MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Mariam M. School: Tamooh
MCT/MST Name: Amber Date: 11/3/2019
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:
Works with her MST consistently.
Helps the other student teacher in the room when they are teaching.
Completes peer observations.
On time each day.
Planning for Learning F D C B A
Comments:
You need to fully explain your model. What strategies will you teach? From your lesson plan, it is not
clear what you are actually going to teach and how you are going to model the skill.
Include the questions you will ask students throughout the lesson at each center, modelling, and
closing.
Make sure your activities are not too easy for students. Many students finished their center activity in
less than 5 minutes. This means the activity was below their cognitive level.

Managing Learning F D C B A
Comments:
Offering positive praise.
1,2, eyes on me strategy used.
Random selection of students using Dojo.
Using class dojo for behaviour management
Implementing Learning F D C B A
Comments:
Mariam began the lesson by reviewing the strategies the students used to solve multiplication
problems. She called on a student to explain their strategy. The student came to the board and
explained what they did. “Can you show us, like drawing array or grouping.” The students then drew an
array to show his strategy. “Right or wrong. Who can give me different strategy?” (work on grammar
when speaking).
Mariam called another student up and asked them to show another strategy. The rest of the students
sat quietly and watched. “Can you tell us what you doing?” The student then explained the grouping
strategy.
Mariam then put up 8 * 4. Mariam then demonstrated writing is as repeated addition. Students
echoed the 4+4+4+4+4+4+4. Then she showed students it can also be 8+8+8+8. “For checking our
answer we will use array or groups.” Mariam then demonstrated drawing an array. ( You never solved
the repeated addition equations. You wrote them, but never modelled how to add them. Then a
 student said the answer was 34 and you said good job, but the answer is 32. If you are showing a
strategy, you need to solve each one, not just draw or write them).
Mariam then gave students white boards and asked them to solve 4*5. Mariam then selected a
student randomly to come up to the board and solve the problem.
The student came to the front and the student wrote 4+4+4+4+4 and then Mariam called on another
student to write repeated addition of 5+5+5+5. (What is the answer? Students wrote the repeated
addition on the board but never solved the problem). (Why are you having them draw arrays and
grouping when your lesson focus was repeated addition?)
Mariam selected another student randomly after students had a chance to solve it on their white
board. The student came to the front and wrote 2+2+2+2+2+2+2. Once the student wrote this up their,
Mariam called on another student to solve the equation. “Who have another way to solve this
equation?” Mariam then called another student up to draw an array or grouping to solve the question.
9:23- Mariam asked students to put their white board in the middle of their table. She walked around
to explain the activities students would complete. She asked them to work in pairs. Mariam walked
around to the groups to monitor students.
9:39- Mariam asked students to put all of the materials in the middle of the table. Mariam then
selected a student to come solve an equation. The student came to the front and modelled how to
write 3*3 in repeated addition. She had students solve several problems on the board.
Mariam then gave students an exit ticket. (make sure you recap what repeated addition is and why we
use it.)

Assessment F D C B A
Comments:
Asked students questions.
Exit ticket. How did you keep track of student learning when you walked around?
Reflection on Practice F D C B A
Comments:

Action Plan: