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Observations Reports

- This document has the MCT and MST reports of the lessons observations

First observation report


Second observation report
3rd observation report
Mentor College Assessment Report First observation B.Ed Teaching
Practice

Semester2 Year3

Name of the student: Shaikha Al ID#: H00303134


Zaabi

Name of the School: Wellspring Grade: KG2

Grade level: Date of the observations: 05 Mar


17

Unit / lesson title: Non-living Number of students: 19


things

Competency Area
E G S M US

A- Commitment to the Profession x

B- Planning for Learning x

C- Managing Learning x

D- Implementing Learning x

E- Assessment x

F- Reflection on Practice x

Strengths of the lesson:

Engagement was short and told students the general topic of the day. Students
were then well transitioned from plenary to the stations.

Candidate has good relationship with students, knew their names, kept them on
task, and managed the small group session well.

Activities were well aligned and supported each other parts of the lesson
articulated well.

Good use of a variety of activities that required visual, auditory, kinesthetic skills
including sticking, copying names into a space, cutting, and investigating non-
living realia. These worksheets allowed students to demonstrate their
understanding of non-living things by identifying items in this classification.

Differentiation was seen in the worksheets.

Other adults were well-utilised to manage stations

Good use of pictures of items within the class to demonstrate non-living things as
this gave students a known visual to build their constructions on.

There is evidence of pre-planning for all sections/stations of the class

Relatively smooth rotation between stations and transitions between different


parts of the lesson.

Good time management.

Good use of realia as examples of non-living items.

Good introduction of pre-knowledge about living things to juxtapose todays


lesson.
Areas for development:

Learning Objectives: Ensure that you are specific about what you are doing in the
classroom. Your LOs ask students to recognize and describe living things. Firstly,
remember to use more specific verbs when writing the LOs. Secondly, it might be
more true to say that students would be able to identify non-living things.

Written Plan: The written plan gives a general idea as to the main parts of the
lesson. However, there is insufficient detail to direct activity or to give exact
instruction as to the individual steps/procedure of the lesson. This includes
differentiation.

It is not clear whether the characteristics of living things are to be taught today or
to be a revision (your plan does not say specifically enough there is a vague
explanation under the section students prior knowledge). Whichever, the
characteristics of living things have not been a sufficient focus during the class to
help students to differentiate between living and non-living things. This is indeed
the answer to your question in misconceptions use the characteristics of living
things (GRIMNERD) to determine which is living/non-living. Take students through
each one for each item or example. This was done to some extent but needed to
be much more prominent.

Questioning: Use questioning to get to higher levels of Blooms. Ask students to


justify why something is non-living or living along GRIMNERD (a living think will
have all characteristics and a non-living thing just some or none of the
characteristics).

The 5Es:

o Exploration could have used realia and classed items into living and non-living
using GRIMNERD. This would have engaged students by being more hands on
and giving them more schema about separates living and non-living things.

o The engagement was a good place to run through the characteristics of living
things (it seemed to be a recap?)
Fourth observation report
5th observation report

Mentor College Assessment Report First observation B.Ed Teaching


Practice

Semester2 Year3

Name of the student: Shaikha Al ID#: H00303134


Zaabi

Name of the School: Wellspring Grade: KG2

Grade level:KG2A Date of the observations: 15 Mar


17

Unit / lesson title: The Fish Number of students: 19

Competency Area
E G S M US

A- Commitment to the Profession x

B- Planning for Learning x

C- Managing Learning x

D- Implementing Learning x

E- Assessment x

F- Reflection on Practice (Shaikha demonstrated x


excellent reflection-on-action (Schon, 1983)

Strengths of the lesson:

Students were reminded of the rules of the class at the start of the lesson. Good
link too to the last days lesson which acted as a springboard for the days class.

Video was a relevant introduction and presented a strong visual backdrop to the
days topic.

Move from the carpet (plenary into group work) was smooth and well controlled
Student has a clear understanding of the nature of the 5Es

Good classroom management and shifting students between activities and


stations

Good time management

There has been some good questions that developed the LOs at the station as the
students built the aquarium even though the carpet plenary had to be aborted due
to time constraints

Areas for development:

Continue to be specific in your language a stronger description of the video or


even a list of questions to elicit what was happening in the video and how it was
linked to the days activities.

Re-iterate important points (behaviourism) e.g. the vocabulary of the day could
have been highlighted at the beginning and recycled with more emphasis through
the lesson.

Questioning: make a questioning map before and use it to drive your activities.
This was crucial in the explore stage

Not sure how the days LOs have been developed sufficiently. Students
have been given a whiff of them but there has not been sufficient mention
of them anywhere in in the lesson.

General comments:

There is a noted improvement in the candidates delivery and the plan is a much
better guide than before. The candidate is advised to be more strongly focused on
the LOs at all stages of the lesson so that she channels all questioning, and teacher
talk more forcibly to their attainment