MCT OBSERVATION REPORT - B.Ed. (EPR) Year 3, Semester Z Teaching Practice 4b - Internship Name of Student course Grade 6 Practicum ‘Maryam Bin Thani Semester 6 Name of School: RAK Academy Mentoring College Teacher: Dr. Cara Weston Date and Time: November 11, 2018 Competency A- Professionalism and Understanding: ‘Maryam has a very professional demeanour when teaching and is sensitive ‘0 individuals as well asthe whole group. Her interactions with the students are courteous and efficient - she is aware of pacing and moving the students from one phase to the next. ‘She is assured when working with the students and is able to assess during {an activity whether adjustment is needed. Overall, she shows great Dromise asa teachNCT OBSERVATION REPORT - B.Ed. (EPR) Year 3, Semester 2 Teaching Practice 4b - Internship ‘Category 8 - Planning for Learning Learning objectives were clearly written on the board, and the lesson plan ‘was provided prior. As part of Maryam's lesson plan, she stated that her ‘goal was to work on classroom management and achieving the learning ‘objectives. Both of these goals were met. The varying levels of Bloom's ‘Taxonomy were clearly linked to each phase ofthe lesson, "*Although consider how synthesis could be further integrated. ‘Maryam had prepared a range of colourful powerpoint sides that were ‘appropriate to the grade 6 level. ‘The next phase consisted of dividing each category further. **Good that ‘Maryam had students generate possible examples of creatures from each ‘category before giving the answers on the side ‘The lesson plan was well sequenced and clear. It fit nto the grade 6 unit ‘on animals and tving things.MCT OBSERVATION REPORT - B.Ed. (EPR) Year 3, Semester 2 Teaching Practice 4b - Internship Category C Implementing and Managing Learning: Maryam worked through a side describing “Producers, Consumers and Decomposers”. She was able to provide a range of examples and generate | responses from students effectively. During this phase, Maryam managed the class well - students were eager to respond. "Could students be asked to relate each category toa few examples they were aware of locally? | students worked in groups to classty pictures of various creatures on [sticks into various categories (on labels on a styrofoam base.) | slides were shown with pictures of diferent creatures - students asked to define thelr group before the answer was shown on slide. T. “Each group will have... , Distributing matertal for next task. Maryam provided the materials foreach group and the first group finished the task very quickly, At this point, students used plastic models of various animals and divided them into three groups of consumers - herbivores, ‘arlvores and omnivores. They seemed a bt confused about a few animals and which group they fit into. Maryam reviewed the various groups again using the slides with specific ‘examples. "*A short video might be useful at this point to consolidate Understanding, Both of the tasks involved classifying a group of creatures into different categories. Consider other ways this type of information could be manipulated and shared.