MCT/MST Lesson Observation

Feedback to student teacher

Student teachers name: Sumayya Abdulla

Observers name: Grace Bryan Unit/Lesson: Maths Division

Grade Level: 3 21 stds

Date: 31st Oct

Competency Area A B C D F
Commitment to the Profession x
Planning for learning x
Managing Learning x
Implementing Learning x
Assessment xx
Reflection on Practice

Strengths of the lesson:

Lesson plan sent in advance - clear and well written

Introduction
8:50 T has no voice - uses stds to help her teach
Board shows learning outcome - to know doubles and halves facts, and to find related
doubles and halves
Key words are also on the board
Division sum is on the board with explanation of the 2 numbers - the amount that I will
share and how many boxes should I draw
Lovely clear work

T uses std to work out the division problem and engages the other stds by asking questions "
should I keep on counting' 'why not' ? Good to engage the stds and engage higher order
thinking skills

T reiterates yesterday's work - sharing into 2 groups

This is extended and built on - for today will share into 3 groups on the board

T - 'what do you notice about each group?' - T elicits key vocabulary - equal -well done .

9:07 T corrects fast counting - causing an error with the answer - well addressed!! T slowed
the task down and repeated it - good control and correction

T reinforces the importance of counting timely - otherwise there will be errors - well done
9:09 'Small teacher' to explain the new equation 24/3 - std comes to the board and teaches
her peers - eliciting answers from her peers - you have modeled well - as the small teacher
teaches well

9:18 Stds are carefully watching the small teacher and correcting errors - this is a good way to
keep them engaged

T uses same questions " what did you notice?" This is good consistency and reinforcement of
key vocabulary

9:23 T introduces the activities for each group - modeling and presenting written instructions.
This is done in a timely and clear manner

T checks understanding - "clear"? Will someone one say it's 'not clear' Think about how else
you might check instructions and understanding

Instructions continue - lots or teacher talk - you might want to think about how to minimize
this. Stds read the instructions - good read aloud practice but the other stds are just listening

9:30 Stds are organized and moved to the groups they will be working in - T tells stds to wait
quietly

T is clearly in control and knows exactly what she is doing - a bit of a mix up with moving
stds but it is rectified quickly and quietly. T apologizes to stds - this is good to see

9:33 T distributes work to groups and explains again - why? Highlights that instructions are
available

T - says don't start - why not? Try to use the time and get stds started asap

T claps to get stds attention- to give further instructions- there's a lot for the stds to take in
today

9:37 Stds start activities

9:47 T is monitoring and moving around the groups - speaking to stds m monitoring their
work

Stds are engaged and on task - there is a working buzz and productive noise

The tasks are well planned and differentiated - stds are working at their level and working
together - they are supporting each other's learning - lovely to see

T goes around and tell stds they have 4 mins left - group by group

Stds tidy up

Closing - what did you learn - give examples, what did you like and what what was useful -
stds given 2 minutes to discuss this in their groups

The group close to me are really on task

9:59 Stds come to the front - group by group to talk about their work - answering the 3
questions
T sensitively corrects errors 20/4=8 - checking work - stds draw on board using the steps
presented by the T 20/4=5

T praises correct answers and reiterates the importance of being careful when solving the
problem

T scaffolds the reporting back of task - using textbook for weaker stds and resources and
asking questions to reinforce understanding

T reiterates the key vocabulary and how we share- a clear end to the lesson

Areas for development:

T does the same problem again - this time with real pencils and real girls - lovely! Do you
think it might have made better sense to start with the practical demonstration and then move
to the board - which is more abstract

Your division equations are not just halves/dividing by 2, but dividing by 3 also - this should
be included in your learning outcome

With whole class teaching - how can you address and ensure that all levels of stds are
engaged? Some stds are counting but are not listening? How will you cater for different
learning needs - during taught input? This is something to think about. Stds seem to be
engaged but how will you address learning differences and styles?

The stds have been listening for a long time - you might want to think about this. A number of
stds are 'quietly' off task - fidgety and looking into pencil cases etc

A = Exceptional, B = Very Good, c = Satisfactory, D = Marginal and F = Unsatisfactory