MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Shamma B School: Shamma Bint Suroor
MCT/MST Name: Sozan Date: 17/03/2019
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:
Prioritizes the needs of the school and students over required working hours.
Consistently prepares high quality materials which are well organized.
Conducts a peer observation and provides oral and written feedback which identifies an
extensive range strengths and suggestions.
Planning for Learning F D C B A
Comments:
Student centered learning planned throughout the lesson plan.
Lesson plans turned in on time.
Activities link to the learning outcome.
Draws on prior knowledge.
Has completed outstanding lesson plans which are consistently printed and available for
MST/MCT upon request.
Try incorporating some activities that are not writing. Could students have had objects to
place in order and the match the ordinal numbers to them? Maybe the higher groups could
have had a story on their level and then they would place the cars in the order from the story.
Just a throught to create integrated lesson plans.
Managing Learning F D C B A
Comments:
Develops consistent student independence and responsibility by providing clear & consistent
expectations and routines. There is evidence of innovative approaches to classroom
management.
Incorporates a range of cooperative strategies which secure the learning objectives are
achieved with the majority of the class.
Class dojo used throughout.
Stickers
Assigning group roles to students.
Implementing Learning F D C B A
Comments:
Shamma started her lesson by going over the date with students and introducing the learning
outcome. Shamma explained what the word race means. Her learning outcome was ordinal
 numbers. Shamma connected car racing to the learning outcome to activate prior knowledge
and get the student’s interested in the lesson.
Shamma called some students to the front and put “vests” on them that had ordinal numbers
on them. Once 8 students had their ordinal numbers on, Shamma placed them in order. The
Shamma projected the students photos onto the board and Shamma and the students went
through listing ordinal numbers using the students faces on the cars displayed on the board.
Students with the ordinal numbers came to the front and Shamma and the class went through
the ordinal numbers and students showed the numbers using their fingers. Students were
also called to the front to go through the ordinal numbers using the students with the “vests”
on.
Shamma then too the ordinal numbers and displayed the vocab on the board using magnets
so students could see them throughout their center activities. Shamma then explained the
center activities to students. Shamma then put a timer up. Shamma assigned roles to each
student in the group. Shamma walked around to each group and asked questions relates to
the learning outcome. Where is the blue car? What position is it in?
When the timer went off, Shamma asked students to clean up. The table monitor began to
clean up the students work and prepare for the closing. Once students were cleaned, Shamma
said,” Who will show me this? Class all of you? Mansoor. Class dojo, ok.” Shamma displayed
class dojo and students quieted down and prepared for the closing.
“I will show you something. All of you over here. We will play a game.” Shamma re-introduced
the learning outcome again for ordinal numbers. Shamma put on a game that gave the
definition of ordinal numbers again and provided an example. Shamma paused the
introduction video to review the vocab and question the students. Students called out which
position the students were in on the board as they lined up in the video. Shamma paused it
before each answer to allow students to answer what position the student was in. Once the
review was over, Shamma and students began to play the game. Shamma used dojo to call a
student to the front (this is a good time to allow students to turn and talk with their partner
and answer the question instead of just watching one student answer it).

Has sufficient subject knowledge to successfully deliver the required LOs with confidence.
Assessment F D C B A
Comments:
Questioning students to check for understanding throughout the lesson.
Use of oral questioning.
- How do you keep track of student learning at their groups? It would be helpful to record
student learning throughout the lesson to inform future lessons so you know the level of the
students.
Reflection on Practice F D C B A
Comments:

Action Plan: