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MCT/MST Lesson Observations

MCT/MST Lesson Observation
Student teacher’s name: Hend Grade Level: 4
Unit/Lesson: Hurricanes formation and their effects. Date: 06 Nov 18

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
First Class – one hour
Engagement – A good job getting students’ interest and forming a bridge from yesterday’s
lesson into today’s.
Act out a tornado – very nice use of drama to form a bridge into today’s lesson and a nice
springboard to introduce today’s lessons. Great questions – If grade 4 cut down all the trees
in the forest? (student – it isn’t natural because someone did it). Has the UAE ever been
affected by a hurricane (no, but Oman 18 May18 and Yemen 25 May 18) and the residual
effects were discussed.

Exploration – A good use of the processing of data to explore the phenomenon.

The new vocabulary was introduced (hurricane, cyclones, typhoon) and a video shown to
illustrate the difference between the 3 names. Students were asked to do directed viewing
of the video to determine the differences between them (where they are formed Atlantic –
hurricane; Typhoon – Indonesia Japan stretch. Both hurricanes and cyclones spin westwards.
Typhoons spin eastwards and are formed off coast of Australia, Indian Ocean etc.)

The task was clearly explained with useful worked examples that allowed students to
successfully complete the task with minimal misunderstandings.
Activities were sufficiently differentiated. Good use of thumbs up, down, sideways to
ascertain students’ needs so that they could be given help specific to their needs.

Explanation
How are hurricane formed? Drama was a great idea to demonstrate the science concept. It
would have been useful to clarify the concept before teaching it as a kinesthetic activity. The
holes in the concept were seen in the dramatic representations after. It would have been
useful to take time in this section of the lesson, assess the students to ensure that they
understand the key areas, and then let them demonstrate that understanding in a kinesthetic
way. However, there was reflection during action and the candidate reviewed the concept to
ensure that it was clarified. Thereafter, it was a great idea to get students to develop their
own dramatic representation of the day’s LOs.
Elaboration
The letter is a useful idea but the effects of a hurricane have not been sufficiently developed within
the lesson. Students could possible pursue independent research first, create a dossier with this and
then complete the letter.
Evaluation
Continue to use formative evaluation during the lesson to build what comes next.
Generally
Good classroom management where students are easily brought back from excited group
work to quiet, focused plenary.
Questioning was very well done. Clear and occupied at all levels of Bloom’s
Smooth transitions between parts of the lesson.
Areas for development:
Ensure that your LOs are specific enough to guide your teaching.
Focus for next lesson: