MCT Observation Feedback Form

Course Code: EPC 3403 Practicum 3a (sem 5) Subject: Math – Grade 1A

Trainee’s name: Reem Munsir School: Summit Int’ School
MST (mentor’s) name: Diane Tzovanis Date: March 2019

The MST (Mentor School Teacher) will use this form to formally observe the trainee’s performance and to give feedback based on the
selected teaching competencies.

Commitment to the Profession

Comments:
- Once more, Reem’s commitment and professionalism are undisputable!

Planning for Learning

Comments:
- Reem’s planning for this lesson was exceptional! She used the Gradual Release Model for teaching a
topic that was introduced for the first time today. She did this brilliantly !!!!

- Excellent sequence for planning, in that all steps have been well thought through to ensure that
students understood and followed:
st
1 - Relaxation time: (although I missed this segment, I can definitely say that it worked very well!!!!!!
2nd - Lots of modelling, with numerous, varied and carefully selected examples/exercises
3rd - Practicing together (with teacher support) using mini whiteboards – excellent progress was made here!
4th - Competition: team work using manipulatives (students still practice with support) – brilliant resources
were used her (made by Reem, of course) brilliant!! This particular resources was directly linked to the
heart of the learning outcome (i.e Ss must learn which operation to conduct first) and it was very
hands-on (great for tactile/kinaesthetic learners). SUPER 😊😊
th
5 - Worksheet for individual practice

- Worksheets are differentiated – perfect!

- Also, there is an error in the worksheet. As soon as Reem notices, she asks Ss to cross it out. Handled
perfectly!

Managing Learning
Comments:
- “Don’t forget the scoops!” says Reem, in order to support behaviour management.
- Reem has very good control of this group of students
- She uses MANY different management techniques and she uses them all very efficiently 😊
- Reem always gives clear instructions before every activity

- Overall, class management is excellent!!!

- Reem has established such a great learning atmosphere!! It’s actually an ideal learning atmosphere!!!
ALL students are FULLY engaged in their task!! We cannot ask for anything else!!!

- She manages time and tasks very effectively, namely via the group leaders
See back
 - Reem has put together MANY different behaviour management systems for students. They are each
very creative and effective in their own way. WOW!! 😊

Implementing Learning
Comments:
- Puppet show about the four operations is presented by Reem, with singing and acting!!! Students
LOVED this!! What a creative and fun way to introduce Math concepts 😊😊😊
- Reem clearly states the Learning Outcome + target vocabulary words
- Reem questions students consistently in order to maintain constant interaction
- Reem solicits different Ss to answer questions
- Reem uses numerous and relevant examples to model today’s concept
- Reem gives adequate praise to students, and also to groups and to the class as a whole

- One aspect of the concept could have been clarified further:

. division/multiplication are stronger than addition/subtraction --- GREAT!! Well explained
. What do we do when we have addition & subtraction OR division and multiplication within an

operation --- this type of example could have been explained more clearly (generally, Reem says
“start with the first one because it’s first ‘’ …. But this is slightly unclear for some students)

Maybe say instead: “Is other operation stronger than the other here”?
At one point, Reem said “(+) and (–) are at the same level” -- this is a much better explanation

- Conclusion: Reem reiterates the Learning Outcome and prompts the Ss to use the target vocabulary.
Well done in light of the short time that remains.

- Next time: Reem hopes to try the exit slip!

Assessment
Comments:
- Reem has a very good sense where individual students and the whole class stands. She was able to express her
evaluation of students during our post-lesson discussion.

Reflection on Practice
Comments:

- Reem is capable of reflecting on her teaching! We had a very fruitful post-lesson discussion.

Overall, this lesson was extremely successful for so many reasons:

. extremely well planned; excellent sequencing and use of the ‘gradual release model’
. sound overall management
. SUPER resources; very well designed
. creative, fun, active and varied activities
. excellent and precise explanations, modelling, sequencing
. sufficient differentiation and reference to ALL the learning styles

Action Plan:
(1) Try to focus on some consistent grammar errors. Examples:

- “Which one is strong: addition or multiplication?” (Should say “stronger”)

- “The order of the operation rule say that ….”. (Should say “says”)

- “It’s the first and it’s strongest than”. (Shoud say “stronger”)

- “After that come addition and subtraction”. (Should say “comes”)

- “Because the rule say that”. (Should say “says”)

- “When the spinner spin it will stop in a question”. (Should say “spins” and “on”)

- Who come first here?– asks Reem pointing to the numbers --- (Should say “Which one comes first?”)

(2) Be careful and try to be less nervous when you are being observed!
Reem often said ‘multiplied’ even though she wrote ‘divide’! She made this mistake a few times but the
students were very alert and immediately corrected her!!