Task 2

Perform 3 Peer Observations (CLOs 1-6)

(complete the following forms for each peer observation (3 in total) that you do).

Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.

Peer Observation Number: 1

Date/Time: Name of Student Teacher to be observed:
16 March Aisha Saif

Setting: Grade: 1A

Area of Focus Name of Observer/Critical Friend:

Classroom management. Huda Hamad

Topic for the lesson & Learning Outcomes:

Plants.
Explain the importance of water, air, light in the plants.
Explain how the main parts of the plants help in keeping it alive.
Investigate different living organisms and non-living objects in a living organism or not.

a) Give 3 examples of positive reinforcement a) Give 3 examples of how differentiation has been
strategies that have been used. used to cater to all learners including those with
- Offering praise. special needs.
- Giving a thumbs-up. - Using tiered activities through which all learners
- Clapping and cheering. work with the same.
- Using spelling or vocabulary lists at readiness
b) What was efficient about these strategies? levels of students.
- All of them but the must one is clapping and - Presenting ideas through both auditory and visual
cheering. means.

c) How could these strategies have been
improved?
- The strategies Aisha used are all good and
effective. Students need encouragement to
increase their participation in the lesson.
b) What was efficient about these strategies?
- Presenting ideas through both auditory and visual
means.
c) How could these strategies have been improved?
- All of them were effective and need no
improvement.
Please tick the boxes using the scale with 5 indicating the best possible performance

Professionalism 1 2 3 4 5
 
Displays a high standard of professional behaviour, which includes punctuality 
and readiness for the session.
Shows initiative and enthusiasm during the session. 

Promotes a safe, and positive learning environment & builds good rapport with 
the learners.
Comments or reasons for scoring above:
She was committed to the appointment, Aisha showed enthusiasm in the lesson and Aisha promoted a safe and positive
learning environment.

1 2 3 4 5
Planning for Learning  

Provides a lesson plan, which includes all the required information and has clear 
and explicit learning outcomes.
The activities are well sequenced to scaffold student learning towards the 
learning objectives.
Incorporates differentiation through activities, questioning and/or learning styles. 

Materials and resources for teaching are of high quality and appropriate to the 
level of the learner.
Shows a student-centered focus in the lesson plan. 
Comments or reasons for scoring above:
Aisha made all the points required above.

1 2 3 4 5
Implementing and Managing Learning  

Uses accurate and appropriate language. 

Maintaining engagement – independence 

Ensures instructions, questions & explanations are clear, accurate & constructive. 

Uses effective questioning & elicitation (probe, praise, rephrase, redirect) 

techniques.

Establishes and maintains clear and consistent rules & routines, and utilises a 
variety of positive reinforcement strategies to ensure that they are followed.

Maintains an appropriate pace to challenge and motivate the students. 

Uses a range of teaching strategies. 

Manages lesson time effectively. 

Comments or reasons for scoring above:

Aisha made all the points required above.

Monitoring and Assessment 1 2 3 4 5

 
Monitors student progress effectively during the session. 

Provides ongoing feedback to students to enhance learning during the session. 

Uses formative and summative assessment instruments such as checklists, 

grading scales, rubrics, tests and projects etc. to evaluate students’ performance.

Comments or reasons for scoring above:

Aisha made all the points required above.
 Overall Observed Strengths Overall Suggestions for further development
(also include comments for the area of focus) (also include comments for the area of focus)

She was proficient in the lesson. Focus on all students.

The lesson was presented clearly and understandably.

Reflection (to be completed after discussion of Peer Review with colleague): e.g. how did you feel about
conducting a formal observation? How did your colleague feel about being observed? How did you feel about
discussing your observations with your colleague after the lesson? How did your colleague react to your
assessment? Did she agree with your evaluation? Which of the suggestions you made will your colleague apply in
her next lesson? Do you and your colleague feel that this was a valuable experience? Why/Why not?

Aisha was comfortable in my presence in the evaluation of her lesson that she is presenting because she is my close
colleague in the college, she will not feel fear and confusion, and she agreed to the evaluation that I submitted to
her and did not oppose me to it, and this experience was very valuable.

Please share feedback immediately following the observation once the forms are completed.

Feedback meeting date: 16 March Time: 12:00PM.

Observer signature: Huda Date: 16 March

Observee signature: Aisha. Date: 16 March

Lesson Plan
LESSON PLAN Subject: Science.

Trainee: Aisha Saif Topic or Theme: Plants.

Class: 1A Date & Duration: 16 March

Trainee Personal Goals

- I will work on classroom management and incorporating different strategies to use in the
classroom.

Lesson Focus

- Learn what plants need.

- Learn the parts of plants.
- Learn living and non-living things.

Lesson Outcomes

- Mastered: Explain the importance of water, air, light in the plants.

- Developing: Explain how the main parts of the plants help in keeping it alive.
- Emerging: Investigate different living organisms and non-living objects in a living organism or
not.

Links to Prior Learning

- Children will be able to know the plants need.

- Children will know the parts of plant.
- Children will know the living and non-living things.

21st Century Skills

- Communication: Students share ideas on the end of the class.

- Communication: The teacher communicates with students and transmits information.
- Technology literacy: The teacher uses the computer to explain the lesson.
Key vocabulary

- Plant.
- Seed.
- Leaf.
- Stem.
- Flower.
- Grow.
- Water.
- Air.
Possible problems for learners Solutions to possible problems

- Students unable to following - Use Class Dojo.

instruction. - Instructional songs about plants need in order
- Students unable to know the
to instil in the student's mind.
different between living and non-
living thing. - Model how to complete activity.
- Students unable to know the plants
need.
Resources/equipment needed

- Laptop. (for teach the students).

- YouTube. (For students to watch the videos).
- Pinterest. (To find activities for students).

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:

Listens to the teacher and answers her In the opening of the class “good morning
questions. students how are you doing today? Who
11:25 to 11:50 AM
can tell me what day is today? What is the
date?”. “Alright before we start our lesson
who can remind me of the classroom
rules?” teacher will start by reading the
rules of the class to make sure the students
will pay attention to her and behave well.

Teacher:

Today we will learn about plants.

Who can tell me what the plant needs?

The students will think and respond to the

teacher.
Teacher: Plant needs water, air, sun and
soil to grow and keeping alive.
Now you will listen to this song about plant
needs.

Teacher
Now who can tell me what are the parts of
the plant?
The students will think and respond to the
teacher.
 The parts of plant are flower, stem, roots
and leaves.
Now you will listen to this song about pant
parts.

Now you will learn about living and non-

living things but first I will explain for you
what the different between them.
Living things need air, space, food, water
and home but non-living things do not
need this.
Now you will see these pictures and tell me
what the living and non-living things.
Teacher ask the students when they see
the pictures if this need a water or air or
food.
Resources
Main activities
& Time
Students will: Teacher will:

Listens to the teacher and start the

activity.

The teacher prepares the tools for the

student, then the student coordinates the
tools according to the parts of the plant.

Materials:

- Colored paper.
- Cake paper.
- Strings.
- Sticks.
- Glow.
- Scissor.
- Seeds.

___________________________________
 Sorting.
The teacher places several different things
in the classroom garden, including living
things and non-living things, so the student
searches for them and puts them in their
correct place.

Materials:
- Living and non-living things.
- Two baskets.

Differentiation activities (Support)

- Use the site to learn the plants need more.

Differentiation activities (Stretch)

- Teacher will use flash cards with the students to read the parts of plant.

Resources
& Time Plenary/Conclusion

Students will Teacher will

Tells to her teacher what he learns Teacher ask the students about what they
today then listens to the song. learn today.

Before saying goodbye we will play this

game:
https://wordwall.net/resource/5623340/li
ving-non-living

Now time to say goodbye, thank you kg. (

https://www.youtube.com/watch?
 v=PraN5ZoSjiY ).

Homework

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback