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Bachelor of Education, Primary Education (EPR) EPC3903

Table 11: Template for Peer Observation 1 & 2

Please ensure that the observer /critical friend has a copy of the lesson plan.
Peer Observation Number:
Date/Time: Name of Student Teacher to be observed:
6-3-2017 Fatima Ali

Setting: classroom Grade: 1E

Area of Focus: Name of Observer/Critical Friend:


My personal focus in this lesson is to Muna Hasan
observe students while they are working on
the activities.

Learning Outcomes:

Students will be able to identify


different kinds of weather.

Students will be able to identify


different tools used to measure
weather.
Students will be able to Observe and
record weather information over
time.

PEER OBSERVATION: AREA OF FOCUS


Classroom management, differentiation activities, classrooms rules and routines.

Observed Strengths: Suggestions for further development:

Beginning of lesson, she was started with reminding


them the rules of the class I dont see any areas she needs to develop in her
Engaging students by watching a video about teaching because I think she is a professional teacher
weather and she sings with the song, also the students and she was perfect in the lesson and in the TP, but
were interested in the song. the school didnt allow or encourage her to show
Different strategies to manage the class during the them what she can do.(there is different when the
activity time. She used the traffic sign and whistle to women or man observe the lesson to our culture
stop or to start the activity. because she feels more comfortable during women
She gives them the instructions before starting the observation).
activity and that was a good strategy because it helps
the student to understand what they have to do.
Support students while activity time.
Giving the student feedback when they answer the
question that makes them encourage to participate.

TP Guide for EPC3903 (EPR) Practicum 3b 1


Year Three, Semester Two / 2016-17 /
Bachelor of Education, Primary Education (EPR) EPC3903

Reflection (to be completed after discussion of Peer Review with colleague): e.g. how did you
feel about conducting a formal observation? How did your colleague feel about being observed? How
did you feel about discussing your observations with your colleague after the lesson? How did your
colleague react to your assessment? Did she agree with your evaluation? Which of the suggestions you
made will your colleague apply in her next lesson? Do you and your colleague feel that this was a
valuable experience? Why/Why not?
It was a good lesson, the teacher showed her confidence when she teaching and she was focusing on
low-level students in the class because she agreed with ZPD theory that some student need support
from the teacher to move to another level. It was good things to make a peer observation because it
helps us to improve some areas.

Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5

Displays a high standard of professional behaviour, which
includes punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.

Promotes a positive learning environment & builds good rapport


with the learners.
Comments or reasons for scoring above:

Because she was preparing everything before the class, also she was respect the teachers and the
school.

1 2 3 4 5
Planning for Learning

Provides a lesson plan, which includes all the required information


and has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan.

Incorporates differentiation through activities, questioning and/or


learning styles.

Materials and resources for teaching are of high quality and


appropriate to the level of the learner.
Formative and/or summative assessment activities are included in
the plan.

Comments or reasons for scoring above:

As I observed she was preparing the lesson plan with the detailed. Also, she has a checklist to assess the
students during the class.

1 2 3 4 5
Implementing and Managing Learning

Uses accurate and appropriate language.

Maintaining engagement independence

TP Guide for EPC3903 (EPR) Practicum 3b 2


Year Three, Semester Two / 2016-17 /
Bachelor of Education, Primary Education (EPR) EPC3903

Ensures instructions, questions & explanations are clear, accurate


& constructive.

Uses effective questioning & elicitation techniques.

Establishes and maintains clear and consistent rules & routines.

Maintains an appropriate pace to challenge and motivate the


students.

Uses a range of teaching strategies.

Manages lesson time effectively.

Comments or reasons for scoring above:


Shes excellent in English language and she was support student to talk English with her.
Also she remind them the class rules.

Monitoring and Assessment 1 2 3 4 5



Monitors student progress effectively during the session.

Provides ongoing feedback to students to enhance learning


during the session.

Uses formative and summative assessment instruments such as


checklists, grading scales, rubrics, tests and projects etc. to
evaluate students performance.

Comments or reasons for scoring above:


She praises student during the activity also, she gives them feedback about their work to support
them.

Please add specific comments about the student teachers observed strengths
relative to their area of focus during this session and identify areas in which
you feel further development is necessary.

Please share feedback immediately following the


observation once the forms are completed.

Feedback meeting date: 6-3-2017 Time: 8:35-9:20

Observer signature: Mona Date: 6-3-2017

Observee signature: F6amy Date: 6-3-2017

TP Guide for EPC3903 (EPR) Practicum 3b 3


Year Three, Semester Two / 2016-17 /
Bachelor of Education, Primary Education (EPR) EPC3903

TP Guide for EPC3903 (EPR) Practicum 3b 4


Year Three, Semester Two / 2016-17 /