MCT Observation Feedback Form

Course Code: EPC 3903 Practicum 3a (semester 5) Subject: Math

Trainee’s name: Shamma Marwan School: Virginia International School
MCT (mentor’s) name: Dr. Samsonova Date: 30/10/2019

The MCT will use this form to formally observe the trainee’s performance and to give formative feedback based
on the selected teaching competencies. The use of letter grades is optional.

Commitment to the Profession F D C B A

Comments:
 Shamma is always looking for regular opportunities to grow professionally.

Planning for Learning F D C B A

Comments:
 Shamma produced clear and sequenced lesson to advance student learning with reasonable time
allocations.
 Shamma provided a variety of appropriately challenging materials and resources.
 Learning activities were matched to instructional outcomes.
 Instructions were designed to engage students and advance them through the content.
 Aids to instruction such as a video and a Power Point were appropriate to the learning needs of the
students
 Activities provided an opportunity for higher-level thinking.
 Instructional student groups were organized thoughtfully to maximize learning and build on students’
strengths.
Managing Learning F D C B A
Comments:
 Standards of conduct appeared to have been established and implemented successfully. At the
beginning of the lesson, Shamma went over classroom rules.
 Overall, student behaviour was generally appropriate.
 Classroom interactions were friendly and demonstrated caring and respect.
 Students understood their role as learners and showed an effort to learn.
 Classroom interactions supported learning and the use of language.
 Shamma frequently monitored student behaviour using tokens.
 Shamma’s response to student misbehaviour was effective.
Implementing Learning F D C B A
Comments:
 Most students were intellectually engaged in the lesson.
 Most learning tasks have multiple correct responses or approaches and/or encourage higher-order
thinking.
 Students were invited to explain their thinking as part of completing tasks.
 Materials and resources supported the learning goals and required intellectual engagement, as
appropriate.
 The pacing of the lesson provided students the time needed to be intellectually engaged.
 Shamma used groupings that were suitable for lesson activities.
 Shamma used open-ended questions, inviting students to think and/or offer multiple possible
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answers.
  Shamma made effective use of wait time.
 Discussions enabled students to talk to one another without ongoing mediation by the teacher.
 Shamma called on most students, even those who didn’t initially volunteer.
 Many students were actively engaged in the discussion.
 Shamma asked students to justify their reasoning, and most attempt to do so.
 Shamma successfully differentiated instructions to address individual students’ misunderstanding!
Assessment F D C B A
Comments:
 Shamma made the standards of high-quality work clear to students.
 Shamma elicited evidence of student understanding.
 Students were invited to assess their own work and make improvements; most of them do so.
 Feedback included specific and timely guidance, at least for groups of students

Reflection on Practice F D C B A
Comments:
 Shamma made a thoughtful and accurate assessment of lesson’s effectiveness and the extent to
which it achieved its instructional outcomes.
Shamma’s Comments:
 Firstly, my observation was on the 30th of October. I was teaching grade 3 the second math lesson
about multiply by 10. However, I think it was excellent lesson because I prepare everything and try to
improve some points that my mentor college teacher give it to me at my first observation and one of
them is to focus more in low-level students so during my second observation I was keep my low level
students to set in one group that more helpful and easier to me and them to scaffold those learners
and I was focusing more in low-level students to teach them the activity step by step. In addition,
during my lesson I used different kind of method one of them is I used students name box which
means I pick students name to answer my questions through shaking the box and pick one name that
is important way to give my student chance to answer because I believe that teacher should give her
leaners an opportunity to engage that keep them be more confident and reduce their stress.
Moreover, in my lesson, I created several fun activities such as, the basket of apples, website games
for low-level students and writing on the whiteboard. Finally, I think my lesson goals was
achievement because everything worked well and the students were so happy while they work in the
activities and I realize that at the end of the lesson while I asked them a question about multiply by 10
they are able to answer it in an easier way.

Action Plan (next steps):

None