Professional Documents
Culture Documents
- This document has the MCT and MST reports of the lessons observations
Semester2 Year3
Competency Area
E G S M US
C- Managing Learning x
D- Implementing Learning x
E- Assessment x
F- Reflection on Practice x
Engagement was short and told students the general topic of the day. Students
were then well transitioned from plenary to the stations.
Candidate has good relationship with students, knew their names, kept them on
task, and managed the small group session well.
Activities were well aligned and supported each other parts of the lesson
articulated well.
Good use of a variety of activities that required visual, auditory, kinesthetic skills
including sticking, copying names into a space, cutting, and investigating non-
living realia. These worksheets allowed students to demonstrate their
understanding of non-living things by identifying items in this classification.
Good use of pictures of items within the class to demonstrate non-living things as
this gave students a known visual to build their constructions on.
Learning Objectives: Ensure that you are specific about what you are doing in the
classroom. Your LOs ask students to recognize and describe living things. Firstly,
remember to use more specific verbs when writing the LOs. Secondly, it might be
more true to say that students would be able to identify non-living things.
Written Plan: The written plan gives a general idea as to the main parts of the
lesson. However, there is insufficient detail to direct activity or to give exact
instruction as to the individual steps/procedure of the lesson. This includes
differentiation.
It is not clear whether the characteristics of living things are to be taught today or
to be a revision (your plan does not say specifically enough there is a vague
explanation under the section students prior knowledge). Whichever, the
characteristics of living things have not been a sufficient focus during the class to
help students to differentiate between living and non-living things. This is indeed
the answer to your question in misconceptions use the characteristics of living
things (GRIMNERD) to determine which is living/non-living. Take students through
each one for each item or example. This was done to some extent but needed to
be much more prominent.
The 5Es:
o Exploration could have used realia and classed items into living and non-living
using GRIMNERD. This would have engaged students by being more hands on
and giving them more schema about separates living and non-living things.
o The engagement was a good place to run through the characteristics of living
things (it seemed to be a recap?)
Fourth observation report
5th observation report
Semester2 Year3
Competency Area
E G S M US
C- Managing Learning x
D- Implementing Learning x
E- Assessment x
Students were reminded of the rules of the class at the start of the lesson. Good
link too to the last days lesson which acted as a springboard for the days class.
Video was a relevant introduction and presented a strong visual backdrop to the
days topic.
Move from the carpet (plenary into group work) was smooth and well controlled
Student has a clear understanding of the nature of the 5Es
There has been some good questions that developed the LOs at the station as the
students built the aquarium even though the carpet plenary had to be aborted due
to time constraints
Re-iterate important points (behaviourism) e.g. the vocabulary of the day could
have been highlighted at the beginning and recycled with more emphasis through
the lesson.
Questioning: make a questioning map before and use it to drive your activities.
This was crucial in the explore stage
Not sure how the days LOs have been developed sufficiently. Students
have been given a whiff of them but there has not been sufficient mention
of them anywhere in in the lesson.
General comments:
There is a noted improvement in the candidates delivery and the plan is a much
better guide than before. The candidate is advised to be more strongly focused on
the LOs at all stages of the lesson so that she channels all questioning, and teacher
talk more forcibly to their attainment