Table 12:

RAKWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:
This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring
College Teacher and refers to teaching competencies in the High School.

Date: 28/10/2015
School:
Gems
Name of Student: Shamma Mohammed

Name of MST:
Name of MCT: Garnel Desravins

Please add specific comments about the student teachers observed strengths during this teaching
practicum and identify areas in which you feel further development is necessary.
Observed Strengths: /

Areas in which further development is needed:

*Very good activity at the beginning of the lesson allowing

the students.
*Very good questioning techniques: Ex, What types of
features the cheetah has that makes it a good predator.
Explicit instruction was used by pausing the video and ask
The class for their prediction.
Very patient with students while repeating important
concepts.
Allowing students to discuss key concepts among
themselves.
Excellent way of concluding the lesson by asking those two
questions: What is the most interesting thing you have
learned? and what would you like to know more about?

Review Lesson Plan write up. For examples;

Science and Engineering Practices: Those are practices real scientist
practice in the real world. It is an indication the students are
engaging in real science. Students must be allowed to questions,
hypothesizing, observing, collecting data, analyzing data, infer
investigating etc
Crosscutting Concepts: those are concepts that cut across all
disciplines. For examples, Pattern is a crosscutting concept.
Students can identify pattern in not just science but in math,
English, social studies. For your lesson, students could have
patterns among different ecosystems or among predators and
prey.
Explore: The explore portion of a science lesson plan must be a
hands-on activity. Students must be given an opportunity to
explore the concepts in group while the teacher acts as a
facilitator.
Student centered versus Teacher centered; The ratio of the
amount of time spent talking should favored the students. In
other words, the teacher spend less time talking especially at
primary and secondary education.
Promote group work and not individual work

General Comments: Well done! You need to simply focus on creating a student centered classroom.

Topic: Interactions among living things