MCT/MST Lesson Observation #1

Student teacher’s name: Mahra Mohammad Grade Level: 4

Unit/Lesson: Date: 15/10/1

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 *
Planning for learning *
(Includes knowledge & understanding of content)
Implementing and Managing Learning *
(Includes behavior management, language and delivery)
Assessment *
Reflection on Practice *
Overview of the lesson: Lesson started with the teacher reviewing the lesson’s objectives which
is for students to identify the relationship between division and subtraction. She proceeds by
showing some examples on the board. The relationship was established using 15 divided by 3 and
repeated subtraction was used to solve the problem. Students then worked in group to complete
an activity in which they had to use the division property to create some edibles. A checklist was
used to monitor the student throughout the activity. The lesson was well facilitated and was
conducted in an orderly fashion. Pictorial representation was used during the activity and the
students were given an opportunity to present their work in from of the whole class. The
students were well behaved and they appear to have understood the lesson.
Lesson concluded with the students answering some questions from the textbook and they were
called one at a time to solve these problems on the board.

Areas for development:

Differentiation. Lesson plan does not mention how the lesson is differentiated.
Remediation. Some of the students who worked on the board appears to struggle with basic
subtraction which would make it difficult for them to complete divisions.
Focus for next lesson:
Differentiation
Remediation> Ensuring that the students have the basic skills needed for the next outcome which is
the reason why differentiation is important. Support must be provided to the students who struggle
with subtraction.