Appendix 3: MST Final TP Assessment Form (template) coins cee Trainee Name | JOU. Placement | \/_. ‘and HCT 10: scoot: | Nexrnae MCT/MST Name: [Meri E Dae] Nou 201d ‘The MCT and MST will use this form to assess the trainee’s overall performance on teaching practicurn and to give feedback based on the selected teaching competencies. NOTE: Refer tothe course-specife, teaching competencles-bosed rubric included in section 0 ofthe TP Booklet wir] Wo [eo MER des ae [Can Rea ace RTS x 0s [wat lees Pores [ror | pare [ae noes | wae | ares [SoD Commitment to the Profession (15%) a FiDic/B/A) * a ]e [8/4] ‘aon Plan: Serene: in he Class before | er eae will learn +> Manage # \t91‘Course Code/Cht EPC 2a03/CRN Trainee Nae: 80 Nou aed A ashe Soa | Aca Grade Akin 02e7i32 TETAS [is ea Na Bae ha ‘Commitment to the Profession IF [o/c [8 Conn xe proven tanning fr Learning Fplels Comers: Lesson pons 5 RITE OE ‘Managing earring F [ole le Conmens: Good nb ung dasroon RanagneN TE Implementing earing Fo [es [a 4 1 Ute strategies that ensure smoother transton and minnie classroom duptions 2. Ensure that you provide opportunities fr students to participate in the ative engagement portion of your lesson 3._Ensure thatthe closing actives are related tothe LO Taenent Fo] [B]A Coens Gc ga For Gore EY Reflection on racic ‘Comments: Belen afacton (Overview ofthe lesson: "Nou began the lesson with the students seated on the carpet and then proceeded to review: the rule cards with the students. After the review of the rules, Nouf selected three students to shade on the magic paper to reveal what they willlearn today. Next, Nouf instructed the three students to show the students what was revealed on the magic paper and then discuss and predict with their partner what they may learn today, Nouf then stated “Today we wil learn about money. We have two types: coins, ike 1 dirham, 30 fils, 25 fil.” ‘Nou then displayed the pictures ofthe coins and asked the students to turn and tak with their partner about the shape ofthe dirham. Students answered appropriately and with confidence. This process was repeated for SO fil, 25 fils, 20 fils but students hae ifficulty identifying the shapes as heptagon, Next, Nouf asked the students to compare and analyse the dirham and 50 fil to describe the differences. Students were called upon to answer and replied: 1 dicham is big and the fils is small. Questions to consider: (1) What strategies can be implemented to dismiss students to their ‘enters to ensure smoother transition and minimize classroom disruptions? Think about Providing an activity forall student will on the carpet and then dismissing named table groups‘Course Code/CRN: | EPC 2403/CRN Trainee Name: 8 ID | Nout Rashed Ai Rashed Schock [Al Wema~ Grade ‘kia 00287132 MTIMST Name | Mis. Kesha Mis. Mesa Date [Oo 177059 ‘Commitment to the Pra F [pels [A ‘Comments 1._Lesson Preparations need to done before the lesson and not dung Planning for Learning F [D[c 31m) Comments: esson plans are ube on ie Managing earning F [pic [sa ‘Comment Whetstone tg these ard ak ster ques pred ote? 2_Impement eet tne mengsnr satis otmtclasoom dtaon impleienting Learning Tre that ouar prepare forthe eson by lg sure thatal ache ae setup and prenredbetere ne students eter cist aia rit pen aston epee see eee ‘oywiewinoaded 45 inf ees it Sts Secale aan cae ae wt jabs teenie caer Assessment F[o[e Ta] mene Eg Fr Gea gy Tafleionon Practice Fo Tele [a So i Re ee iatace row oeullomar ve denis ae Overview of theleson: BIA Nout began the lesson with the students seated on the carpet. Students proceed to sing their number song with the MST while Nouf finished making lesson preparations {Question to consider: What isthe benefit of ensuring that all lesson preparations are ready before the students enter the classroom? Consider how this effects classroom management ‘and helps to minimize classroom disruptions. (Once ready, Nouf had al the students stand and sing the interactive counting song while displaying the number on thelr hands. [After the song, students sat back down and Nouf stated ” What did you take last week? She then drew the + symbol on the board and asked students to identify it. They did so with ease and replied with plus. She then called upon 4 girls and 1 boy to stand up and asked how many. She then wrote the equation on the board 4 + 1 =. Next, she stated’ Today you will take. I willQa (stat aaa otis NORERcoLLEaEs oF YeonSo¥ WORK EXPERIENCE (WP) EMPLOYER ASSESSMENT FORM [[NoTE TOEWPLOVERS: Please complete Pars 1105 of tho orm fora cludonts. Thank you fr yout cooperation. ‘Start & End Dates of WP: Vio... INS assastod ROAD Assessors Postion [EACKOK. Assessor Signature Date: PART 1: Personal Skills Please rate the student on the following aspects, Please tick appropriate boxes. Excollont Good Satistactory MAINA. Unsatistactory ee Ce ee ee Oe Punctuality eo a o a InterestMotivation inwork =f o a a mee we. goes Jeopromrnne FO 8 8 a heamerionettie ss po ba oO eS —otiein of na zs 5 foam meee, Aa ore/ Q tats so ois WORK EXPERIENCE (WP) EMPLOYER ASSESSMENT FORM sruter name YOORUTISa, Start & End Dates of WP: Aiea... Wii/209 ha Oliva ascessod A: ROALD pesessors Poston: LEAHOC., ‘Assessor's Signature: Date: . Student ID: PART 1: Personal Skills Please rate the student on the following aspects. Please tick appropriate boxes. Betti Goud sattadoy NIN Yrsttactey aes co eo oa =o for a wo mena Gh Ie 0! So Wa aeaG — Interpersonal behavior wo a a a oy ‘RcceptFotow nscions a o a a Aeceptleantomotcem oO a o a Ron bene aaas (ease mee s vase cman of 5 af a . errsLata at OREN COLLEGES oF TECHNOLOGY PART 2: Attendance and Punctuality Nmbor ata atnosic 24 es seth penta 127 tes Fleasons for absences and laieness: Afler several days of obvious Coughing She appropriatly tee k nese days PART 3: Communication Skills Please rat he student on thor level of ArabicfEnglsh communication. Pease lk the appropito boxes, cater Good Satsacory MMAR Ursastaciry pga (Ea ee Se erence MOS Phares eaal ERT ‘ArabioWriter) = «OO o a CAD COMORES! ae Se ‘Arabic (Spoken) 0 a a a Engisn wt) OO a Oo Enolen (Spore a a _Enolisn (Spower) OE ART 4 Areas of strength and areas for development ery warm ao he Students — and get Classrcom control, ojofolo ojofojo ‘reas for Development jpacing. oF the [essews. Helpful comments for the HOT College fon the students’ performance |Q hat 2st oi Woven colnet or towmrdee PART 5: Job Competencies reese) ie nee teaching competencies listed below. frcalet Good atlatay MNOS Unsattacay Protest EG oon o a 9 Pamngtteanng SC Te a Implementing Leeraing cEgto a a o ‘Assessment oie eee o o Reflection on Pracin Ci a a o PART 6: Note: your answer to the following question will not affect the student's grade Foc amreriacant iat ean ears nena Gh School Stamp: t f i x | i : | ;teach about subtraction. What it means subtraction? It means to take away and make the ‘umber small." She then called upon 5 students (2 girls and 3 boys) to stand and stated that she Wanted to take the gitls away. She then wrote the new equation on the board 5-2-3, A student was then called upon to read the equation to the class, Question to consider: (1) What isthe benefit of allowing students to turn and talk about {uestions posed to them? (2) n addition, what other strategies can be implemented to teach the concept subtraction? Think about your wording and modelling activities. For example: The first number tells us how many we have and the second number tells us how many we take away ‘Next, Nouf displayed 6 blue cubes and 1 red cube and called upon a student count the total ‘numberof cubes. Nouf, then stated "when we minus we have to put the big number fist.” So we will put 71 = 8. Nout then explained the centers: ‘Center 1: Students will use stuffed hands to solve subtraction problems + Center 2: Students will solve the subtraction equation using manipulatives and playdough ‘+ Center 3: Students will solve the subtraction problem using horse manipulatives (This center was modelled by the MST as Nouf did not model this center forthe students) ‘Question to consider: (1) What strategies can be implemented to move students to thelr centers quickly? Consid —— center and then se selected students {As students worked in small groups at centers, Nouf and her MST monitored each group, assisting as needed and checking for understanding. Students working with Nouf and MST worked well in their groups on ther assigned tasks as other students didnot. {At the end of center time, students cleaned up and sat on the carpet to await further Instructions. Nouf used the Four corners strategy to solve the subtraction problem. ‘Action Pl Commitment to the Profession: ‘© Ensure that your send your MST the lesson plans at 2 days before your lesson so that you can receive constructive feedback for improvement. ‘+ Lesson Preparations need to be done before the lesson and not during ‘Managing and implementing Learning: ‘+ What s the benefit of having the students turn and talk after questions pose to them? + Implement eective time management strategies tolimit classroom disruptions* Ensure that you are prepared forthe lesson by making sure that al activities are set up and ‘prepared before the students enter the classraom. + Implement effective time management strategies to move students quickly to centers after they've been modelled. ‘+ Ute other strategies to teach students the concept of subtraction focusing on wording and how the concept is explained for those wha don't understandSeparately so that you can model the center, (2) Did your lesson follow the Gradual Release Model? Think about whether you had an active engagement portion. Nout then modelled the centers: ‘+ Center 1& 2: Students will sort the coins into the corresponding categories: dirham, 25 fils, $0 fils * Center 2: Students wil identify the price tag amount and put the corresponding amount ext toit + Center 3: Students will use hook fish and identify the price on it and put the corresponding amount next to it {As students worked in small groups at centers, Nouf and her MST monitored each group, assisting as needed and checking for understanding. Students working with Nouf and MST worked well in their groups on their assigned tasks as other students didnot. [Atthe end of center time, students cleaned up and sat on the carpet to await further Instructions. Nouf then asked students how she can make 1 ditham using $0 fils. This was a difficult concept for students to grasp as this was not what the LO which was reinforced at the learning centers {Question to consider: Did ths lesson review reinforce the LO? Think about what activities the students were assigned to do Next, students played four corners to identify the coins earned in today’s lesson Action Plan: ‘Managing and Implementing Learning: ‘© Utiize strategies that ensure smoother transition and minimize classroom disruptions ‘© Ensure that you provide active engagement activities during whole group to ensure that students understand the learning outcome ‘+ Ensure that the closing activities are related to the LO