LESSON FEEDBACK FRAMEWORK

Name of Pre-Service Teacher Name of Mentor

Madalin Westcott Heather Wood

Learning Area Year level/Room

Science 3
Unit Title: Lesson Focus:
Sun, Earth, Moon Comparative size of Sun, and Moon

PROFESSIONAL KNOWLEDGE
1. Know students and how they learn
Madalin was familiar with students in her class and was able to identify students who may need assistance or
extension work

2. Know the content and how to teach it

Madalin demonstrated a sound understanding of the subject matter and used a range of teaching strategies and
opportunities.

PROFESSIONAL PRACTICE
3. Plan for and implement effective teaching and learning
(Lesson outline prepared, resources accessible for all learners, learning outcomes were accessible to students, suitable adjustments provided for
varied learning abilities, use of technology, used suitable teaching strategies and methods, appropriate tone for the lesson and audience, well
sequenced, effective use of questioning, gave clear explanations)
All of the above were evident.
Madalin began by recapping previous learning. Students had identified what they knew about the sun, moon and
Earth and placed this information on Sticky notes on the wall.
They had also identified some questions that they would like answers to in areas where their knowledge lacked.
Instructions to students about today’s lesson were fairly clear and on the one occasion when there was a bit of
confusion students asked for clarification.
Once outside most students remained on task and Madalin reiterated the purpose of the lesson and re-engaged
some students.
Back in class students discussed their findings.
Throughout the lesson key words were reiterated and explained eg rotate, sphere, axis.
The lesson followed the lesson plan.
Some students spontaneously went to check what they did not know before the lesson and what they had learned.

Suggestion; at the end of this unit of work revisit what the students knew before and what they know now and move
the sticky notes over. Investigate any remaining areas for learning left on the sticky notes.

4. Create and maintain supportive and safe learning environments

(Offered timely support, scaffolding, set learning to appropriate level of challenge, reinforced growth mindset, provided clear behavioural
expectations, noticed appropriate/inappropriate behaviours, used prompt corrective feedback, demonstrated fair and consistent practices,
remained calm, showed empathy)
All of the above were evident.
Madalin used a range of strategies to refocus students to her. Students responded quickly. Appropriate behaviour
was praised and inappropriate behaviour was redirected. One students behaviour was consistently borderline
inattentive and left the class at one stage. Madalin did notice.
 5. Assess, provide feedback and report on student learning
(Addressed prior knowledge, assessed for misconceptions, provided constructive, timely feedback)
Via the use of sticky notes and working in groups students determined their prior knowledge and areas for
inquiry.
Madalin provided verbal feedback.
I am uncertain if today’s lesson will result in any written work or how the students knowledge will be
assessed in the future. This was not discussed today but Madalin may have plans.

PROFESSIONAL ENGAGEMENT
6.Engage in professional learning
Feedback from the Mentor confirms that Madalin engages with others in a professional manner and attends staff
meetings and has borrowed books regarding differentiation in the classroom.

7. Engage professionally with colleagues, parents/carers and the community

See above

General Comments and focus for next lesson:

Madalin you are clearly enjoying your prac and doing a great job. You have established sound relationships with
students, your mentor and others. Your planning and confidence in delivery of the lesson were evident.
As above, recap with the students at the end of the unit identifying what they have learnt.

Feedback given by: Sylvia Flato Date:8 May 2019