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: Suhaila School: Al Ezza G4
MCT/MST Name: Neethu Ogle 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 be settling into the class well – you were even teaching the class before I came. 

Planning for Learning F D C B A

Comments:
Please send plan in advance (email).
The title/objective for today was displayed on board (multiplication as comparison).

Managing Learning F D C B A
Comments:
Clap routine for correct students - points for Thursday money (MST system – students need to collect
money, if over AED50 on Thursday, they can choose a gift).
If you ask ‘do you understand?’, you are likely to get a choral answer ‘yes’ – whether they do or not?
Try a ‘thumb to your chest’ strategy – students can show you thumbs, up, sideways or down as a self-
assessment – or a similar strategy. Great to see you asking students to repeat the instructions for the
competition.

Implementing Learning F D C B A
Comments:
An example of multiplication as repeated addition (and non-example – great!) were displayed on board
– which one is correct? Video to demonstrate multiplication as repeated addition, and then a problem
was displayed on the board for a selected students to solve/demonstrate.
A competition was introduced, and the instructions were explained. Try to arrange activities that all
students can be involved in wherever possible – this could have been done with smaller materials on
each group, or even in pairs (paper plates and counters?). These large materials were great for
modelling, however. Having concrete activities that show how multiplication is grouping is a great idea.
Multiplication as repeated addition stories were displayed on the whiteboard and selected students
were asked to solve on the board – this is great for model/sharing phase of the lesson, however if you
will do several examples, students could be solving on mini-whiteboards (or scrap paper) individually or
in pairs.

Assessment F D C B A
Comments:

1
 What are you looking for in this class? How will you know if students have achieved the LO?

Reflection on Practice F D C B A
Comments:
Post-observation: after I left the class, all students were able to play the game seen earlier.

Action Plan:
Goal: student understanding: plan activities using lots of concrete materials. These could be borrowed
from HCT. This could be in the form of centres. The goal is for students to understand concepts – this is
more important than just completing the textbook.