Textbook: Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. (Required)

Brigham Young UniversityHawaii Campus
TESOL 375: Observation in TESOL

Earl D. Wyman, Instructor
Email, wymane@byuh.edu
(1, 2)
Course Readings / Materials

(3)
Intensive vs. Extensive Approaches: Some teacher-training instructors take an extensive

approach when assigning readings; some take the intensive approach. Extensive means a
large amount of material is assigned and general knowledge or information is expected. The
amount of assigned material is impossible to read intensively. Intensive means a small
amount of material is assigned, but thorough familiarity with the material is expected. Your
instructor in TESOL 375 takes the intensive approach and may spend several days discussing
a single chapter. Experience has taught that students seldom read too much or too often.
(3)
Textbook: Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. (Required)

Catalogue Description: TESOL 375. Observation in TESOL (2) (W, F, S) Supervised
observation of professionals and programs in teaching English to speakers of other languages
for the purpose of creating awareness of different teaching styles, program purposes and
structures.
(4)
Instructors Course Objectives
(5)
The overall objective is to make you aware of specific practices that ESOL teachers should
consider in order to become excellent. To that end, the required text will be studied
thoroughly, and you are expected to develop awareness and examples of selected tasks from
each of the following:
1. The Learner
5. Teaching Skills and Strategies
2. Language
6. Classroom Management
3. Learning
7. Materials and Resources
4. The Lesson
Instructional Methods:
(7)
The following teaching techniques may be used in the pursuit of the program and course
objectives: lectures, observation of EIL classes, observation of GE classes, observation of
videotaped ESL classes, small group discussion, private instruction, journal writing, use of
Canvas, individual or group presentations, panels, guest speakers, field trips, or spontaneous
activities.
Description of Assignments
(10)
1. In-class Presentations (4% for each of 5 presentations = 20%)
On the assigned class days you will be given one task to report on to the group. You will
become a specialist on that particular task and will be responsible for helping the
others in the group understand the nature of the task, how it can be carried out, etc. A
separate chart is included on Canvas that will tell you the group you are in, the date of
the reports, and the specific task that you are to prepare for that week.
2. Quizzes (5% for each of 5 quizzes = 25%)
As posted on the Daily Schedule, in the Testing Center there will be a multiple-choice quiz
(25-40 questions) on the chapter tasks and class discussions. The dates for these quizzes
can be found on the class schedule that is posted separately on Canvas.
3. Learners Journal (8% for each of 3 submissions = 25%)
Description: The purpose of the LJ is for you to demonstrate that you have reflected on
what you are learning about teaching and learning from the experiences you have in
connection with TESOL 375. Entries will include:
a. what you learned about your own presentation topic
b. what you learned from your classmates presentation topics (mention them by name
and include all of your group mates)
c. comments and examples from video observations or in other classes on campus or at
church
d. comments and examples from other teaching / learning settings
e. what you learned from class discussions and activities
On three days indicated on the Daily Schedule, you are to submit on Canvas your
learners journal. You are to make two or three entries for each week and the questions
above and on the posting on Canvas may be used to prompt your responses. Each week
the total number of words should be 1200.
When asked to observe an online video or to observe an EIL class an entry should be
made. It is highly unlikely that you will write too much, but the average per entry must
not be less than 300 words.
4. Final Examination (30%)
Description: The final examination will consist of two parts:
Part One (15%) will be an essay-style observation report based on a video which will be
shown in class near the end of the semester. The essay must be submitted on Canvas on
the due date.
Part Two (15%) will be a comprehensive, objective examination consisting of multiple
choice and other short answer type questions. Details about the final will be provided at
the end of the course.
Instructors Course Objectives
The overall objective is to make students aware of specific practices that ESOL teachers
should consider in order to become excellent. To that end, the required text will be studied
thoroughly, and students are expected to develop awareness and examples of each of the
following:
1. The Learner
5. Teaching Skills and Strategies
2. Language
6. Classroom Management
3. Learning
7. Materials and Resources
4. The Lesson
SLOS: BY SEMESTER END STUDENTS WILL BE ABLE

TO.
1. assume and carry out becoming informed on assigned
chapter tasks*
2. enter each group discussion with relevant questions they seek
to answer*
PLOS
ILOS
ADDRESS ADDRESS
ED
ED
1, 2, 3a,
3b
1, 3c
1, 4, 5, 6
2, 4, 5, 6
3. actively participate in the BYUH prepare, engage, and improve

initiative
4. expand their own learning by articulating both by speaking
and writing*
5. demonstrate the significance of successfully completing any
responsibility by completing pre-, during, and postassignments**
6. gather and analyze data that can influence improvement in
teaching
7. express the difference between innate and developed skills
and talents
8. express the role of prediction in the learning process
9. demonstrate the ability to teach without reading aloud from
written text*
10.lead a discussion and draw responses from other group
members*
11.refer to times when they have benefitted from and been
complimented for preparing for, participating in, and drawing
others into group discussions*
1, 2
1, 2, 3a
1, 2, 4, 5,
6
1, 4, 5
1, 2, 3, 4,
5, 6
1, 2, 3
1, 3a
1, 3, 4
1
1, 2, 3a,
3c
1, 2, 3a
1, 2, 4
4, 5, 6
2, 4, 5, 6
1, 2, 3c
4, 5
Assessment by: *Learners Journal Entries ** Examination

Textbook: Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. (Required)

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Brigham Young UniversityHawaii Campus

TESOL 375: Observation in TESOL

Course Readings / Materials

Intensive vs. Extensive Approaches: Some teacher-training instructors take an extensive

Textbook: Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. (Required)

SLOS: BY SEMESTER END STUDENTS WILL BE ABLE

3. actively participate in the BYUH prepare, engage, and improve

Assessment by: *Learners Journal Entries ** Examination

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