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APPENDIX 2

MCT/MST Lesson Observation Feedback Form Template


The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
(kindly fill in conjunction with a completed copy of the supporting assessment rubric)

Course Code: EPC 3903


Trainee Name: Amna School: Al Ezza G2
MCT/MST Name: Chasity Gamble Date: 16/10/19
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A


Comments:
The class was interrupted by a visitor, but you dealt with it calmly and carried on after she left.
Planning for Learning F D C B A
Comments:

Managing Learning F D C B A
Comments:
When you are asking students questions, you had many students wanting to answer – this is great! If
the question is asked in a way that only one student can answer, some students might get frustrated
when not called upon to answer. Is there a way you could ask a question so that all students could
participate? Perhaps by holding up fingers, e.g. one finger for eggs, 2 for tadpoles etc. That way, you
can praise all of the students with the correct answer, rather than just one, plus you get a good idea of
who still doesn’t know the order.*
If you want students to stay in their seats, don’t then listen to the one who runs to the front to answer
(‘I can only hear people sitting in their seats’)
Instructions for a worksheet were given, and handed out.
Coupons for first finished - remember to value quality over speed, or at least, as well as. The focus
should be on accurate life cycles, not who is best with scissors.
Good to see you pointing out positive examples – this gives other students the chance to do the same
without having been told. Lots of praise for work, behaviour and cleaning up. Students were given the
option of a coupon (5 coupons = larger gift at end of week) or a small gift now..
Implementing Learning F D C B A
Comments:
‘Who can tell me anything about the life cycle of the frog?’ You might need to be a bit more specific,
and a reminder about yesterday’s learning first, will cue your students into the learning.
I like the idea of predicting the order of the frog life cycle before viewing the video (this doesn’t need
to be correct, you can come back to this after the video to check).
You drew a life cycle on the board and named each stage - a great model. You then gave students the
opportunity to cut/paste their on cycle – connect these two things, and remind students that they can
use your model if they need help.
How long have students been learning about frog life cycle’s – this felt like a review lesson. Do students
already know about living things growing and changing? What animal group frog’s belong to, and that
they lay eggs? Etc.

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Assessment F D C B A
Comments:

Reflection on Practice F D C B A
Comments:

Action Plan:

*I am referring to ‘order’ here, but of course this is a cycle! You can talk about the youngest/newest part
of the cycle, but not the first part.

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