MCT Formal Lesson Observations Feedback

Student teachers name: Mariam Abdulrahman

Unit/Lesson: English 27 students

Grade Level:2
Date: 7.3.16

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area
Professionalism
Planning for Learning (including Knowledge and
Understanding of Content)
Implementing and Managing Learning (including behaviour
management, language and delivery)
Monitoring, Assessment and Evaluation

US

x
x
x

Critical Reflection

Strengths of the lesson:

Good to see LOs for each activity.
Visuals for visual learners- clear. Vocabulary word is large and illustrated by pictures.
Using group reward system (implemented by Mariam) but removing rewards too (keep it positive)
It was good to show them a visual of the activity on the smart board.
A nice reading activity using the vocabulary words and match to the picture.
Differentiating- the activities are clearly shown on the screen and the group picture is used to identify
very clearly which group is doing which activity. You have tried very hard to differentiate. Identify how
the activities will be scaffolded. Several of the middle group had much difficulty reading the words and
did not understand the meaning.
Well done for incorporating reading and writing. Could any of the middle group have constructed their
own sentences rather than being restricted by the sentence builder as the writing becomes copying
rather than constructing?
Varied activities game at the end to reinforce the vocabulary, although always give children time to
develop their writing maybe there were too many activities (4). Could any of these be used as
extension activities instead? The last activity was the same as the first, third although had pictures to
match to the word rather than sentences. Gave more opportunities for noisy behavior.
The vocabulary was reinforced throughout the lesson.

Areas for development:

Ensure LOs are specific to improve reading and writing skills is huge. Also engage students should
be part of everything you do.
Be careful to fill in the planning sheet correctly. Write what you are doing to introduce the lesson and
how you are doing it. Put what you have written in the guided experience in the opening. Also the first
independent section you have said first groups activity but in the next independent section all groups
are in there.
Calling them students feels impersonal. Spelling reword. Grammar A new vocabulary. Obey to my
brother. Pronunciation- shocked (shockt)
Too many LOs to put up for the students- what is their main focus/aim?
How were these vocabulary words chosen as they are random there is no connection between them.
You need to manage the behavior throughout the class rather than the MST intervening. Be more
commanding and use positive strategies as the boys continued talking after asking them to listen.
You really need to model how children can decode words so they can read them e.g chunks of sound
Sh-ock(ed)
Checking children as they are working but really get them to read the words as this is assessment of
their reading skills and helps you to identify support needed and how to scaffold learning