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    MST Formal Lesson Observations Feedback

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    The document provides feedback on a formal lesson observation for student teacher Maryam, who taught a grade 1 literacy lesson. It evaluates her performance in areas such as planning, managing learning, and assessment. Overall, the observer praised Maryam's clear learning objective, use of questioning, and behavior management. However, suggestions for improvement included better time management, demonstrating strong subject knowledge, providing written examples on the board, and differentiating activities more between ability groups. Based on the assessment criteria, the observer deemed Maryam's lesson to be at a "good" level.

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    MST Formal Lesson Observations Feedback

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    27 views3 pages
    The document provides feedback on a formal lesson observation for student teacher Maryam, who taught a grade 1 literacy lesson. It evaluates her performance in areas such as planning, managing learning, and assessment. Overall, the observer praised Maryam's clear learning objective, use of questioning, and behavior management. However, suggestions for improvement included better time management, demonstrating strong subject knowledge, providing written examples on the board, and differentiating activities more between ability groups. Based on the assessment criteria, the observer deemed Maryam's lesson to be at a "good" level.

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    The document provides feedback on a formal lesson observation for student teacher Maryam, who taught a grade 1 literacy lesson. It evaluates her performance in areas such as planning, managing learning, and assessment. Overall, the observer praised Maryam's clear learning objective, use of questioning, and behavior management. However, suggestions for improvement included better time management, demonstrating strong subject knowledge, providing written examples on the board, and differentiating activities more between ability groups. Based on the assessment criteria, the observer deemed Maryam's lesson to be at a "good" level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views3 pages

    MST Formal Lesson Observations Feedback

    Uploaded by

    api-339115602
    The document provides feedback on a formal lesson observation for student teacher Maryam, who taught a grade 1 literacy lesson. It evaluates her performance in areas such as planning, managing learning, and assessment. Overall, the observer praised Maryam's clear learning objective, use of questioning, and behavior management. However, suggestions for improvement included better time management, demonstrating strong subject knowledge, providing written examples on the board, and differentiating activities more between ability groups. Based on the assessment criteria, the observer deemed Maryam's lesson to be at a "good" level.

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    MST

     Formal  Lesson  Observations  Feedback  


    Please  complete  2  formal  lesson  observations  
     
    Student  teacher’s  name:  Maryam           Grade  Level:  1  

    Unit/Lesson:  Literacy               Date:  21/3/18  

    E  =  Excellent,  G  =  Good,  S  =  Satisfactory,  M  =  Marginal  and  US  =  Unsatisfactory  

    Competency  Area   E   G   S   M   US  

    Planning  for  Learning          


    Included  differentiation  for  LA  (not  much  differentiation  between  HA/MA   √  
    groups).  
    LO  was  identified  clearly  and  matched  the  activities.  
    Managing  Learning          
    Established  rules  and  expectations  at  the  start  which  was  very  good.   √  
    Too  much  time  where  children  were  at  their  tables  with  nothing  to  do  so  
    they  were  not  all  on  task  from  the  very  start.  Some  children  waited  more  
    than  5  minutes  before  being  shown  what  to  do,  hence,  no  learning  was  
    taking  place  and  they  became  chatty  and  restless.    
    Implementing  Learning          
    Too  much  time  doing  nothing  at  the  start  of  the  independent  activity.   √  
    Activity  was  also  quite  repetitive;  there  was  no  extension  task  available  or  
    motivation  to  complete  the  task  with  a  level  of  challenge.  Could’ve  used  
    timers  to  help  chn  focus  e.g.  4  minutes  to  write  as  many  sentences  using  .  
    as  possible.  Then  repeat  with  4  mins  for  ?  and  4  mins  for  !  maybe  share  
    the  best  sentences  from  each  group.    
    Assessment          
    Made  good  use  of  question  to  find  out  what  the  children  had  understood   √  
    but  there  were  too  many  occasions  when  the  children  didn’t  answer  as  
    you  wanted  them  to  so  you  just  gave  them  the  answer.  Didn’t  really  
    address  the  misconceptions  or  find  out  where  their  gaps  in  understanding  
    were.    
    Good  use  of  self  and  peer-­‐assessment  in  the  plenary.    
    Strengths  of  the  lesson:  
     

    -­‐   Shared LO, used good questioning to unpick LO. All children understood.
    -­‐   Good use of praise to manage behavior.
    -­‐   Good use of thinking time and peer support during Think, Pair, Share activity which
    also gave them time to revise prior knowledge and make links with previous learning.
    -­‐   Good that the children were made to repeat the key vocabulary (exclamation mark)
    back to you so that they were secure with exactly what kind of vocabulary you were
    expecting them to use in the lesson.
    -­‐   Better behavior for learning management when on the mat. More children were on task
    and paying attention for the majority of the input.
    -­‐   Good use of the primary feedback code in resources which the children recognized and
    responded well to.
    Areas  for  development:  
    -­‐   Timing still an issue. In a school where specialist subjects are taught by other teachers
    you must be ready to complete your plenary and have your lesson finished and packed
    away according to the time table.
    -­‐   Teacher should demonstrate excellent subject knowledge. Good that you asked the
    children to list ‘question words’ to start questions, but there is no such thing as
    ‘exclamation words’. Told children that we cannot start a sentence with ‘wonderful’ or
    ‘amazing’, but they can so this potentially causes misconceptions in future lessons.
    -­‐   Teacher should constantly model the expectation. Poster told the children they should
    always use finger spaces – but there were finger spaces missing between words on the
    poster.
    -­‐   Explained the concept of when to use . ? ! very well however that wasn’t a single
    modeled example of when to use these in a sentence. Did this orally with the children,
    but they need to see at least one written example of the board of when to use . ? ! Even
    HA children struggle with this at first because of the lack of modeling.
    -­‐   Independent activities should be modeled to all children on the mat before they go to
    their tables. It is worthwhile them seeing these tasks even if they won’t do it as it can
    further develop their understanding. Also, too much time spent at the desk with nothing
    to do while waiting for you to explain what each group should be doing.
    -­‐   To further differentiate between the MA and HA chn there could’ve been examples or
    even sentence starter word mats on MA table to give them a little stimulus for writing
    their own sentences.
     

     
    Overall  Assessment  Level  Descriptors  
     

    A   EXCELLENT  
    To  be  assessed  as  excellent  the  student  teacher  will  demonstrate  a  high  standard  of  
    A-­‐  
    achievement  in  all  competency  areas.  An  excellent  student  teacher  should  differ  from  the  
    other  student  teachers  by  an  increased  ability  to  demonstrate  initiative  and  independence.  

    B+   GOOD  
    To  be  assessed  as  good,  the  student  teacher  will  demonstrate  a  high  standard  of  
    B  
    achievement  in  most  competency  areas  and  proficiency  in  all.  

    C+   SATISFACTORY  
    To  be  assessed  as  satisfactory,  the  student  teacher  will  demonstrate  proficiency  in  most  
    C  
    competencies  and  meet  the  minimum  requirements  of  all.  

    D   MARGINAL  
    To  be  assessed  as  marginal,  the  student  teacher  will  meet  the  requirements  in  some  
    competencies,  but  may  need  further  development  in  others.  The  student  teacher  must  show  
    progress  in  the  areas  of  lesser  achievement.  

    F   FAIL  
    To  be  assessed  as  unsatisfactory,  the  student  teacher  will  not  meet  the  requirements  in  the  
    majority  of  competencies.    
     

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