This is the third in a series of blog posts I’m doing in response to the number of Delta-related searches that bring visitors to my blog. Each post in this Delta Tips series will deal with a different element of the Delta, based on my experience of doing it (and surviving to tell the tale! ) at Leeds Met.
Having done your LSA assessed lesson (phew!), there is one more thing to do before you can call the LSA done and start afresh on the next one (or, when you reach that joyous moment after LSA4, celebrate not beginning all over again!) – The post-lesson reflection/evaluation. A mere 500 word limit is all you have to:
- reflect on your planning and teaching as well as the learners’ progress
- outline the strengths and weaknesses of the lesson (from the point of view of the learners)
- identify how you might consolidate this lesson.
This is your opportunity to justify all deviations from the game plan (a.k.a. the spectacularly detailed LSA Lesson Plan) and demonstrate how aware you are as a teacher.
Here are my top tips for writing a post-lesson reflection/evaluation:
- Before you start writing your reflection/evaluation, think about the aims/objectives stated on your lesson plan and whether you met them. If you did, what evidence is there of this? If you didn’t, why didn’t you? This might be useful information to include in your reflection/evaluation…
- Think about how effective each stage of your lesson was, in terms of contributing to the learners’ progress.
- Don’t do as I did in LSA1 and refer to a lesson stage using incorrect terminology! 😉
- When you write about the key strengths and weaknesses of the lesson, remember these are from the point of view of the learner. For each one, think about what the effect on the learner was. If it’s difficult to pin down, then perhaps that is not a key strength/weakness.
- Make sure you justify all deviations from your lesson plan. You are expected to teach the learners as well as the plan, so deviation is acceptable – however, it should be principled deviation. You should be able to rationalise your decisions.
- When you consider how you might consolidate the lesson, don’t only think about completion of optional activities that you cut: think also about how you would develop the topic, the target language/skills and what other related, relevant target language/skills might connect nicely with what you’ve done.
- Don’t be overly negative or overly positive. It’s easy to come out of the lesson with rather extreme feelings so be aware of that and don’t allow it to influence your writing too much. Your tutor/the examiner is unlikely to think it was either the best thing or the worst thing ever to happen. It probably wasn’t, though it might feel that way at the time. Remember that!
- If you’re able to, talk the lesson through with someone you trust, before you write your reflection/evaluation. The act of talking it through may help you process what’s happened more effectively. Also, the thing you thought signified the end of the world as we know it may actually be quite minor – somebody less biased may help you realise this!
- Ideally, write the reflection/evaluation on the same day as you did the lesson and then sleep on it. Check it over in the morning before you submit it and see if you still agree with what you’ve written. There’s nothing like a good night’s sleep to put things in perspective!
- Remember, this is your opportunity to demonstrate what a self-aware, learner-aware, reflective practitioner you are – make the most of it!
If you think I have left out anything essential, or simply have any helpful tips to add, please do so by commenting on this post. If you are embarking on Delta module 2, good luck – it is a valuable learning experience!!