MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Mariam M School: Tamooh
MCT/MST Name: Amber Date: 6/3/2019
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:
Displays consistent professional behaviour.
Respectful of MST and MCT.
Follows TP guidelines.
Planning for Learning F D C B A
Comments:
Your plans said you would use a timer for time management. This was not seen in the start of your
lesson.
Your closing should have a recap of the lesson.
Try to make centers that are more creative/innovative.
Make sure the times on your lesson match what you will actually do in the class.
Include questions you will ask students for each center and during the active engagement.

Managing Learning F D C B A
Comments:
Great job offering positive praise to students.
Nice random selection of students.
The time on your lesson plan did not match what happened in the classroom. Work on time
management.
Implementing Learning F D C B A
Comments:
11:00am
“Today we will learn about new strategies. But first who can tell me any strategy to solve a
multiplication problem.” Mariam called a student to the board and asked them to show their strategy.
While the student was showing their strategy, Mariam asked them to explain what they were doing.
Once completed, Mariam asked students if it was right, thumbs up thumbs down.
Mariam introduced the lesson” Today we will learn a new strategy called arrays but first we will watch
a video.”
Mariam put on a video that had someone explain how to use an array. Mariam stopped the video and
asked students to tell her how many rows there were. Then she explained what a row was again. Then
she explained what columns were. She modelled how to use an array to create a multiplication
problem while pausing the video. The video had the next problem come up and Mariam paused the
video to explain the rows and columns again to show 4 * 3.
 Mariam put a picture up and asked students if this was an array. She then used dojo to select a random
student to come up and explain why it is not an array. Another student answered the question.
(Using a video is to help supplement your teaching. You never fully modelled the skill. You went into
showing pictures and asking if it was an array. Prior to this, you should have modelled the strategy fully
to the students. When asking thumbs up or down if something is an array, it would have been good to
use the actual name for the strategy that students were seeing. Also, make sure you are teaching the
math vocab correctly.).
Mariam then put a problem up and told students to take the white board and answer it in pairs. Then
had a student come to the front to create an array. This happened an additional time as well.
11:17- Mariam went to each group and explained the center to them.
Mariam walked around to each center to check on students. (what questions should you be asking
students at the center. It is more than just walking around.)
11:33- “1,2,3 eyes on me. Now you will put your activities on the middle of the table. Clean up.”
Students began to clean up the centers. Mariam gave dojo points to students following her direction.
11:36- “Now I will give each student an equation. For example, you have 9 * 2. You will draw an array.
Some of you will array pictures. You will write the equation. (Where was your closing? Why did you go
straight into an assessment? Students finished early and didn’t have anything to do. They began
moving about the classroom. Make sure your assessment takes the amount of time you have set for it.)

Assessment F D C B A
Comments:
How did you keep track of student learning?
What types of questions should you be asking?
Why did you have students put their fingers up at the end? Did you keep track of this? How will this
information help you teach them in the following lesson? Everything you do should have a purpose: to
inform your future instruction.

Reflection on Practice F D C B A
Comments:
Your reflection did not discuss the strengths and weaknesses of your lesson or how you will improve
them in your next lesson. It might be helpful to use the questions form last years form.
Action Plan: