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Peer Observation 2

Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.
Date/Time: 23/10/2018 Name of Student Teacher to be observed: Amal

Setting: PYP Grade: 3

Topic for the lesson: function of flower head Name of Observer/Critical Friend: Fatema Altenaiji

Learning Outcomes:
Students will be able to investigate different part on Students will be able to demonstrate what the job for each
the plant. part (petal, stamen, and stigma).

Students will be able to identify each part on the

flower head (petal, stamen, and stigma).


The student-teacher wants to look at how well she uses the 5E's to explain the parts of the flower head

Observed Strengths: Suggestions for further development:

-engage students through the video -use higher order thinking level of activity
-discussion and questioning
-checking for the new vocabs
-materials provided
-prepared power point
-good communication with learners

Reflection: it feels good conducting a formal observation for a student-teacher friend with grade 3 students.
my colleague feels happy about being observed by me. It feels good to discuss my observation with my
colleague after the lesson because this can help her improve better in the next lesson as I give her points for
further development and motivate her with the strength of her lesson. For both of us it was a valuable
experience because it is useful for both of us to improve and learn from each other.
Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5
 
Displays a high standard of professional behavior, which includes
punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.

Promotes a positive learning environment & builds good rapport with the
Comments or reasons for scoring above: shows punctuality with class time, enthusiasm in the learning process with
during the session, positive language in a positive learning environment with a great relationship with learners

Planning for Learning 1 2 3 4 5

 
Provides a lesson plan, which includes all the required information and
has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan.

Incorporates differentiation through activities, questioning and/or

learning styles.

Materials and resources for teaching are of high quality and appropriate
to the level of the learner.
Formative and/or summative assessment activities are included in the

Comments or reasons for scoring above: good lesson plan with all required information for the lesson, incorporate
differentiation through questioning, all materials provided was appropriate for grade level. For further development,
she may show a student-centered focus in the lesson more than teacher-centered

Implementing and Managing Learning 1 2 3 4 5

 
Uses accurate and appropriate language.

Maintaining engagement – independence

Ensures instructions, questions & explanations are clear, accurate &

Uses effective questioning & elicitation (probe, praise, rephrase, redirect)

Establishes and maintains clear and consistent rules & routines.

Maintains an appropriate pace to challenge and motivate the students.

Uses a range of teaching strategies.

Manages lesson time effectively.

Comments or reasons for scoring above: appropriate language for the grade level, engage the students during
engagement phase of the lesson through the video, use effective questioning of the topic, manage lesson perfectly, for
further development, she may use a range of teaching strategies that could support lesson more

Monitoring and Assessment 1 2 3 4 5

 
Monitors student progress effectively during the session.

Provides ongoing feedback to students to enhance learning during the


Uses formative and summative assessment instruments such as checklists,

grading scales, rubrics, tests and projects etc. to evaluate students’

Comments or reasons for scoring above: ongoing feedbacks to monitor students' progress effectively was highly
provided during the session.

Please share feedback immediately following the observation once the forms are completed.

Feedback meeting date:__23/10/2018___________ Time:__8:40-9:20__________

Observer signature:______Fatema Altenaiji_______Date:_23/10/2018_____________

Observee signature:_______Amal____________________ Date:_23/10/2018________

Lesson Plane
Name of Student Teacher : Amal Ibrahim Abdullah School : RAK Academy ( PYP )

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1-(Goal): The students will build their prior knowledge through the concept.

2- (Strategies Used) :
- Plan of the lesson and discuss with the MST about the lesson.
- Document the content of the lesson to use it as a reference.
- Fix and improve the mistakes of the lesson after getting feedback.

3- (Evidence) :
• Lesson purposes (Power Point, the experiment materials).
• Lesson plan (before & after feedback).
• Students works and assessment at the end of the lesson.
Grade Level: Subject: Learning Outcome (ADEC code and words):

Three Science -hands-on experiences with a variety of materials.

-making observations that are relevant to questions asked.

-working in cooperative learning teams in an enjoyable learning


-following guided inquiry principles to in order deepen their

understanding of topic.

 Title of Lesson: Plants A brief description of my Lesson in my own words:

 Strand: Living world  This lesson is second lesson of this course.
Sub-strand: explain the functions of the It's all about the plants, how the head of
flower head. flower have functions and what the job for
each function. Then they will learn about
the plants more in details.
The problem that students are trying to solve The outcome or product of the students’
or investigate (in my own words): investigation :

 The students will not write each part on - The students will be able to know
the right place. that the head flowers have three
- The students will know how to
describe the flower and know what
are the petal, stamen, and stigma.

Essential Question: Guided Questions:

-What a flower head look like? - What did the little seeds need?

- What we need to grow the plant healthy?

Learning Outcomes (including strand and substrand)

Students will be able to investigate different part on the plant.

Students will be able to demonstrate what the job for each part (petal, stamen, and stigma).

Students will be able to identify each part on the flower head (petal, stamen, and stigma).

-The stages that the students will use to investigate the problem:

Stage What it Means/What students do at this What are some Pro

stage of any inquiry lesson What students will do Aim of this section questions that I stu
at this stage of my of the lesson will ask a
lesson students during (n
this section? (at ho
what level of
Bloom’s are
Engagemen The students will think and guess how do - The students Remember & P
t plants grow? will watch the Understanding The
video -The students will gue
improve their prio
cognitive skills. - Have
you Com
-Engage the planted The
- Discuss about students. in your disc
what they saw home? the
on the video.
-The students will w
- Take notes of
remember some - What
the video.
notes from their the
- I will ask the
students prior knowledge. plants
questions and need to
they have to grow
think about the healthy
answer. ?
- How do plants
- What did the girl
do for the plant?
- What did the
rabbit said to
the girl and
what he wants?
- What did the
little seeds
- Did the girl
share some
about what she
- Who can tell me
what she

Explanation - The students will review about - The students Understanding: Obs
what the parts of plants and will watch and What the t
what is the job for each part. understand Demonstrate meaning of Po
from the these words tak
- The students will learn some new PowerPoint to (Petal, Stamen, fro
through applying
word (Petal, Stamen, and explain for the and Stigma). Com
what they are
Stigma). students each watching on the head Expl
point. of flower and the Analyzing: Can how
- The students will be able to know functions on the you explain wo
what the job of each function in a flower. again what each the
flower head. part on the
flower head is?

Elaboration - The students will look at the I will let the students
flower and then they will say to sit on the carpet and The students will Thro
what the functions of the flower I will show them on the improve their Create: sen
are. board the flowers then thinking skills The students a
I will let each students through their will investigate bec
to say what is the answers. to look at the use
- The students will write the name of this part, and answers. th
answers. some of them they will ans
write the answer on th
the board . writ

Evaluation - I will let the students to sit as a I will give the students com
group. one activity to check if Assess the students Evaluating:
- I will give each group one blank they are understood understand. I will evaluate The
paper and one flower with petal, the lesson. the students if com
stamen, and stigma, also I will they understand the o
give them one magnifying the lesson by by sh
glasses. write the parts answ
- I will let them to look at the of the flower
flower under magnifying glasses head.
to draw flower head photography
and color it then they should to
write the functions for each part
on the flower.