Education Division

MCT Lesson Observation Form

Student Teacher Name: Shaikha Salim Saeed Salim Almazrouei (H00275954)

Observer MCT: Dr Lavinia Tamarua

MST Name: Ms Noha Mohammed

Kindergarten / School: AL-AMANI KINDERGARTEN No. of Pupils: Class: Date/time: 21 Oct, 20

- Lesson Aim/ Learning Objectives: Write and read the letter Th ‫ﻗﺮاءة ﺣﺮف اﻟﺜﺎء ﻣﻊ اﻟﺤﺮﻛﺎت وﻛﺘﺎﺑﺘﮫ‬
‫ﺑﺸﻜﻞ ﺻﺤﯿﺢ‬
Findwords with letter Th ‫ﺑﺤﺚ ﻋﻦ ﻛﻠﻤﺎت ﻓﯿﮭﺎ ﺣﺮف اﻟﺜﺎء‬

Teaching
Narrative of lesson; Clear explanations; Modelling and demonstration; Questioning; Teaching and learning
strategies; Pupil progress;

Lesson:
Introducing the Ss to your lesson to write and read the letter Th and finding words with the letter Th
Used slide show – nice use of the online data tools to demonstrate forming letter

Demonstrating using the flower – find letter Th and numbers. This was a good example of using the data tools to
integrate the lesson. Using a range of student-centred strategies – exploring challenging activities, questioning.

Students were able to practice writing the letter. This lesson is a continuation from last weeks lesson on the same
letter and same words. Review.

Using the word wall for Ss to practice – not enough time to complete this section of the lesson (short lesson 30mins)
 Education Division

Assessment, classroom management and planning sections to be completed if not covered in the above
lesson narrative.

Assessment
Questioning; Strategies; Reviewing learning

Utilising individual questions to elicit responses. Feedback to encourage Ss, give positive reinforcement. Reviewing
learning during the lesson – practice writing.

Classroom Management
Behaviour; transitions; health and safety; resource management;

Managed to maintain a good learning session. Students followed your instructions, commands. Transitions went
reasonably smoothly. Motivating students with your voice, positive feedback.

Planning
Clear learning objectives; PDP goals, unsure how you can achieve your goal by asking Ss if they understand the lesson
well? You need to provide evidence that is more substantial – Ss will automatically give you the response you want.

Strengths

• Clear tone of voice. Students are able to follow your instructions without difficulty.
• Explaining the lesson clearly with students participating and engaging in the discussion
• Managing the class and students well.

Areas for Development/ targets (can be completed during post lesson observation feedback meeting)

• Time management – need to provide time to allow students to practice at the end of the lesson.
• As an alternative – you can utilise different online resources into your lesson to add variety

Reflective Practice (can be completed during post lesson observation feedback meeting. In addition to ST
reflections uploaded to e-portfolio)

The lesson was delivered accordingly and everything went well. It is easier to manage students online rather
than in the classroom because students can close their audio microphone but in the classroom you can’t
switch children’s voices off.

Meeting teaching practicum requirements? (See rubric for details)

You are meeting the requirements for Semester 8 criteria

Meeting requirements Still developing

Education Division

Signed: Observer MCT …………………………………… Student Teacher………………………

Education Division
 Education Division

MCT Lesson Observation Form Obs#2

Student Teacher Name: Shaikha Salim Saeed Salim Almazrouei (H00275954)

Observer MCT: Dr Lavinia Tamarua

MST Name: Ms Noha Mohammed

Kindergarten/ School: AL-AMANI KINDERGARTEN No. of Pupils: Class: Date/time: 28 Oct, 20

Lesson Aim/ Learning Objectives: Write and read number 5. Count numbers 1 to 10

Teaching
Narrative of lesson; Clear explanations; Modelling and demonstration; Questioning; Teaching and learning
strategies; Pupil progress;

Lesson:
Introduced students to the daily classroom routines and classroom rules. Reminded students to close the camera,
and sound, to listen carefully to the days lesson.

Explained the lesson before beginning to show Ss first slides.

Ss modelling as they count 1-5.

Modelling and demonstrating the numbers as you read them out loud. Students watching and observing you.

Using a range of teaching resources to engage and encourage student participation. Eliciting questions to draw their
attention to key aims of the lesson.

Practiced verbally (modelling) counting, you modelling writing the numbers, identifying, naming.

Children engaging and participating in your lesson without difficulty. Following your instructions and directions.
Almost ran out of time for the last activity to have children practice writing task.

Assessment, classroom management and planning sections to be completed if not covered in the above
lesson narrative.
 Education Division

Assessment
Questioning; Strategies; Reviewing learning

Utilising individual questions to elicit responses. Feedback to encourage Ss, give positive reinforcement. Reviewing
learning during the lesson – practice writing.

Classroom Management
Behaviour; transitions; health and safety; resource management;

Managed to maintain a good learning session. Students followed your instructions, commands. Transitions went
reasonably smoothly. Motivating students with your voice, positive feedback.

Planning
Clear learning objectives; PDP goals, unsure how you can achieve your goal by asking Ss if they understand the lesson
well? You need to provide evidence that is more substantial – Ss will automatically give you the response you want.

Strengths

• Clear tone of voice. Students are able to follow your instructions without difficulty.
• Explaining the lesson clearly with students participating and engaging in the discussion
• Managing the class and students well.

Areas for Development/ targets (can be completed during post lesson observation feedback meeting)

• Time management – need to provide time to allow students to practice at the end of the lesson.
• As an alternative – you can utilise different online resources into your lesson to add variety

Reflective Practice (can be completed during post lesson observation feedback meeting. In addition to ST
reflections uploaded to e-portfolio)

The lesson was delivered accordingly and everything went well. It is easier to manage students online rather
than in the classroom because students can close their audio microphone but in the classroom you can’t
switch children’s voices off.

Meeting teaching practicum requirements? (See rubric for details)

You are meeting the requirements for Semester 8 criteria

Meeting requirements Still developing

Education Division

Signed: Observer MCT …………………………………… Student Teacher………………………

Education Division
 Education Division

MCT Lesson Observation Form Obs#2

Student Teacher Name: Shaikha Salim Saeed Salim Almazrouei (H00275954)

Observer MCT: Dr Lavinia Tamarua

MST Name: Ms Noha Mohammed

Kindergarten/ School: AL-AMANI KINDERGARTEN No. of Pupils: Class: Date/time: 4 Nov, 20

Lesson Aim/ Learning Objectives: Introducing letter HA

Teaching
Narrative of lesson; Clear explanations; Modelling and demonstration; Questioning; Teaching and learning
strategies; Pupil progress;

Lesson:

Video recording to demonstrate the letter HA

Ss engaged during your lesson, identifying, responding to your elicitations about the letter HA
Supporting students attempts through questions, prompting their actions, repeating and instructions.
Demonstrating and sounding out the letter – also using the audio to demonstrate.

As you played the story, paused the story to explain and maintain students focus on the lesson, eliciting questions,
feedback to explain and reinforce their learning. Supporting the narrative with good explanations and challenging
student elicitations.

Provided a range of activities to differentiate your lesson. Use of questions to elaborate students ideas, prompting
and extending their responses – challenge thinking via video, and resource material that supported your lesson.

Assessment, classroom management and planning sections to be completed if not covered in the above
lesson narrative.
 Education Division

Assessment
Questioning; Strategies; Reviewing learning
Asking questions to prompt, support students understanding. In your activities, provided a range of ways to assess
their learning. Reviewing the lesson using the online learning tools, video, audio and activities.

Classroom Management
Behaviour; transitions; health and safety; resource management;
Children participated and engaged fluidly throughout your lesson today. They participated and followed your
instructions and directions (looked like they did not have any difficulty). You lesson flowed generally well today.

Planning
Lesson plan was provided with relevant information to follow your lesson. You were able to identify clearly how you
were going to differentiate students learning. Did the group activity work?

Strengths
• Utilised questions to review, check and prompt students learninh
• Students were actively engaged in your lesson, participating with enthusiasm and interest.

Areas for Development/ targets (can be completed during post lesson observation feedback meeting)

Alternative strategies for online learning tools to assist your lesson

Reflective Practice (can be completed during post lesson observation feedback meeting. In addition to ST
reflections uploaded to e-portfolio)

You made steady progress over this TP and the experience of online teaching. You have reflected on
previous lessons and applied new teaching strategies – more use of questions, giving constructive feedback
during your lesson to support students learning further.

Meeting teaching practicum requirements? (See rubric for details)

Meeting requirements Still developing

Signed: Observer MCT …………………………………… Student Teacher………………………

Education Division
 MCT/MST Summative Teaching Placement Assessment Rubric

Course Code & CRN EPC4909 (CRN 11618) Placement School KHAWLA BENT THAALABA GIRLS' SCHOOL FOR BASIC
EDUCATION/CYCLE 1
Student Name & HCT ID Shaikha Sultan Hamad Abdulla Alaleeli H00354093 Date of Assessment 17 November, 2020
MCT Name Dr Lavinia Tamarua MST Name Ms Noha Mohammed

Achievement that does
GRADING/MARKING not meet requirements
CRITERIA Significantly below course
requirements
ACHIEVEMENT INDICATORS
Achievement that minimally Achievement that Achievement that is
Achievement that is significantly
meets the course requirements satisfactorily meets the outstanding relative to the
above the course requirements
course requirements course requirements

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for
0-59 60 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 – 79 80 – 83 84 – 86 87 – 89 90 – 100
Gradebook

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

1. With reference to the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

GENERAL CRITERIA (I-VI)

(I) COMMITMENT TO
THE PROFESSION (15%)

Demonstrates consistent Has not grasped the Displays occasional issues with Demonstrates consistent Always demonstrates consistent Prioritizes the needs of the
Attendance and importance of attendance attendance and punctuality attendance and punctuality attendance and punctuality school and students over
Punctuality and punctuality leading to required working hours
(3%) consistent absences
and/or lateness

Demonstrates Teaching Fails to demonstrate a Is generally prepared & ready for Is prepared & ready for each Is well prepared & ready for each Consistently prepares high
Materials are planned willingness to plan and each lesson lesson lesson quality materials which are
and organized prepare materials and well organized
(3%) lessons

Demonstrates Does not participate in Occasionally participates in Participates in a range of Actively participates in a range of Has demonstrated initiative
responsibility to use school activities and has school activities and builds a few school activities and builds school activities and builds positive and commitment through
initiative and not positive relationships within the positive relationships within relationships with a range of independent involvement
participation developed relationships school the school stakeholders in school based activities
(3%) across the school, apart resulting in a measurable
from the MST contribution to the school

Demonstrates Does not respect school Generally accepts school based Accepts school based Accepts school based authority Accepts school based
responsibility to resolve based authority structures authority structures and has authority structures and structures and responsibility for authority structures and
problems independently & does not accept some difficulties resolving work- responsibility for resolving resolving work-based problems responsibility for
(3%) responsibility for work- based problems without some work-based problems with with a growing level of independently resolving
based problems support some support independence work-based problems

Demonstrates a positive Has not developed a Generally demonstrates a Generally demonstrates a Demonstrates a positive attitude Demonstrates exceptional
and enthusiastic attitude positive attitude towards positive attitude towards positive attitude towards towards teaching and learning enthusiasm and positivity
to teaching and learning teaching and learning teaching and learning but with teaching and learning towards teaching and
(3%) some examples of negativity learning

Comment: Demonstrated a good level of engagement with your MST. You are always prepared and organized for every lesson. You engage positively and with a cheerful attitude to teaching
your students.
(II) PLANNING FOR
LEARNING (15%)

Lesson plans are well Has consistently failed to Has completed poor quality Has completed appropriate Has completed solid lesson plans Has completed outstanding
prepared and available complete adequate lesson lesson plans which are not always lesson plans which are which are printed and available for lesson plans which are
on request (5%) plans available upon request available for MST/MCT upon MST/MCT upon request consistently printed and
request available for MST/MCT
upon request

Lesson plans show Lesson plans lack Lesson plans have sufficient detail Lesson plans have sufficient Lesson plans are well detailed to Lesson plans are
testable learning detail and may not to generally secure effective detail to secure satisfactory secure effective delivery and exceptional to secure
objectives and a variety include learning objectives delivery and include learning delivery and include testable include testable learning successful delivery and
of appropriate and assessments leading objectives and some assessments learning objectives and objectives and a variety of include testable learning
assessments and tasks to unsatisfactory lesson appropriate assessments appropriate assessments and tasks objectives and a variety of
(5%) delivery appropriate assessments
and tasks

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are generally Lesson plans are usually balanced, Lesson plans are
balanced, engaging, inconsistently balanced elements of balance and include balanced, engaging, engaging, effective and student- consistently balanced,
effective and student- and include no student- some student-centred activities effective and student- centred engaging, effective and
centred centred activities centred student-centred
(5%)

Comment: Lesson plans were always provided and available prior to your lessons. Lesson plans provided sufficient information although there were some aspects of your LP that could have
provided more detail about your lesson, activities and assessment strategies that you will utilise during delivery. Information a little sparse.

(III) MANAGING
LEARNING (15%)

Does not use cooperative Sometimes uses cooperative Uses cooperative learning Consistently and effectively uses Consistently and effectively
learning learning as part of their learning regularly, usually with a cooperative learning with a high uses a range of cooperative
Demonstrates a range of environment but/or uses these level of effectiveness level of effectiveness learning strategies with a
cooperative learning strategies with limited high degree of confidence
strategies effectiveness
(5%)
Demonstrates a range of Does not use classroom
effective classroom management strategies
management strategies effectively or consistently
(5%) leading to an ineffective
and/ or unsafe learning
environment
Uses appropriate classroom
management strategies which
generally secure a safe and
effective learning environment
Uses appropriate classroom
management strategies to
secure a safe and effective
learning environment
Uses appropriate classroom
management strategies to
consistently secure a safe and
effective learning environment
Uses a wide range of
appropriate classroom
management strategies to
consistently secure a safe
and effective learning
environment

Demonstrates classroom Has not established Has established some classroom Establishes and manages Establishes and consistently Classroom routines and
routines and transitions effective classroom routines and transitions but some classroom routines and manages classroom routines and transitions are well
are managed and routines and transitions development is needed transitions transitions leading to some established and
established student independence differentiated leading to
(5%) significant student
independence

Comment: Managed students learning using effective classroom management strategies.

(IV) IMPLEMENTING
LEARNING (20%)

Implements a range of Does not implement
effective strategies to strategies which motivate
motivate students students and maintain an
(4%) effective classroom
presence.
Sometimes implements strategies
which motivate students and
maintains an effective classroom
presence
Generally implements
strategies which motivate
students and maintain an
effective classroom presence
Implements strategies which
continually motivates students and
maintains an effective classroom
presence
Implements a wide range
of strategies which
continually motivates
students and maintains an
effective classroom
presence

Implements material Material presented Material presented may Presents material which is Presents material which is accurate, Consistently presents
which is accurate, frequently/ significantly occasionally lack accuracy and/or generally accurate, meaningful, accessible and material which is
meaningful, accessible lacks accuracy and/or meaningfulness. meaningful and accessible to differentiated to support student accurate, meaningful,
and differentiated that meaningfulness. support student engagement and learning accessible and
supports student Differentiation is implemented engagement and learning. differentiated to support
engagement and learning Differentiation is not but not necessarily effectively Sometimes includes student engagement and
(4%) implemented differentiation with growing learning
effectiveness
Lessons are paced to The pacing of lessons may
ensure students are result in a significant
engaged and challenged proportion of the class
(4%) being disengaged,
overwhelmed &/or off
task
The pacing of lessons may result
in some students sometimes
being disengaged, overwhelmed
or off task
Lessons are usually paced to
ensure students are
appropriately engaged and
challenged
Lessons are consistently paced to
ensure students are appropriately
engaged and challenged
Lessons are paced to
ensure students are
appropriately engaged
and challenged and the
needs of individual
students are met

Teaching instructions are When instructions are
clear, concise and timely given they are generally
(4%) unclear and this does not
effectively facilitate
learning
Instructions are usually given at
appropriate times within a lesson
but may not always be clear and
concise
Instructions are given at
appropriate times within a
lesson and are generally
clear and concise
Instructions are consistently given
at appropriate times within a lesson
and are invariably clear and concise
Clear, concise and timely
Instructions are
consistently given using a
range of appropriate
techniques

A variety of questions are Generally does not use Uses questions which fit within Uses questions which Uses a variety of questions which Skilfully uses a variety of
used appropriately that questions effectively the lesson context but these tend generally fit within the appropriately fit within the lesson questions which
support and challenge to be closed and/or do not lesson context to support context to support learning appropriately fit within
students extend learning learning the lesson context and
(4%) challenges students’
thinking

Comment: Lessons were implemented using a good range of teaching strategies. Instructions were delivered in a timely manner allowing students to follow your instructions and directions
without too much difficulty.

(V) ASSESSMENT (15%)

Fails to utilize monitoring Monitors but it is unfocused in Generally monitors in Monitoring purposively in relation Consistently monitors in
in relation to student relation to learning and/or relation to learning and to learning and behaviour relation to learning and
Monitoring learning and learning and behaviour behaviour, improvement is behaviour some behaviour, meeting
behaviour needed improvement is needed individual students’ needs
(3%)

Utilizes formative Fails to understand and Utilizes some variety of formative Generally utilizes a range of Utilizes a range of effective Utilizes and thoroughly
assessment strategies utilize formative assessment strategies to gauge effective formative formative assessment strategies to understands a range of
appropriately assessment strategies student progress gauge student progress effective formative
(3%)
 assessment strategies to assessment strategies to
gauge student progress gauge student progress

Utilizes summative Summative assessment Implements summative Generally implements valid Implements valid and reliable Outstanding knowledge
assessment strategies strategies are not assessment strategies but not and reliable summative summative assessment strategies, and Implementation of
appropriately completed always ones that are valid, assessment strategies, where appropriate valid and reliable
(3%) reliable and/or appropriate where appropriate summative assessment
strategies., where
appropriate

Utilizes constructive Constructive feedback is Constructive feedback is provided Constructive feedback is Constructive feedback is Constructive feedback is
feedback appropriately not provided to students to students inconsistently. It may generally provided to consistently provided to students in provided in a timely and
(3%) need to be more timely and/or students in a timely and a timely and appropriate manner effective manner using a
delivered in an appropriate appropriate manner. range of approaches
manner

Assessment data is Has failed to use Sometimes uses assessment data Assessment data is generally Assessment data is used to Assessment data is
recorded and used assessment data to inform to inform planning and used to inform planning and effectively inform planning and consistently used to
appropriately planning and instruction instruction. Assessment data is instruction, though not instruction. Assessment data is effectively inform
(3%) and/or assessment data is recorded but not always in an always effectively. recorded in an organized way and is planning and instruction.
not available to MST/MCT organized way but is usually Assessment data is generally available for MST/MCT. Assessment data is
available for MST/MCT. recorded in an organized recorded in an organized
way and is usually available way and is always
for MST/MCT. available for MST/MCT.

Comment: A good level of constructive feedback was provided to students in a timely and appropriate manner. You consistently utilised a good range of assessment strategies to monitor, gauge
and review students learning.

(VI) REFLECTION ON
PRACTICE (20%)

Fails to understand the Some reflection on student Reflects on student learning Reflects on student learning in a Consistently reflects on
importance of reflecting learning is evident, but it is quite meaningful way student learning in a
Reflects on student on student learning vague and repetitive meaningful way
learning
(10%)

Student fails to
understand the
Reflective on students importance of reflecting
teaching practice on own practice and/or
(10%) display the ability to do so
meaningfully
Inconsistent and vague
reflections on their own practice
leading to little improvement of
practice
Reflects on their own
practice leading to
improvement with limited
guidance and support
Consistently reflects on their own
practice leading to improvements in
a range of areas
Consistently reflects on
their own practice leading
drawing effectively in
theory leading to habitual
improvement

Comment: Reflected on student learning in a meaningful way and you have consistently reflected on your practice throughout this teaching experience, as well linking to your PDP goals.