukup jelas?                          5          4          3          2          1

Apakah anda dapat membaca 

tulisan dosen dengan baik ?                                         5          4          3          2          1

Apakah silabus kuliah dan tugas-tugas                                    5          4          3          2          1

yang diberikan cukup jelas ?

Apakah anda dapat memahami instruksi dan               5          4          3          2          1

tatacara perkuliahan yang diberikan dosen ?

Apakah cara/style pengajaran dosen sesuai                 5          4          3          2          1

dengan harapan anda ?

Apakah dosen memberikan kesempatan yang             5          4          3          2          1

cukup untuk mengajukan pertanyaan/dan diskusi ?

Apakah dosen selalu dapat menjawab pertanyaan       5          4          3          2          1

yang diajukan dengan tepat dan effektif ?

Apakah anda mengalami masalah berkenaan              5          4          3          2          1

dengan penjadwalan kegiatan di semester ini ?

Apakah menurut anda kuliah ini berlangsung              5          4          3          2          1

dengan tempo yang benar dan tidak terlampau

cepat ?

Mid-semester Evaluation

Mata Kuliah :                                        Dosen :                                    Tanggal :

		Sangat setuju				Sangat tidak setuju
1	Bahan kuliah disajikan dengan sistematik	5	4	3	2	1
2	Penyajian kuliah membangkitkan daya tarik  mahasiswa atas kuliah ini	5	4	3	2	1
3	Dosen menyajikan kuliah dengan baik sehingga menggugah cara berpikir mahasiswa	5	4	3	2	1
4	Dosen sangat menguasai materi kuliah	5	4	3	2	1
5	Dosen sangat membantu mahasiswa untuk memahami materi kuliah dengan baik	5	4	3	2	1
6	Dosen berupaya dengan baik untuk mendorong mahasiswa belajar	5	4	3	2	1
7	Anda merasa telah mempelajari sesuatu dari matakuliah ini	5	4	3	2	1
8	Dosen menjawab pertanyaan-pertanyaan yang anda ajukan dengan memuaskan	5	4	3	2	1
9	Dosen berusaha dengan baik untuk membuat mahasiswa terlibat maksimal dalam proses pembelajaran	5	4	3	2	1

10	Apakah penyajian kuliah menimbulkan masalah? (beri tanda Ö pada jawaban anda) :        tidak samasekali                  tulisan tidak jelas/                          tulisan di papan tulis                                                     terlampau kecil                              terlalu cepat dihapus        tulisan terlalu padat di papan tulis                                              lain-lain (tuliskan)                    sehingga sulit diikuti                                                                    ……………………….
11	Apakah cara bicara dosen menimbulkan masalah ? (beri tanda Ö pada jawaban anda)        tidak samasekali         terlampau cepat         terlampau lambat                    monoton        suara terlampau          suara terlampau         tidak mempergunakan            lain-lain (tuliskan)        lemah                          keras                          bahasa  Indonesia baku         ……………….
12	Perbaikan-perbaikan apasaja kah yang dapat diupayakan ? Tuliskan usul anda !
13	Menurut anda, apakah ada keunggulan/kelebihan dari dosen matakuliah ini, tuliskan pendapat anda !

Teaching Assistant

Evaluation And Improvement

Handbook

“Well- constructed course evaluations can help improve teaching and learning

experiences in the classroom”

‘ I remain hopeful that meaningful students evaluation …. Can continue

to occur in an environment of trust, accountability, and goodwill.”

Katharine Lyall,

President University of Wisconsin System Spring,1994

Prepared By  Teaching Assistant Fellows

University Of Wisconsin - Madison

College Of Engineering

Prepared Fall 1994

Updated Fall 1995

Updated Spring 1997

1993-1994 College Of Engineering TA Fellows

Electrical Engineering Andrew Meigs Mehdi Abrishamchian	Engineering Mechanics Mike Triller
Mechanical Engineering Joey Lacey	Industrial Engineering Pat Galecki Chandrasekhar Rao Polarouthu Ravindra Gujar
Chemical Engineering Mike Lochhead

Sandra Courter, Program Director, Teaching Improvement Program

Copyright 1994, 1995 University of Wisconsin System Board of Regent

The college engineering will  update this hand book  each year, as appropriate. Reprinted or reproduced with permission . please send request or suggestion to the engineering Learning  Center, college o Engineering, University of  Wisconsin, Room 3629 Engineering Hall, Madison, WI 53706.  Phone: (608) 263-3248.

The goal of evaluation process is to assist  College of Engineering Teaching Assistant in becoming better teacher in order to improve undergraduate education at the University of  Wisconsin – Madison. This handbook focuses on the use of feedback and evaluation forms to develop information about your teaching skills and styles. It also provides a Resource Guide that should assist on your development and continuous improvement as a teacher.

 

Table Of Contents

Introduction ……………………………………………………………………………………	67
Evaluation and Improvement Process Overview………………………………………….	68
Comments on the Use of This Handbook………………………………………………….	70
Advice for Effective Use of Evaluation………………………………………………………	71
Fast Feed Back Form…………………………………………………………………………	73
Mid-Semester Evaluation…………………………………………………………………….	77
End of Semester Evaluation…………………………………………………………………	89
Appendix I: Resource Guide………………………………………………………………..	94
Appendix II : Additional Questions And Comments………………………………………	103

Introduction

This handbook creates a framework to help you to continuously improve your teaching skills and styles. The framework revolve around two components: a feedback system based upon evaluation forms, and a resource guide to help you improve. The form in this handbook are unique in that they have been designed for TAs by TAs . They are presented in three components: early fast feedback, mid-semester evaluations, and and of semester evaluation. Since all Tas do not perform the same function the forms and questions have designed to address the three main TA categories : lecture, discussion, and lab. The form are designed to help you discover areas where you excel and areas where you could use some improvements.

Just as important as student feedback is how you use this information to improve. The resources guide suggest specific resources available to aid in your improvement. The guide also steers you to appropriate workshop help at the beginning of each semester as part of  the College of Engineering Teaching  Improvement Program.

Please recognize that evaluation and feedback form are only part of an overall continuous teaching improvement process. Other methods for obtaining useful feedback to improve your teaching include, but are not limited to: soliciting verbal feedback from your students, having your lecture videotaped, or arranging peer or supervisor class observation. These and other methods are briefly summarized in the handbook, but the focus will be on the evaluation forms and resources to help you improve.

For those of you familiar with the Plan, Do , Check, Act cycle and other quality improvement principles, you will notice the framework describe above reflects the same cycle.

PLAN    :	As a teaching assistant, you prepare classroom instruction
DO       :	You teach the class or lead the discussion or lab
CHECK :	You evaluate your own performance. The evaluation process outlined in this handbook can be used to accomplish this step. During the “check” phase, you’ll discover thing you do  effectively, as well as opportunities for improvements
ACT      :	to complete the cycle, you need to determine how to use the feedback and what steps you need to take to improve the teaching and learning associated with your class. The resource Guide suggest books, articles, videotapes of past workshops, and future workshops.

At this points the process starts over. The concept is continuous improvement. As TA fellows, we encourage you and all faculty to adopt a continuous improvement philosophy towards teaching. Note that once you have asked the students: ”How can I improve?” they will expect you to improve, just as you expect them to learn.

In the spirit of continuous improvement and the environment of trust, accountability, and goodwill, the College of Engineering TA Fellows believe the following framework of feedback forms and correspondent  resources will help TA s continuously improve undergraduate education in the college.

Evaluation and Improvement Process Overview

 

The schematic above outlines the various aspect of an evaluation process. After your initial appointment and training for new TA s, the process begins and is divided into three evaluation steps, fast feedback, mid-semester evaluation, and end of semester evaluation. Improvement can enter the process at any point. Note that the loop is closed, as teaching improvement is a continuous process.

Fast Feedback

Several types of fast feedback, ranging from informal conversations with students to the use of fast feedback forms.  Some forms are designed to be used on the first day of class. Others are designed to be used after a few week of class, or at various times throughout the semester, The use of fist feedback forms is quite flexible.  With fast feedback you can familiarize yourself with your class and their expectations. and you  can identify and correct simple problems in areas such as style,  presentation or facilities.

Fast feedback examples begin on 73

Mid-Semester Evaluation

Mid-semester is an ideal time to obtain feedback front your class to help you improve.  At this point in tile semester, students in your class or lab have been exposed to homework, exams, labs. Projects, and your grading, and may have useful feedback on your teaching in these contexts.  The objective is to attempt mid semester correction that leads to higher final quality performance indicated by tile end of  semester evaluations.

Classroom observations and TA evaluation course supervisors is now required by the College of Engineering for all new TA (First and second semester) by the seventh week.  A sample of mid semester evaluation form is provided in this handbook that you  can provide to your course supervisor for this purpose.

Even if you not a new TA or if your department does not required it, you can you may wish to implement this step.

Since all TAs are required by COE to be evaluated by their supervisor at the  end or the semester. it is important that all TA's be observed in a teaching situation at some  point during the semester in order for the supervisor  to assess teaching  performance appropriately'.

A mid semester evaluation examples begin on page 77

End-of-Semester  Evaluations

The end of the  semester evaluation is generally , not as flexible as file previous two steps.  Most departments require the use of a particular  standardized end of semester  student evaluation  form.

the purpose of this evaluation is two-fold: (1) to obtain  an overview of your  strength  and weakness throughout  the  semester so you may  improve next semester, and (2) to provide a formal performance assessment so your department can both ensure high teaching standards. and in some cases. determine whether  to reappoint you.

A standardization of the forms is necessary for fair TA assessment.  The TA Fellows have spent considerable time developing an end-of-semester  form specifically for TA s that  combines the best aspects of the existing forms. Teaching evaluations have been separated from course evaluations. and distinction is made between  laboratory and lecture/discussion environments, The Academic Planning Council will review tile TA fellows recommended forms in the Fall of 1994.

End-of-semester evaluation examples begin on page 90.

Comments on the use of this Handbook

Ø  There isn’t one right set of evaluation forms for everyone.

The form presented in this Handbook should be used as guide. They were selected or developed by the TA fellows as good examples

Ø  The fast feedback and mid semester forms are used for TA improvements.

The fast feedback and mid semester forms are designed solely for use by TA ‘s for self improvement. The forms in this handbook ca be copied and used directly, or can be used as a guide in the design of your own verbal or written questionnaires.

Ø  The end og semester evaluation are for both TA improvement and performance assessment.

All departments in the College of Engineering  require the use of a standardized end of semester  student  evaluation form. The recommended questionnaires presented in this Handbook were carefully developed  by the TA  Fellows as an improvement on the end of semester  forms currently being used  in the College .  Depending on your department These end of semester form may be quantitatively analyzed . The  questions have  been designed or selected to highlight  TA strength  and areas where improvement is needed. Check with your department as to what form to use.

Ø  The Resource Guide is a valuable tool for teaching improvement.

Understanding your strength as a TA and where you need improvement is only part of the overall evaluation and improvement process. You must ACT on this  information in order to become a better teacher. In some cases, avenues for improvement may be obvious, for example, writing more clearly on the board. In other cases, you may be unsure of how to act on information in your evaluation. The Resource Guide include in this Handbook provides a beginning list of references, videotapes, and workshops aimed at teaching improvement.

                                                                                                    

Ø  Teaching improvement is a continuous process.

Most TAs receive  minimal formal  teaching training prior to their  first assignment.  As a result, you must be self-motivated in order to improve your skills and to become a better teacher .  This Handbook is designed to facilitate this process.  Since your teaching style will  under go significant changes during), our first few  semesters of teaching  formal feedback and evaluation  can be an extremely  useful tool.

Ø  Respect for students is an underlying principle

Respect for individual students is central to the beliefs and values on which the  teaching improvement frame work rests

Advice for effective use of evaluations

Ø Give the evaluation forms out at the beginning of class

Giving the forms at the end of the lecture is an invitation for students to rush through the form so they can leave sooner. Reserving time at the beginning of a class for evaluations shows that you are serious about receiving feedback and can lead to increased participation.

Ø Clearly state the purpose of the form

Honestly explaining exactly what the evaluation form will be used for and who sees it can lead students to provide the most useful information. For example, it might be useful to explain when a form will be seen only by the TA versus when the form will be analyzed by faculty or the department administration.

Ø Read the instructions aloud to your class

Quality of the feedback is ensured only if students fully understand the form. For example, you should clearly explain the “grading” scale on any form that has one. A score “I” may mean “excellent “ on one type of form while it may mean “needs much improvements” on another. While the forms in this handbook should be consistent in this respect, you must remember that students fill out forms for different departments and colleges all over campus.

Ø Review important comments from previous forms with the class.

If a note worthly point or issue is raised on a particular in semester form, it may be helpful to specifically raise the issue during a subsequent class. This will show the students that you read the forms and that you are prepared to act on the information in them, or at least comments on the particular issue.

Ø Develop alternative questions and comments

You are strongly encourage to develop your own evaluation forms to suit your needs and teaching style. Appendix II to this handbook contains a list of alternative questions and that you might find useful in developing your own types of feedback or evaluation.

Fast Feedback Forms

Fast feedback is intended to some objective information about your class and to identify areas for improvement in a quick and effective manner.  Fast feedback should only take a few minutes of class time.

Two types of forms are presented in this section:

Fast Early Feedback

The purpose of fast early feedback is to develop some objective, structural information about the class (such as scheduled) and to determine student expectation for the class and TA.  Note that this should coincide with a statement of your expectations for the class. Which ca be presented in a well design syllabus.

Forms for Discussion/Lecture TAs and Lab TAs arc presented here. These forms are generally handed out on the first day of class and are relatively self explanatory.

Fast Feedback

The fast feedback forms are generally used sometimes after the first homework is returned, although some TA s and faculty choose to use these  “quick answer “ form through the semester. With this form you find out how well the students understand the format, structure and grading requirement for the course. In addition, the feedback gives you an early indication of topics such as the clarity of your speaking and handwriting.

Two fast feedback forms are presented here. The different forms reflect different possible reaching philosophies you may have.  Option A is designed to be filled out very quickly so it does not formally ask for written commands.  If students want to write commands you  could have them return to your mailbox at their convenience. Option  B takes a different  approach by asking only for written comments by students.

You  should decide  one is more suitable to your style of teaching, or  use this as a guide to design your own  forms or verbal questionnaires.

Fast Early Feedback

Student Information Sheet

Discussion/Lectures

Course/Section____________________TA_____________________Date ______________

Name: ____________________________________________________________________

Major/ Classification:_________________________________________________________

Email:__________________________________Phone:_____________________________

Best time to reach by phone:___________________________________________________

¨       Schedule (please indicate schedule by blocking out occupied time slots):

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
7:45
8:50
9:55
11:00
12:05
1:20
2:25
3:30
4:35
5:40
6:45
7:50

¨       List the prerequisites you have had relevant to this course

¨       List the courses you are taking concurrently with this course

¨       Describe your personal expectation with regard to this course

¨       What do you expect of your TA in this course?

Fast Early Feedback

Student Information Sheet

Laboratory

Course/Section____________________TA_____________________Date ______________

Name: ____________________________________________________________________

Major/ Classification:_________________________________________________________

Email:__________________________________Phone:_____________________________

Best time to reach by phone:___________________________________________________

¨       Schedule (please indicate schedule by blocking out occupied time slots):

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
7:45
8:50
9:55
11:00
12:05
1:20
2:25
3:30
4:35
5:40
6:45
7:50

¨       List the prerequisites you have had relevant to this course

¨       List the courses you are taking concurrently with this course

¨       Describe your personal expectation with regard to this course

¨       What do you expect of your TA in this lab?

¨       Have you had a course in first aid procedures?    ·Yes   · No                        CPR : ·Yes    ·No

¨       Are you experienced with any laboratory equipment potentially relevant to this lab?

Fast Feedback (Option A)

Discussion/Lecture/Laboratory

Course/Session_______________TA_______________________Date_________________

This form is read only by your TA

¨       Do I speak audibly clearly?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Can you read my writing?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Are the course syllabus and reading assignments clear?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Did you understand all the instructions and class procedures that I announced?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Do you find my teaching style suitable for this class?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Do I encourage questions, involvement and debate?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Do I answer questions effectively?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Do you have any scheduling conflict with the office hours?	(Yes)                                                (No) 5…………4…………3……….2………..1
¨       Is in the pace of the course about right?	(Yes)                                                (No) 5…………4…………3……….2………..1

Fast Feedback (Option B)

Discussion/Lecture/Laboratory

Course/session___________________TA_____________________Date______________

This form is only read by your TA. Specific comments are specially appreciated.

1.     Can you hear me clearly?

If no, what are the problems? (volume levels, accents, habits of chopping trailing word, etc)

2.     Van you read my writing?

If no, what are the problems?  (size of writing, style of writing, etc)

3.     Do I have any annoying habits?

If yes, what are they?

4.     Do I answer questions satisfactorily?

If no, could you cite instances of this?

5.     Do you have any scheduling conflict with the office hours?

If yes, with which one?

6.     What do you like most about the (discussion or lab) format?

7.     If you were a TA, what would you change in the current (discussion or lab) format?

8.     What do you like most about TA

9.     What would you like the TA to improve or change

      Any other comments or suggestions?

Mid -Semester Evaluation

Mid-semester evaluation forms

Mid-semester evaluation forms can be accomplished in several different fashions. You can hands a peer or supervisor observes your class, pr you can have a class videotaped. Alternatively, you can solicit written or oral feedback from the class. College of Engineering policy indicates that supervisors must be observes new TA s (first and second semester) sometime before the seventh week (check with your TA department TA coordinator for the exact details.)

            Mid-semester evaluation are provided for the three categories of TA:

Ø  Laboratory

Ø  Lecturer

Ø  Discussion leader

Each form is comprised of two parts (front and back side of a single sheet):

Ø  Teaching evaluation

Ø  Course or lab evaluation.

This latter distinction is important in that students should distinguish between comments on your teaching ability versus comments on the course as a whole. As a TA, you may not be able to solve course problems, although in some cases, you can improve the situation for the students. For example, if the students the text is not very helpful, class notes and alternative text could be placed on reserve in the library.

The forms contain questions pertaining to the students involvement and participation (for example, the percentage of discussion section they are attended during the semester). This information may help you decide how to weight their suggestion, and may focus more detailed questions on why attendance / participation was high or low. You might also consider using fast feedback to gain further knowledge about a specific.

Acting on the Results

Once the form are returned, analyze the results, report back to the class with the positive findings, and act on areas where you need improvement:

Ø  Use the Resource guide in this handbook to identify relevant information or teaching tools

Ø  Discuss results with a friend or peer, particularly if they are an experienced TA

Ø  Discuss the results with your supervisor or a faculty member you associate with excellent teaching.

Evaluation by Faculty Member (mid semester or seventh week observation)

A form to be used by a faculty member or peer to evaluate your teaching style has also been included in this section. Most of the questions can be answered by observing you in the classroom for 10-15 minutes. The evaluation should be discussed right after class, while the details are still fresh. Find out what they liked and ask for tips and pointers for areas that they think need improvement.

Some departments use a similar version of this form for the end of semester evaluation by faculty members.

Mid-semester TA Evaluation – Laboratory

Course ________________________Instructor________________Date________________

Please evaluate your TA. This form is read by only your TA. Specific comments are especially.

		Strongly agree	agree	Disagree	Strongly disagree	Not applicable
1.	The material covered is presented in an organized way	SA	A	D	SD	NA
2.	The TA makes the materials interesting	SA	A	D	SD	NA
3.	The TA stimulates my thinking	SA	A	D	SD	NA
4.	The TA is knowledge able about the material	SA	A	D	SD	NA
5.	The TA is willing to help me	SA	A	D	SD	NA
6.	The TA encourages me to learn	SA	A	D	SD	NA
7.	I’m learning from this TA	SA	A	D	SD	NA
8.	The TA adequately answers my questions	SA	A	D	SD	NA
9.	The TA adequately aids me when experimental difficulties are encountered	SA	A	D	SD	NA
10.	The demonstration are helpful	SA	A	D	SD	NA
11.	The grading explains where my logic and understanding are incorrect	SA	A	D	SD	NA
12.	The TA praises outstanding and/or original thinking	SA	A	D	SD	NA

13.  The TA gets the class involved        · way too little            · about right            · way too much        

14.  Do the presentation have any o the following problems? (circle all that apply)

· None	· Writing to small	· Writing too light	· Writing too low	· Erased material too soon
	· Obstructed	·Too messy	· Undefined symbols	· Other (please specify)

15.  Does TA ‘s speech have any of the following problems? (circle that apply)

· none	· Too soft	· Too loud	· Too fast	· Too slow	·Poor grammar	· Filler words (‘um’, ‘uh’)
	· sexist	· Racist	· complex	· slurred	· monotones	· Other(please specified)

16.  Is there anything about the class or TA that can be improved?

      Any suggestion on how to do   it?

17.  What are the TA’s strength?

       Any comments?

Mid-semester Course Evaluation – Laboratory

Course/ Session______________________TA______________________Date__________

Please evaluate this lab. This form is read only by your TA, but the results may be shared with the course supervisor. Specific comments are especially appreciated.

	Strongly agree	Agree	disagree	Strongly disagree	Not applicable
¨       The amount of material covered in this lab is too much	SA	A	D	SD	NA
¨       The grading is fair, impartial and well defined	SA	A	D	SD	NA
¨       The comments on returned assignment are helpful	SA	A	D	SD	NA
¨       The pace of the class is	·Too slow		·About right		·Too fast

¨       The lab notes / instructions are (circle all that apply):

· Excellent	· Easy to understand	· Complex	· Boring	· Vague
· Misleading	· Incorrect	· Verbose	· Out-Dated	· Other

¨       If a text book is used, it is  (circle all that apply):

· Excellent

· Easy To Understand

· Complex

· Boring

· Other

¨       The pre –lab lecturer (if one exist for this lab) (circle that all apply):

· Is adequate

· Covers too much

· Covers too little

· Is not needed

· Properly introduces theory

¨       The pre-lab assignment are (circle all that apply):

· Dull	· Interesting	· Helpful	· Seldom Instructive
· Too Difficult	· Too Easy	· Too Much Work	· Other

¨       The laboratory assignments are (circle that all apply):

Time        :	· Sometimes too short	· About right	· Occasionally too long	· Too long
Difficulty   :	· Sometimes too easy	· About right	· Sometimes too hard	· Too long
Interesting :	· Dull	· Occasionally	· Often	· Usually
Instructive :	· seldom	· Occasionally	· Often	· Usually

¨       How many hours per week do you spend working on this lab?

¨       What grade are you expecting in this lab?

¨       Any other commands?

Mid – Semester TA Evaluation – Lecturer

Course/ session_____________________TA________________Date_________________

Please evaluate your TA. This form is read by only your TA. Specific comments are especially appreciated.

		Strongly agree	agree	disagree	Strongly disagree	Not applicable
1.	The materials covered is presented in an organizational way	SA	A	D	SD	NA
2.	The TA makes the materials interesting	SA	A	D	SD	NA
3.	The TA stimulates my thinking	SA	A	D	SD	NA
4.	The TA is knowledge able about the material	SA	A	D	SD	NA
5.	The TA is willing to help me	SA	A	D	SD	NA
6.	The TA encourages me to learn	SA	A	D	SD	NA
7.	I’m learning from this TA	SA	A	D	SD	NA
8.	The TA adequately answers my questions	SA	A	D	SD	NA

9.     The TA gets the class involved       · way too little          · about right           · way too much

10.   Do the presentation have any of the following problems? (circle all that apply):

· None	· Writing Too Small	· Writing Too Light	· Writing Too Low	· Erased Material Too Soon
	· Obstructed	· Too Messy	· Undefined Symbols	· Other (Please Specify)

11. Does TA ‘s speech have any of the following problems? (circle that apply)

· None	· Too soft	· Too loud	· Too fast	· Too slow	· Poor grammar	· Filler words (‘um’, ‘uh’)
	· sexist	· Racist	· complex	· slurred	· monotones	· Other(please specified)

12.    is there anything about the class or TA that can be improved? Any suggestion on how to do it?

13.    What are the TA ‘ s strength?

        Any other comments?