MCT/MST Observation Feedback #1

Course Code: EPC 3403

Trainee Name: Sabha School: Narjes – Grade 3
MCT/MST Name: Kesha Oliver/ Lea Ann Date: March 10th
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: See comments below
Planning for Learning F D C B A
Comments: See comments below
Managing Learning F D C B A
Comments: Ensure that your instructions are clear and that students understand what to do; allow
students to utilize expression sheet at their tables as a resource while working on the problems;
shorten the lesson closing time as it was too long
Implementing Learning F D C B A
Comments: : No active engagement only Teacher modelled and Guided Practice; Implement strategies
to keep the groups actively engaged when you are not explaining centers to them, give them a related
task to do so that they don’t cause classroom disruptions
Assessment F D C B A
Comments: No formative assessment on the carpet/tables during the lesson. I need to see formative
assessment during the lesson and not only at learning centers
Reflection on Practice F D C B A
Comments: TBD
Overview of the Lesson: Sabha began the lesson with the students at their seats and proceeded
to put 6 apples on the board and the word more than and then added two apples on the other
side. Students were instructed to turn and talk about what the word more than means. Students
responded appropriately, by saying addition. Sabha then wrote the expression using numbers
and solved the problem. This process was repeated for subtraction expression.
Next, students were asked to come and sit in their groups on the carpet and Sabha stated
“Today we will learn about how to write expressions. Who remembers what the four operations
we learned about are?”
Excellent job stating the learning outcome at the beginning of the lesson
Students answered appropriately, responding with: addition, subtraction, multiplication and
division. Students’ were then shown an expression sheet on the laptop explaining the expression
and its corresponding symbol. Sabha then asked the students what operation should be used for
the following expressions: 4 more than 3, six groups of two, the difference between 10 and 2
and half of 12. Next Sabha demonstrated how to divide the group equally by drawing two groups
and then placing one circle into each group until she had reached 12.
Students were then dismissed back to their tables and asked write the following problems: 5
more than 6, half of 12, 3 groups of 5 and 7 less than 5.
Question to consider: (1) What strategies can be implemented to ensure that students are given
an opportunity to practice the concept during the active engagement? Think about allowing tables
to identify the operation and solve the problem (2) What strategies can be implemented to ensure
that students are given clear instructions. Students wrote the problem on the paper but some did
not solve it as they were not instructed to until they were told to once the MST came around.
Sabha then modelled the learning centers:

 Group 1: Students will cut and paste to build and solve the addition expressions
 Group 2: Students will use manipulatives to solve the addition expressions
 Group 3: Students will use manipulatives to solve the multiplication expressions
 Group 4: Students will solve and build all expressions
 Excellent job of modelling the learning centers for students so that they understand what to
do
As students worked in their groups, Sabha circulated around assisting students when necessary.
Students were able to answer questions posed to them.
End of the center time was signalled with the alarm and students were asked what they learned
from the lesson. Students responded appropriately by saying writing expressions. Student groups
were then asked to match the expression with the corresponding symbol. Students worked in
pairs to successfully complete this activity with ease.
Action Plan:
Implementing & Managing Learning:

 Utilize the Gradual Release Model, specifically the active engagement/Independent

practice while the students are with you on the carpet or at their seats to ensure that
they understand
 Allow students to utilize expression charts as some students were confused about what
operation to use
 Ensure that directions are clear so that students understand what it is they need to do
 Ensure that your lesson closing is kept to no more than 5 minutes
 Teach at least 1 lesson per day using MST’s lesson plan so that you can gain practice and
confidence
Assessment:

 Ensure that you utilize formative assessment strategies during the active engagement
portion of your lesson cycle (What will the students do right to prove to you that they
understand the concept right now before they go to their centers?)