As a result of Critical thinking course,  I have found out the difference between assessment and evaluation. They are similar, but different. In my lesson plan I used to write both assessment and evaluation for giving the students marks for the lesson. However, I knew that there was a difference between them. Initially, I thought that the difference was in the way of grading their job. I found the right answer for this question. If you still doubt with your understanding of assessment and evaluation, keep further reading. If not, good for you!

Evaluation and assessment both are ways of evaluating the work done. However, assessment is a part of evaluation.Yes, not vice versa. Evaluation is a way of assessing by giving recommendations, suggestions, feedback and reflection. Also, one can evaluate people’s work by rating in numbers. It is called assessment. In its part, assessment also comprises such activities as checking comprehension skills, following different criteria, making judgements, tracking the progress, analyzing outcomes, but the most important is whatever you check or analyze you give grades. As you might have noticed, in evaluation the grading is not compulsory. That is the difference. What do we USUALLY do after the lesson is over? We give the students marks. So, what is better to write in your lesson plan then assessment or evaluation?

The process of assessment is one of the most difficult in teaching learning. The students are modern and modern nowadays and they won’t think for long in order to approach the teacher and ask the mark she/he got. They are not like Soviet students, who were afraid of their teachers or got shy to ask something inappropriate. They are not like Soviet time students, who, if they see a teacher in the street (shop, theater), will definitely find another way to go so that they won’t run across the teacher. That’s why it is important to pay attention to how assessment comes to one mark in the end of the lesson. What is the most interesting is that assessment should be done during the lesson, but not after or in the end of it. Mostly, I do assessing after the lesson and sometimes find it difficult to give one mark for the student. I think, if I do it during the lesson , it will be easier. Perhaps, most teachers know it and do assessment during the lesson, but for young and inexperienced teacher while-the-lesson assessment was a new thing. A teacher can assess everything the students do and don’t. Once you learn to do during-lesson assessment, you won’t face difficulties in the end of the lesson. Fair assessment can be carried by different methods as observation, role play, written tests, quizzes and so on.

It is another process if a teacher evaluates his/her own job. It can be done by reflection on the lesson, where the students can effectively help a teacher. Simply, give students tables or question papers so that they can write what they liked/disliked about the lesson. Or there are some students, who do not want to disappoint their teacher and simply write “I liked the lesson”. In this case, a teacher can give another set of questions asking what activities they want to do again and so on. Students’ feedback about the lesson plays an important role in teacher evaluation.

If you still wish to get as more feedback for your lesson as possible, you invite your colleagues to the lesson so that you can discuss your GOODs and BADs after the lesson. Peer evaluation isn’t less important one. I hope, you found something new from this post or you have something new for me to suggest, you can share with me. Good luck with your lessons!

After today’s day activity I realized, how many teachers – so many lesson plans. Our main activity and task today was all with lesson plans. a Lesson plan sometimes becomes difficult for me to deal. Perhaps, that’s why the time passed so quickly. Being a teacher requires development and development. It is even impossible to know everything about teaching learning. I learned so many things from today’s activities, but the main thing that I have found out a guide to plan your lessons in a better way. A day before we were asked to bring one lesson plan that we practiced with our students. First, we analyzed our plans, commenting on each, offering suggestions. After a pair work discussion we were given deconstruction questions. It is a set of questions, which helps to reflect on your last lesson so that a teacher can find some mistakes and try not to make them again. All questions are helpful for they help to find an exact answer to the questions.These questions include:

How did it fit into the program?

What were the lesson objectives?

What activities did learners do?

What were the links to the previous lesson?

Was there differentiation?

How was assessment included?

Was there a plenary?

How did it promote independent learning?

As you work with deconstruction questions you can move and work with reconstruction questions for better lesson planning.By the way, for better understanding, I want to clarify the meaning of plenary. Plenary is the last ten minutes of the lesson students reflect on and remember. I think, the above mentioned questions will be helpful to the teachers, who still cannot find whether they do mistakes in planning the lesson. Moreover, the reconstruction questions makes your planning even better. It gives the answer to how you might reconstruct the lesson. It requires considering learning objectives, learner’s needs, activities, skills, resources, previous and extended learning. I am sure after working with these questions, all teachers will notice changes (improvements) in lesson planning.

I did. I have found out these questions helpful for I learned how to plan your lesson correctly with the possibility to evaluate your previous job. It is useful to analyze your lesson so that it could be more successful the next time. Looking at my two lesson plans: the one I brought with me to the lesson and the second one that I reconstructed following deconstruction/reconstruction activities. Though I thought the previous one was one of my good lesson plans, it looked like a draft in comparison with a new one. Mostly, I liked sharing ideas about planning with the other teachers. It was interesting to listen what mature and more experienced have to say about your particular lesson plan. The more people you ask, the more effectively you learn. Sharing what I learned with you, I hope you will learn something new for you too.

Today,as usual, I spent my first part of the day at school. I am getting to like this school more and more. As I have said before my teacher is so great and modern. She is open to people’s opinions, suggestions and comments. And she can listen to the students, she always pays attention to their voices. Today, I was surprised by what my future students and my teacher had done for me. I came to the first lesson with the idea of learning more new things from my supervisor. But, it turned out to be that we had other things to do at school today. So, I missed the first lesson. Actually, it was a pair of English. And participated in the second one. The teacher was about to check their hometask. I wondered why they didn’t do it on the first lesson. Usually, we, first, check the given hometask and only then move with forward according to the lesson plan. Actually, the students wanted ME to be there and listen to them. So, the teacher suggested to do it on the second lesson. I was pretty surprised. All of the students were divided into several groups, and each presented the poster they had prepared for the lesson. The posters were about different celebrities: Mike Kenji, Robert Downey, Eminem, Emma Watson, Will Smith, etc. They hang their posters all over the classroom and told about their star to everyone who moved to listen to them. I was also enrolled into their presentation asking several questions. The students were active, and I hope they liked to speak English with me, because the rest part of the lesson we were speaking English only.

They told me that on Monday, when I came to their class for the first time, they were guessing who I was. The teacher forgot to get me introduced.  In a word, I like my PDP classes and I like students and teachers at school.

What do you do to get attention? Do you speak loudly? Do you cry “Ok, guys” or “Listen to me”? Or “Attention, Please”? If you use these methods, do they always work? I doubt. That’s why we should learn to get someone’s attention in a better way. Every teacher should be able to concentrate students’ attention on the lesson. When you are presenting something, it is necessary to get audience to listen to you. The same thing happens in the classroom.

First of all, to start your lesson, you should get students interested in what you are going to do. They should feel that you prepared something interesting, something that might be important for them and very useful.

Secondly, according to Monroe’s Motivated Sequence, you should satisfy their attention. Students pay attention to the lesson, and, of course, they want to learn something new and unknown them before. And the teacher can hold their attention in duration of a whole lesson through different activities.  You teach them, for instance, new words or new grammar that they will use in every day speech. That is the benefit of solution: enriching the vocabulary and accurate speaking.

Finally, you want students to use these new words or grammar in daily life. It doesn’t only refer to the new words and grammar, it can be accomplished with many other teaching materials as well.

However, the most interesting thing in lesson planning is time building. A teacher should be flexible to every changes might happen in the classroom. Imagine a teacher, trying to get students’ attention for 10-15 minutes, then, at last, she gets attention, and now she is trying to bring to student’s mind the theme, ..,  the solution,…,  call for action. If she spends so much time to get attention, how will she deal with the other part of the lesson?

So, dear teachers, do not spend your time in vain. Instead learn the effective ways of getting attention. And I want to draw your attention to the devices suggested by Stephen Lucas in “The Art of Public Speaking”.

Common attention getting devices:

1 Tell a short story

2 Ask a question

  • Rhetorical Question = Do not want or expect listeners to answer.
  • Overt-Response Question = Do want the audience to reply.

3 Make a statement that shocks, surprises, or intrigues

4 Cite a quotation

5 Arouse curiosity

6 Provide a visual aid or demonstration

7 Give an incentive to listeners

Explain how your topic relates to audience members lives and their own best interest

I hope, with the help of these devices you will succeed in planning your lessons in the classroom.