MCT/MST

Lesson Observation Feedback Form Template

Course Code: EPC 3903

Trainee Name: H00349708 Maryam Nabeel School: Al Afaq
Mohamed Shared Alharbi
MCT/MST Name: Dr Tania Al Aghar Date: 10/23/2019
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP
Booklet

Commitment to the Profession

Comments: Maryam was punctual and ready for her lesson. She was well prepared.

Planning for Learning
Comments:
Maryam’s purpose in this lesson was to review previously taught concepts like what students love to
eat for breakfast, family members, short (a) words, and addition and subtraction.

Maryam looked to make the content of her lesson relevant to the lives, needs and experiences of
the children. She elicited and used guided questions throughout the lesson and was continually
available to students throughout. She also linked this lesson to past activities.
Managing Learning
Comments:

The purpose of the learning was clearly explained to the class by Maryam. The material Maryam
chose was level appropriate and had relevant content. She gave clear instructions for the activities
and recapped when she thought students needed support, especially with unfamiliar vocabulary and
grammar rules associated with the lesson plan.
Maryam monitored the activities effectively and provided timed guidelines on SB.
Each centre had a differentiated activity based on the group’s ability. All the activities were suitable
for all the students.

Implementing Learning
Comments:
Maryam tried, at all times, to use language that was appropriate for all the students in the class.
If a student did not understand, she rephrased accordingly. Her class is, without doubt, student-
centred.
Maryam used a variety of questioning techniques that elicited productive and active interaction with
the students.
By guiding the student through the learning opportunity, Maryam allowed students to take control
of their learning and discover key concepts with the help of their peers and teacher input where
required. Maryam used the lesson resources well, not only to generate ideas but to elicit the target
language and grammar in a way that helped students to understand the associated concepts and
objectives detailed in her Observation Lesson Plan. The classroom tasks were set up and explained
quickly for students.

Assessment
 Comments:
Maryam ensured that every LT was evaluated by providing an activity to each centre. Her speech
was always natural and pitched appropriately at every stage of the lesson. Maryam started by
checking that students understood the concept associated with the task and the key language issues
associated with the lesson. Opportunities were provided by her for extensive learner input.
Reflection on Practice
Comments:




Action Plan:

Things to look at next lesson:

Few spoken English mistakes:

We have take say instead we have taken or studied

She eat say instead she ate as your discussion was in the simple past

The classroom atmosphere was very positive. Maryam’s students were well focused on the lesson, but
the high noise level and student’s over activity has caused Maryam to resort to deducting I point because
they were off task. What would be an alternative strategy than resorting to this measure? As an
observer, I have noticed that the noise level was productive because the students were excited. I would
say , wait next time before you implement cutting points . Perhaps, try and remind them again about the
rules , change the activity etc.

Finally, in this lesson Maryam focused primarily on providing students with individual work to meet the
lesson objectives. Subsequently students, assisted by her, worked individually to complete the assigned
classroom tasks. She was positive and encouraged student participation. Consideration was given to
visual, auditory and tactile/kinaesthetic learner styles as well as the different level of competencies
within the class. By targeted questioning and allocating roles Maryam also encouraged student
participation.

Overall, this has been a great lesson!