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 G2
MCT/MST Name: Neethu Ogle Date: 30/10/19
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:
Thanks for sending your lesson plan in advance.
Keep your phone off or on silent during the school day.
Planning for Learning F D C B A
Comments:
You did a lot more in this lesson that in recorded on the lesson plan – add more details so that any
teacher could pick up your plan and know exactly what to do (and so you can reuse this plan in the
future). Include the links to the video (or the name of your PowerPoint, so you can find it again easily),
include key questions, include instructions for the games and activities, attach resources (numbers for
hanging display, ladybirds, etc.)
#2 in ‘prior learning’ seems incomplete.
Managing Learning F D C B A
Comments:
Students entered class from morning taboor, and lined up at the door, as per the classroom routine,
and then move to stand behind their seats. When instruction students sat down. Rules were reviewed,
and the topic of today was introduced. Students were moved to the mat to view the video, and then
back to the tables for activities.
When you chose a student to play the game, you gave a reason for this selection (sitting nicely from
the beginning of the class) – this is a positive way to remind all students about the expectations and
praise those meeting them.
When students are working in pairs or groups, it may be a good idea to specify how you want them to
work – do you want pairs to solve each problem together? Do you want them to share them out and
solve half each, then swap to check their partner’s work before gluing on? Etc. Most of your students
seemed to be engaged and working well together, but this may need more structure in other classes.
Students were encouraged to use English during the lesson, and to raise their hand when finished. This
is a good routine so that you don’t have students following you around, although you can’t always get
to everyone as soon as they are finished. Perhaps the early finisher tasks you had ready could be
already on the tables. Students can get into the routine of moving on to the next task independently
while waiting for you. This saves students getting bored and restless.
The level of noise in a classroom is a personal choice, however, when you are asking students to work
together, you must allow for communication.
A time limit (2 minutes left) was given, and then students were asked to pack up their work for
collection later. Instructions for a game were given and students were selected to play (one at a time).
Implementing Learning F D C B A

1
 Comments:
Some vertical addition problems were displayed on the board – is this not the first time they have done
this topic? A short video about vertical addition was played – because of the volume bar at the bottom
of the video window, we couldn’t see all of the fish.
Instructions for the ladybird activity were given and displayed on the board. Students were asked to
work in pairs/threes and resources were handed out (A3 pictures of ladybirds, and envelopes of
vertical addition problems on spots. Cubes were offered to those who needed help.
The game with mini beanbags is a great game, and one students will really enjoy, however, when you
have a game that only one or two people can play at a time, it may be better suited for a centre, or
earlier finisher task.
Assessment F D C B A
Comments:
You have identified some assessment strategies on your lesson plan, but no details as to what you are
looking for when you are observing or when students are presenting, and no questions are included on
your plan. Try to add more detail here. What does it mean for your future planning if all students
answer the problems correctly? What if they don’t?

Reflection on Practice F D C B A
Comments:
I like my lesson because I made many activities; beanbags, cats with questions, competitions, etc. The
students were quiet and wanting to participate in the competition. The ladybird activity had a story
behind it – the ladybird lost her spots and we have to help her get them back (by answering the
questions).
Cubes were only for the lower students in this lesson, as students have been working on addition for
some time and are able to do it without materials. There are also hand prints for students to use as a
scaffold.
Action Plan:
The section for ‘trainee personal goals’ on your lesson plan, are for your own goals – what are you
working on? Last time we talked about developing students understanding, and you were going to work
on developing activities using concrete materials. Cubes were available for those who needed extra help
– at this stage, each pair should have a set.

English – grammar, etc. is a continuous goal for this practicum. I will continue to study, grammar
sentences and more reading.

I will continue to bring more concrete material for class activities.