MCT/MST Observation Feedback #1

Course Code: EPC 3403

Trainee Name: Maitha A. School: Shaikha bint Suroor - 3rd
MCT/MST Name: Kesha Oliver/Mrs. Nabeela Date: March 7th
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: See comments below
Implementing Learning F D C B A
Comments: See comments below
Assessment F D C B A
Comments: See comments below
Reflection on Practice F D C B A
Comments: TBD
Overview of the Lesson: Maitha began the lesson with the students seated at their tables.

She then stated “Today we will be learn how to multiply 3 factors? Who knows how to multiply 3
factors. If you know raise your hand. Do you know what multiply means?” She then proceeded to
show the students how to multiply (2x2) X 3 = ? We must follow the steps.

1. Draw two groups

2. Next, look at the last number and see how many times I need to repeat it
3. Last, I will count all the circle in my groups
 Excellent job of stating the learning outcome at the beginning of the lesson to ensure student
understanding 
I can solve it another way also, for example (3x2) x 3 = ?
What’s the first step?
1. Make 3 groups and add two shapes to each group
2. Repeat it 3 times
Question to consider: What strategies can be implemented to ensure that students understand
the steps? Think about whether the steps to the process are clear. Do they understand what each
number represents ie. Groups, quantity, number of times to repeat it?
Next, Maitha called upon a student to help her multiple 3 factors. A student was chosen to solve
this problem using manipulative representatives (2x3) x 3 = ?
The student was able to easily clarify the process and demonstrate her understand by using
manipulatives.
Question to consider: What strategies can be implemented to ensure maximum student
participation? Think about what the other students are doing who weren’t chosen. Also, what
strategies can be implemented to ensure that all students are given an opportunity to be chosen?
She explained to each table group that they would solve a multiplication problem using the steps
involved. As students worked on the problem Maitha circulated around helping each table group
were necessary:

 Group 1-3: Students will solve the multiplication problems

 Group 4-6: Students will use manipulatives to solve the multiplication problems
Question to consider: What is the benefit of working one on one with those emerging students so
that they have better understanding of the process? Think about getting those higher ability
groups started and pulling the emerging students in a focus group to review the LO

Once finished, Maitha instructed each table group to do the following page 509 in their book and
assigned different questions to complete based on their skill level. She circulated around to each
group checking for understanding and assisting where necessary.

After students completed the book work, students were given a multiplication puzzle to solve.
Students worked in groups to solve the question. Once completed, Maitha reviewed the LO with
students that by stating “Today we learned how to multiple 3 factors.”
1. First we need to look at the brackets to tell us how many groups
2. Second we look at the second number in the brackets to tell us how many are in each
group
3. Third we look at the number outside of the brackets to tell us how many times we need
to repeat it.
4. Last we add all together
 Excellent job restating the LO at the end of the lesson so that students are sure about what
the lesson was covering 

Students were then asked to show by thumbs up or down if they understand how to multiply 3
factors. All students placed their thumbs up. Students were then chosen to solve multiplication
problems on the board.
Action Plan:
Implementing and Managing Learning

 Ensure that the steps involved to understand how to multiply are clear. (This was made
clear during the lesson review)
 Utilize strategies to allow for maximum student participation and accountability of all
students
 Implement strategies to randomly select students for participation
 Pull the emerging students in your focus group to review the LO
 Teach at least 1 lesson per day using MST’s lesson plan so that you can gain practice and
confidence