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MCT/MST Lesson Observations

MCT/MST Lesson Observation
Student teacher’s name: Hend Grade Level: 4
Unit/Lesson: What is an earthquake and its impact on surrounding landforms?

Competency Area E G S M U

Please tick the boxes using the OVERALL ASSESSMENT LEVEL

DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism x
Planning for learning x
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Assessment x
Reflection on Practice
Overview of the lesson: Occurs over 2 separate one hour classes in grade 6

First Class – one hour

TPS around the question ‘what is an earthquake?’ Students’ responses demonstrated a solid
preknowledge on which to build. The T then introduced the day’s LO focusing on the key
words and what they meant (this was revision). The vocabulary with which students were
nfamiliar i.e. the word surround, was demonstrated to clarify. Good use of the area in the
classroom to demonstrate the meaning of the word. A video of an earthquake was then
used to show the students what an earthquake is, a good strategy in a region where
students might never have experienced an earthquake. The T told the students in the
beginning that there was no need to be afraid and that no one was hurt. A good strategy.
The video was explored using questions such as ‘What happened to the buildings and the
furniture’? So we will talk now how earthquakes form – transition was smooth. A review of
how plates move and the different ways in which plates move using their
hands(psychomotor) to demonstrate their understanding of how plates move. Today we will
be engineers and see how to build buildings so they do not fall down during earthquakes.
Students had an opportunity to learn what scientists such as engineers do.
TPS around –what do you want to find out? Ss were then take through the step of what’s
your hypothesis and then what is your question? (around the use of long or short sticks to
build the building after T had show them a structure that she had built with marshmallows
an sticks. Next time build two – one with short sticks and one with long sticks, in order to
introduce the long and short sticks more smoothly. Ss needed more direction in extracting
questions. Maybe sample questions might have helped?
Examples of students’ responses were written on the board (MST had instructed them to
use Which, will, what questions, and questions that were comparative and used the word
‘difference’ because they were using short and long sticks.
Sample questions that Ss came up with were
‘which building will be most stable, long or small?’
Will the building with the longer sticks last longer than the one with shorter sticks?
What is the difference in the stability of the buildings with short and long sticks?
Students were taken stepwise through planning and asked how they would test the question
(answer: build a house, put it on a plate, shake the plate, and see how long it takes for the
house to fall). From this Ss were asked to come up with a list of equipment. Next, Ss were
asked to predict in language that copied ‘ I think….’ And that it had to be linked to the time
the building would hold up, or be linked to the word stable. Good job showing students how
to develop a prediction. Ss predictions included ‘I think the tallest building would fall first’.
Ss were then given 15 marshmallows for a fair test and asked to build two structures (one
with short sticks and one with long sticks). There was need to control more of the variables
so that the design would be the same whether built with short or long sticks (i.e. number
of sticks and the design also needed to be controlled).
Next class
Next class
Pursue more formative evaluation as students construct their knowledge during their hands on
Good classroom management where students are easily brought back from excited group
work to quiet, focused plenary.
LO was clearly written on the board before the class started underlining key terms
‘earthquake’ and ‘landforms’
Questioning was very well done. Clear and occupied at all levels of Bloom’s
Smooth transitions between parts of the lesson.
Areas for development:
How you use group work. Remember that group work is an excellent opportunity to ensure
the students understand the theory, and to chat with them about what they know, and
scaffold them upwards to the LO.
Focus for next lesson:
• During class time, look at how your MST uses group work, what he asks the
students and why. Use these new learnings to develop how you facilitate group
• Remember to pay attention to, and spend time with, students from all ability
• Closure! : Remember to review main points and create a bridge as to what comes
next. Use this period to tie up students conceptual misunderstandings so that they
leave the classroom with minimal cognitive dissonance. Also, the day’s activities
need to be assessed.