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: Khadeja School: Al Ezza
MCT/MST Name: Kugen Chetty Date: 14/10/19
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:
You seem to have settled in well to your class. Your MST had positive things to say about you, and is
happy you are there.

Planning for Learning F D C B A

Comments:
Thanks for emailing your lesson plan (try to get this to me the day before).

Managing Learning F D C B A
Comments:
‘I want to see good behaviour’ – you made this more specific by mentioning listening and participation,
good. Perhaps you could try asking the students what they could do to show you good behaviour. This
will give them some responsibility and ownership.
Feedback to students – this is very important. We need to respond in a way that validates what they
are saying and encourages and motivates them. It was great to hear lots of praise for students. You
might like to think about how you will respond to incorrect (or even silly) answers. See info below*.
‘Walk, please’, instead of ‘Don’t run’ – try to keep language positive wherever positive.

Implementing Learning F D C B A
Comments:
Key vocab was reviewed, with students providing definitions and examples. Links were made to real life
(our own backbones, our family’s backbones).
A Brainpop Jr video was shown about different types of animals, and the characteristics of each. You
made this very interactive, by stopping at various points and asking questions of students.
You discussed many types of animals and had previously reviewed vertebrates/invertebrates. I wonder
if you could make a wall display about this – have vertebrates/invertebrates as the title and
underneath each one, have the types of animals, with examples. Students could help you draw/colour
pictures for this and can decide where each picture goes (assessment?). Or you could use the mini-
posters under the whiteboard.
Crocodiles can live in the water. Not all animals that swim in the water have gills. Reptiles and
mammals live in water also (crocodiles, alligators, dolphins, whales, etc.)
In groups, students were given a paper plate environment with some plastics animals, and were asked
to discuss their environment, and the animals that live there, and this was later shared with the class.
These are great resources, and could be part of an interactive display. 

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 Assessment F D C B A
Comments:
You asked many questions throughout the input stage of the lesson. This will give you a good idea of
where some students are at (the more confident ones). How could you encourage the quieter/less
confident students to participate in a safe way? (See info below*).

Reflection on Practice F D C B A
Comments:
Post-observation: be sure where the animals live and what type of animals each are. I will work on how
to engage the quieter/shy students.
Small cards with types of animals (5 groups) to match pictures of different animals to the correct
group. Before that a competition between two students to categorise animals with backbone and no
back bone.

Action Plan:

*Think/Pair/Share is a fantastic way for teachers to check for understanding because students have had a
chance to think before sharing (and can practice sharing with a partner, before the whole class). By using
T/P/S, we can get a good idea about how students are tracking – have they got it? Do I need to re-teach?
Or should I cover something else? And when they do respond and share ideas we need to be careful how
we respond to them. So if they give us an incorrect answer, just saying ‘no that’s wrong’ can shut people
down. We don’t have to accept incorrect answers, but there are ways we can respond to learners that
can point them in the right direction but also that will validate their effort and motivate them to continue
to respond and participate. A T/P/S also increases individual accountability. If we just ask a question to
the whole class, maybe one or two students will respond, but then all we know is what that one or two
students actually think - we have no idea what the rest of the class is thinking (may not be class related at
all!). It increases the chances that students are on task, are engaging with the content and they’re
thinking it through.