MCT/MST Lesson Observation

Student teacher’s name: Fatima O. Grade Level:2

Unit/Lesson: Math Date: 3/6/2018
Observer:
Observation Time: 10:30-11:30

Competency Area E G S M U
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism X
Planning for learning X
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Assessment X
Reflection on Practice X
Overview of the lesson:

10:18- Fatima showed a video where they were weighing cereal. She told students to watch
the video and she would ask them questions.
“Today we learn about balancing.”
“Look at these pictures and talk to your friend. What are they used for?” Fatima then used
sticks to call on students and explain what the scales were for.
Fatima went over the words: pan scale, lighter, and heavier.
She showed pictures of items on scales and asked students why it was happening. “why is
the watermelon go down?” Then she asked students to do the action for heavier.
Fatima then went over what balanced and equal. “What you think is heavier? Fridge or tv?
Think first.” She pulled a name an called on a student. She then projected an image and
asked students how to balance the scale. When the student answered it correctly, she
offered positive praise. “Give him a clap.” “Now I want you to think about your home and
tell me one thing that is heavier in your home and one thing that is lighter.”
She called on a few students. Then she brought two students to the front and asked them
which student would go up and which would be down (refer to heavy and lighter when
doing this)
“Kalifa if you are talking, I will take dojo points.” She pulled a stick and Mariam came to the
front. She gave her two objects and asked her to use her hands like a scale and decide which
one is heavier or lighter.
10:34- “Okay stand up and go to your groups.” Fatima called students by groups and sent
them to their tables. “Don’t touch anything, wait for your teacher.” Fatima went group to
group and gave directions. Fatima walked around with a clipboard and recorded student
learning by asking questions and making observations.

Fatima had students change centers. (the MST had to help get the students moving. This
would have been a good time to use your “teacher voice” like she did to get them to
listen.)
The group creating the scale was not working. (maybe have the scale pre-made and then
they make the items to put on the scale). A student went to Fatima to tell her about a
student in her group that was being mean. Fatima came over and told him she was going to
minus dojo points from him.
11:05: “Grade 2. Put 2 hand up. Stand up. Push your chair. Clean your table. Put your work in
the middle of the table and clean the table.” Fatima then asked students to move to their
tables (the MST helped with this portion).
Once at their tables, Fatima had a worksheet that she handed out that showed items on a
balance scale. They had to decide which one was lighter and heavier. She gave them the
directions on what they should do.

Strengths:
- Hooking the students with a math video
- Stopping the video to ask questions
- Providing opportunities for students to practice weighing objects
- Using the name sticks to call on students
- Engaging the students in the modeling portion
- Using a timer at the beginning of your lesson and during the first center rotation
- Giving clear directions

Areas for development:

- Check grammar on the slides

- Language usage
- Continuously use the math vocab throughout the lesson
- Be firm throughout the lesson
- Use the behavior management system throughout your lesson
- Time management
Focus for next lesson:

Implementing learning:
- Language usage
- You had pen scale written on the slide and it is a pan scale.
- Use the sticks consistently
- Make sure that you reinforce the new vocabulary: heavier, lighter, and
equal to or balanced.
- Behavior management throughout the lesson
- You used a timer at the start of your lesson, but when they rotated
groups, the lesson went too long. The lesson should have gone from
10:18-11:05. At 11:05, students were still in centers.