I observed a lesson to evaluate it from the point of view of what the learners actually do and to analyse the activites as being cognitive, affective and physical.
In this lesson teacher started with a cognitive activity. The students read for gist and underlined the unknown vocabulary. The aim of this activity is to teach the unknown words for the following activity.
The second activity included searching abilities . They tried to find out the meanings of the unknown vocabularies using their dictionaries. This is a cognitive activity, too.
The third activity was skimming. The students fastly read the text to get the main points. Teacher’s purpose was to teach one of the reading strategies. Therefore, this activity is a cognitive one , too.
The teacher tried to imply her last purouse,reinforcing the new info, by playing a game, She asked the students to mime the newly learned vocabularies one by one , to each other . The rest of the class guessed the word that was mimed by a student in front of the class. This activity has two aspects : Cognitive and physical & cognitive. The students who mimed the words used body language and gestures which makes the activity physical and the students guessed the mimed words, this makes the activity cognitive. After the lesson, we discussed the balance of cognitive, affective and physical activities and we reached the idea that the physical and cognitive activities should be equally balanced . Because , if we consider that our target learners are young learners and if we have to organize our activities according to our students age, level and needs, physical and cognitive activities should be mostly used. Young learners like to move, play games. They are very energetic and we have to make use of this energy in the positive and effective way. The effective ones shouldn’t come after these activities. All these should be equally balanced.
W e decided that physical activities are the most valuable ones instead of the other two: affective & cognitive , ın order to enable effective learning, learners need to see , touch, move or act out within the constraints.
On the other hand, when we consider the achievement of the teacher’s purposes, we can say that she reached her aims and even though the students were too young and act in the manner whatever they like , their preferred learning style and the teacher’s preferred methodology matched well. We can say that the teacher knows all the needs of her students and highly identified their learning styles.
However, let’s think that there was a clash between the learners’ preferred learning style and the teacher ‘s preferred methodology. Teacher organised a physical activity, but students were too shy to implement the instructions and objectives of the activities and they didn’t behave in the expected manner. Here, the biggest role passes to the teacher. She should encourage her students and should model what to do, otherwise there would be management problems and as a result, the teacher couldn’t successfully reach her aims and objectives.
As a result of this task, I am able to evaluate my own teaching. I generally, equally use cognitive and physical activities because of my students’ age, level and needs as they are young learners. However, I recognized that I should give importance to the affective activities.
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