MCT/MST Formative Observation Report Form

Student name: Mohrah Majed Sultan Majed Alkhateri Student ID: H00352595
MCT name: Ms. Antoinette Wiseman Course code: EPC 3903
MST name: Ms. Mouza Placement School: Al Ataa Grade 2
Subject: Math Date: March 21, 2021 10:35-11:05

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formally observe the
trainee's performance and give formative feedback based on the selected teaching competencies.

Commitment to the Profession

Strengths:

Mohrah writes lesson plans, and all components of lesson plans are clearly defined and address the learning objectives.
Reflects all essential concepts and strategies. Prerequisites skills are accommodated and reviewed to assess students' progress.
Mohrah managed well-structured lessons and discussed with her MST to developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts. Mohrah's sequence of activities purposefully
scaffolds learners toward achieving the lesson's objectives.

Areas for improvement:

None at this time

Planning for Learning

Strengths:

Mohrah uses the old lesson-planning template to design and plan her lesson with her MST. Mohrah's s sequence of
activities purposefully scaffolds learners toward achieving the lesson's objectives. Mohrah's s learning activities sequence
keeps learners engaged in the content and has a clear sense of purpose throughout the class period.
In most parts of her lesson plans, she uses her step-by-step instructions precisely what she would teach from her lesson plan.
 Mohrah also used strategies to keep students involved in the lesson.
Areas for improvement:
 Mohrah was given the correct lesson plan template from her MCT at the beginning of teaching practice;
the template did not have all the new plan components.
 Mohrah needs to write the time duration in the designated area. This will help her keep up with time
management; she needs a new interactive tool to keep all students focus and participating
 Her lesson plan needs to be given via email to the Mentor Course Teacher a day before class.
 Lesson plans had conflicting dates on them, such as March 18 instead of March 21.

Managing Learning

Strengths:

Mohrah lesson started slow. The lesson did not begin until 10:38, and during that time, it was silent. Mohrah started her
lesson with the familiar morning song, and she went over the morning routine. Mohrah had students read the Cyber Safety
and Covid 19 rules. Having students read was appropriate because students were involved and had the chance to work on
their language skills. She transitions to the Math objectives of the day, which was the Picture graph. She taught vital
information to students and read it in English and Arabic. Explaining in the dual languages is very important, so students
understood how to read the Coffee store survey. Since the students were in Grade 2, this should have been hot chocolate
instead of coffee. She uses Class Dojo. During the lesson, she can navigate her resources and keep the flow of teaching at a
good pace.
 Mohrah slowly goes over all of the instructions and extends the lesson by having critical thinking. She had students
to problem
 Mohrah utilizes various instructional materials and resources aligned with the instructional purposes that consistently
support the learning goals.
 Areas for improvement:
 Be sure to explain if there is a delay in class
 Use appropriate examples that fit children age group, such as do not use coffee use hot chocolate

Implementing Learning

Strengths:

Mohrah had an activity on the Picture Graph. She explained and demonstrated how to read and understand what a picture
graph represents. Mohrah demonstrates accurate and in-depth knowledge of most concepts in presenting the lesson and in
responding to learners' questions in a manner that attempts to be responsive to student developmental learning needs.
Mohrah makes connections across curriculum teaching areas, if appropriate. Mohrah presents conceptual knowledge of the
subject and makes connections within the teaching area. Mohrah displays a comprehensive understanding of the concepts
and structure of the teaching area. Mohrah employs various questioning and elicitation techniques at various levels in her
online classroom.

Areas for Improvement:

 Have students discuss math problems and explore different strategies

 Mohrah should have students make their own picture graph independently by exploring and explaining
Assessment

Strengths:

Mohrah tries to elicit student responses to carry/drive the lesson forward and ask thought-provoking open-ended questions.
Students are encouraged to construct/generate knowledge. She provided classroom resources for students to identify how to
read life-related pictures on the graph. Mohrah uses various questions or prompts to challenge students cognitively, advance
high-level thinking and discourse, and promote metacognition. Students themselves ensure that all voices are heard in the
discussion. Assessment is fully integrated into instruction through the workbook and interactive activities.

Areas for Improvement:

 Mohrah needs to extend her questions to be more challenging for the higher students by using Bloom's
Taxonomy higher-order thinking
 Mohrah needs to allow students to be more independent of inquiring different types of questioning

Reflection on Practice
Strengths:
TBD
Areas for improvement:

Action Plan (next steps):

 Mohrah needs to allow students to become more independent in exploring different strategies and
assessing different math problems
 Allow students to express opinions and elaborate on their critical thinking skills
 Please send in a reflection