11.

MCT/MST Lesson Observations

MCT/MST Lesson Observation
Student teacher’s name: Fatema Grade Level: 3
Unit/Lesson: Magnets Date: 13Nov18

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 x
Planning for learning x
(Includes knowledge & understanding of content)
Implementing and Managing Learning x
(Includes behavior management, language and delivery)
Assessment x
Reflection on Practice

First Class – one hour

Engagement
Intention was clearly stated by the teacher.
Linked to the use of a magnet in the last class to sort objects according to the
presence/absence of magnetic properties. The vocabulary of the day, especially ‘attract’ and
‘repel’, were introduced.
Exploration
Good structure – setting the problem, hypothesis generation, working through the method
Magnets were introduced to the students on the OHP and the candidate showed it to them
as a teacher demonstration. However, consider giving them, one to a table so that they can
just play around with it and become familiar in a hands-on sort of way.
The problem was then presented to the students (‘To investigate if two poles will attract
each other or repel). Students were given the opportunity to Think Pair Share to generate
predictions about what they thought would happened. They generated the following
hypotheses – similar poles will repel; opposite poles will attract; opposite poles will repel
and similar poles will attract.
Good idea to have them use the process skill of recording their observations and data using
a worksheet which they would fill out as they carried out the experiment. Students were
given the opportunity to communicate their findings during plenary and it would be useful
here to summarise these on the whiteboard or the OHP at the same time of their
demonstrations. Actually, the worksheet was given to the students after the completed the
exercise! Great! Next time, give it to them during the exercise.
Explanation
Evaluation
Useful worksheets and questioning. Continue to work on language to strengthen questioning during
teaching. A good way is to plan what questions you will ask (and what answers you will expect) as
you complete the lesson plan.
Elaboration
Do magnets attract each other through piece of paper—a visual demonstration was done using an A$
sheet and the magnets did attract each other still. It was a very nice activity that engaged the
students and got them to start making predictions about whether the magnets would attract each
other through thicker paper. This is a nice jump of point for the next lesson.

Generally
A noted improvement in your language, lesson structure, use of exploration.
Areas for development:
Process skills of recording and reporting/communicating results
Focus for next lesson:
Language and the wrap up phase of the lesson.