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MCT/MST Observation Feedback #3

Course Code: EPC 3403

Trainee Name: Reem Juma School: Narjes – Grade 3
MCT/MST Name: Kesha Oliver/ Lea Ann Date: March 17th
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.
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: See comments below
Planning for Learning F D C B A
Comments: See comments below
Managing Learning F D C B A
Comments: Great job utilizing GRM (Gradual Release Model)
Implementing Learning F D C B A
Comments: Excellent active engagement!!! Well done, you nailed this lesson 
Assessment F D C B A
Reflection on Practice F D C B A
Comments: TBD
Overview of the Lesson: Reem began the lesson with the students at their seats and then told the
students that she loves chocolate. She asked the students who else loves chocolate and they
responded in agreement. Next, she displayed a chocolate bar and asked the students to count
with her how many pieces made up the whole chocolate bar. Students counted and responded
by identifying a total of 12 pieces. She then stated that this number represents the denominator,
the total number of pieces that make the chocolate bar. Next, she broke off two pieces and
shared them with two students.
Reem then asked the students to identify how many pieces she shared and explained that this is
called the numerator. The numerator tells us how many pieces we’ve shared.
Excellent job explaining the vocabulary using concrete example

She then stated “Today we are going to learn about fractions. Fractions are equal parts of a
whole.” She then showed the students a picture of the chocolate bar and asked them to identify
the total number of pieces and identify its corresponding vocabulary. Students did this with ease
and confidence. Students were then shown 3 pictorial word examples on the board (1/2, 1/3 and
¼) and needed to identify the numerator and denominator. Most students understand the
vocabulary and Reem used a concrete example for those students who needed more help
identifying the numerator and denominator respectively by asking the students if they can
change their legs. Can they make them grow longer? Students responded appropriately by
saying no and Reem reiterated that the legs, are like the denominator, it never changes. She
then asked the students about their hair. Can I make my hair curly or straight? Students again
responded appropriately and Reem once again reiterated that the hair is like the numerator, it
can change at any time.
 Excellent job making an abstract concept very concrete for learners 
Next, Reem passed out white boards to each student pair and asked them to work with their
partner to create the fraction for the pictorial displays (1/4, 1/5). This process was repeated with
the fraction, and students were instructed to draw the pictorial display of the fraction. Fractions
included 1/3 and ½.
 Excellent use of the Gradual Release Model to teach and reinforce the learning concept 
Reem got all students working on drawing a pictorial representation of the fraction and then
writing the fraction as she went to each table group to model their assigned center.
 Excellent job at putting all students on task with an activity to manage classroom behaviour
while you model learning centers 
Reem then explained the learning centers:

 Group 1 & 2: Students will roll the dice and create a pictorial display for ?/6.
 Group 3 & 4: Students will match the fraction with its corresponding pictorial display
As students worked in their groups, Reem circulated around assisting students when necessary.
Students were able to answer questions posed to them.

End of the center time was signalled with the alarm and students were asked what they learned
from the lesson. Reem reviewed with students the definitions for the numerator and
denominator. Student groups were then asked to work together and identify the fraction for the
pictorial display on the board using their fraction cards.
Action Plan: