MCT OBSERVATION REPORT B.Ed.

(EPR) Year 4, Semester 2

Teaching Practice 4b Internship

Name of Student: Course: EPC Year: 4

4909
Halima Saif
Name of School: Ahmed Bin Majid
Mentoring College Teacher: Dr. Cara Weston
Date and Time: November 2, 2017

Competency A Professionalism and Understanding:

Overall, Halima is developing as a positive and engaging teacher, obviously

motivated to do her best to support student learning and engagement. This
lesson was well organized and motivating for students.

Category B Planning for Learning:

Resources (laminated picture cards, word chart, powerpoint, lesson plan) all
creatively prepared and organized. Halima demonstrates a real talent in
developing her own resources.
MCT OBSERVATION REPORT B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b Internship

Category C Implementing and Managing Learning:

The lesson introduction started with background sounds of bird sounds - and
a powerpoint of birds in trees. Great idea! This worked very effectively in
introducing the topic and starting some initial conversation about the topic
of birds.

An engaging powerpoint slide contained the main ideas to be included in the

lesson - each concept was included in a separate cloud.

Vocabulary Ladder Tree activity: Individual students asked to come up to the

front to place the appropriate laminated picture cards on the vocabulary
chart. **During this activity, st. could also be completing their own
worksheets using the same words - perhaps a match/circle task. This would
provide the others with a chance to practice and also keep them engaged.

Halima presented additional vocabulary related to the workbook reading.

**Note that the vocabulary portion on some/all/most/etc. would have been
better introduced as a separate part of the lesson - since it relates to
quantity rather than verbs and nouns related to birds.

Sections of the workbook reading were projected one section at a time. The
pictures included with the reading were well chosen and relevant. **Some
of the boys at the back table were distracted at this point. How can they be
more engaged through all phases of the lesson? Is it possible to do some
components of the lesson with the T. based at the back, perhaps creating
another presentation area? Or, if the 4 tables along the walls were moved
apart, the back table could potentially be placed in the middle.

Halima read each sentence of the reading orally, eliciting some responses
from the boys as she worked through it. **To engage all of the boys, they
could be given a task to do while listening - perhaps circling in their
workbooks all bird names, for example.

Next phase: Using can and cant. Students in groups of 5-6 asked to
write sentences about specific birds using the two target words. **Better to
have partners do this so the st. have the opportunity for more practice.
MCT OBSERVATION REPORT B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b Internship

Category D Monitoring and Assessment of Learning:

Its difficult to gauge the comprehension of individual st. when tasks are
done in groups of 5 or more students. Consider using small group sizes or
partners instead - the st. can always share their answers with others at their
table following.

T: Ok, lets read these sentences together. St. in each group asked to
read their sentences - which were placed on the front board beside the
pictures. **During this, the T. could actually write the same sentences on
the right side of the board (larger so the class could read them) - then the
rest of the boys could read the written form related to birds described by
the other groups.

T: Open the learners book - page 50. Match the correct picture like I am
doing here. St. given worksheet Amazing Birds and asked to glue
pictures in the box next to the relevant description. **As well as reading,
could this worksheet have a section providing some writing practice -
perhaps two empty boxes at the bottom inside which the students could
draw an additional bird and write a sentence about it.

Another option, to make this activity a little more challenging, would be to

omit can and cant from the Amazing Birds sheet. Then the students
would need to use the information in their workbooks to choose the correct
picture from the four options and fill in the missing words.

At this point, the class was a bit restless and it was difficult for them to
continue to focus on the board presentation. They were given a sentence
writing activity. **Better to integrate this with the previous worksheet and
then show a short wrap-up video on birds and their behaviours.

Category E Reflection:

Please email me your reflections on this lesson.

MCT OBSERVATION REPORT B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b Internship

Strengths of the Lesson: Halima enjoyed this lesson and delivered the
various sections with confidence and clarity. Her resources were well
organized, creative and engaging. This lesson integrated reading, listening
and speaking skills. There was a writing activity as well, but it was done as a
whole group.

Areas for Development: Consider how to create opportunities for all

students to practice, even when watching peers coming to the front or
responding orally. (Please see my notes above.)

Focus for next lesson: Please see my notes.

Signed: _______________________________ Date:

MCT: