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: 6/11/19
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:
Lesson was prepared in advance (plan and resources), several resources made yourself.
Planning for Learning F D C B A
Comments:
Thanks for sending your plan in advance. Remember to add resources to your plan, and details for
assessment.
Managing Learning F D C B A
Comments:
Students were greeted and reminded about the expectations for the class. Several clapping
routines/’eyes on me’ were used to gain attention.
Lots of positive praise was used throughout the lesson. Instructions were clear for all tasks, and you
confirmed understanding with your students.
You need to decide for yourself what an acceptable level of noise in the class is. You might find it
stressful if you are trying to keep them silent all of the time. Some noise is good! As long as students
are discussing learning, noise is acceptable – and when giving them activities to be completed in pairs
or groups, we should be expecting (requiring!) discussion. You had pre-cut the animal pictures, and had
spare glue sticks on hand for those who did not (good preparation).

Implementing Learning F D C B A
Comments:
Students were introduced to the word ‘habitat’ and a series of questions were asked to draw out
students’ prior knowledge of habitats, using themselves and camels as examples. A PPt was shared
with images of different habitats and animals that live in them. Students were asked about animals that
live in these habitats and why they live there and not somewhere else. Students were engaged and
keen to answer questions and show what they know. Perhaps you could try a quick think, pair, share
tactic here, so all students get to answer (at least to their friend). This need not take much longer than
them putting their hands up and you choosing one student to answer.
Paper plate habitats were handed out, with animal cards. Students were instructed to work together to
add the appropriate animal cards to the environment. You could extend them by asking them to
explain to each other why the animal should or should not be in that habitat. It seemed that each table
had two habitats, but these were the same. If you have put different habitats on each table, each half
of the table could present their habitat and animals to the other half.

1
 This activity did not seemed to be reviewed, before moving onto the cube game – how will students
know if their choices were correct? The cube game was a great game for reinforcement – this could be
used as a centre game for a small group (so all can play).
Students were given a small table with the names of the three habitats as column headers. Students
were given three animal pictures to glue into the correct column. Similar pictures were displayed on
the whiteboard, but in the incorrect columns, students were chosen to match the animal with the
habitat – this was used for students to self-check their own work (although already glued by now).
This lesson has done a good job at identifying animals that live in certain habitats. You should be able
to facilitate students to think deeper about why these animals suit their habitat in next lessons, e.g.
looking at the feet, hump, eyelashes, etc., of the camel and how these features help the animal.
Plenary: what did you learn today – again, a think, pair, share would work well (e.g. tell your friend two
things your learned today). I like that you modelled this using the sentence starter ‘I learned today…’.
Great to see your students adding reasons for their answers (use of ‘because’).
Assessment F D C B A
Comments:
There were lots of opportunities for you to get information about what the students know, and good to
see you have included key questions on your plan. When you are watching and listening to them work
in small groups – what are you expecting to see and hear?
Reflection on Practice F D C B A
Comments:
Good goals set for yourself on this plan – these goals can be your focus for the rest of TP. You can copy
and paste these onto the rest of your lesson plans, but please add your action plan for these, i.e. how
will you improve your subject-related vocab?

Action Plan: