MCT/MST Observation Feedback #1

Course Code: EPC 3403

Trainee Name: Reem Juma School: Narjes – Grade 3
MCT/MST Name: Kesha Oliver/ Date: March 3rd
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments: See comments below
Planning for Learning F D C B A
Comments: See comments below
Managing Learning F D C B A
Comments: See comments below
Implementing Learning F D C B A
Comments: See comments below
Assessment F D C B A
Comments: See comments below
Reflection on Practice F D C B A
Comments: TBD
Overview of the Lesson: Reem began the lesson with the students at their seats and stated
“Today we are going to practice something that we’ve already learned before, which is
multiplication.” She then brought the students attention to the data show and asked the
students to identify what the groups of circles represented on the board. Students had difficulty
with these and were told these are arrays.

Question to consider: (1) What is the benefit of using proper terminology when posing questions
to students? Think about stating “What is a method that I can use to solve multiplication problem?
What can I do to help me figure out what 4X3 is?” The students knew that we can draw groups of
circles to help us solve the multiplication problem, but weren’t aware of the vocabulary term,
arrays. Be sure that you not only teach them the terminology but ensure that they understand it as
well.

Next, she stated that we can use arrays to help us solve the multiplication problems. An example
of 4x6 was given, explaining that we can draw four groups and then six circles to figure out the
answer.

Question to consider: (1) What strategies can be implemented to ensure that students understand
how to multiple using arrays? Consider teaching them using the GRM, stating, the first number
tells us how many groups we have, and the second number tells us how many or the quantity that
should be in each group
Students were then called upon to come to the board to solve the multiplication problems using
the array method.
Question to consider: What strategies can be implemented to ensure that all students are actively
engaged? Think about what the other students are doing who aren’t chosen to come to the board
Reem then stated “Today we are going to learn how to multiply 3 factors together. So how are
we going to do this?” She then wrote the example on the board (2x3)x4 = ? First I will use the
array method for the two numbers in the brackets. Students were then asked to explain how
many groups she needed and how many circles should be in each group. Students responded
successfully and Reem proceeded to draw the remaining arrays. She then made an additional
arrays to solve the problem.
Reem then explained the learning centers:

 Group 1: Students will match the multiplication equation to the correct array
 Group 2: Students will work in pairs to the solve the 3 factor multiplication problem using
arrays
 Group 3: Students will solve the 3 factor multiplication problem using arrays
 Group 4: Students will read the word problem to solve the 3 factor multiplication
problem using arrays.
Question to consider: (1) What is the benefit of modelling the group activity for the students instead of
telling them?

As students worked in their groups, Reem circulated around assisting students when necessary.
Students were able to answer questions posed to them.
End of the center time was signalled with the alarm and students were asked what they learned
from the lesson. Student groups shared what they did during the learning centers and then
students were asked to solve six, 3 factor multiplication problems using arrays.
Question to consider: (1) What strategies can be implemented to ensure that all students are actively
engaged?

Action Plan:
Implementing and Managing Learning

 Ensure that the correct terminology is taught to students so that they make the
connection between the concept and the vocabulary word
 Utilize the Gradual Release Model (Teacher Model, Guided, Independent/active
engagement and then off to centers for revision) when teaching to ensure that all
students understand the process of multiplying 3 factors
 Utilize strategies that maximize student participation
 Model learning centers instead of telling the students to ensure students understanding
  Teach at least 1 lesson per day using MST’s lesson plan so that you can gain practice and
confidence
Assessment

 Ensure that you utilize formative assessment strategies during the active engagement
portion of your lesson cycle (What will the students do right to prove to you that they
understand the concept right now before they go to their centers?)