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63 views2 pages

Melissa

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api-300499643
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MCT/MST Lesson Observation

Feedback to student teacher

Student teacher’s name: Khadija Mohammed Observer’s name: M McMinn


Unit/Lesson: Science -habitats Grade Level: 2 Rowling
Date: 5/3/18, 11:05am

Competency Area F D C B A
Commitment to the Profession 
Planning for learning 
Managing Learning 
Implementing Learning 
Assessment 
Reflection on Practice 

Strengths of the lesson:

Revision of rules for the class – students asked to share these. These are also recorded on
the board, along with the goal for the lesson.
You introduced the new topic – habitats around the world and in Abu Dhabi.
A review of living and non-living things (previous learning).
Visual prompt – who lives here? An interesting hook! Students were asked if they had their
own home, and if that home gave them food, shelter, etc. - led to definition for habitats.
Students asked to contribute to this also.
Students were introduced to the urban habitat and discussed what might be living there.
Repeated for woodland habitat, pond habitat, and coastal habitat. You are informed on your
topic and make good connections with the learning and the students’ real lives (i.e. own
homes, recent school trips).
Instructions for activities given, example shown, and students moved by group to tables.
Resources were already on tables for students to start as soon as they got there. Students
were choosing one of the 4 main Abu Dhabi habitats to draw, with animals and plants they
might find there. Higher ability students were asked to label their habitats, plants and
animals. (Urban/Woodland)
Early finishers were brought to the mat to draw/write examples of living, non-living and
dead things.
Whole class returned to mat, students were asked to share their work with a partner,
compare/contrast habitats.

You used lots of positive praise, students’ names, and high fives for good answers.
(Remember to use the house points to further reinforce this).

MST feedback – Khadija is an amazing teacher!


Areas for development:

Goal for this TP – checking for understanding. You did this quite well in your opening by
making it very interactive, and asking students what they know about habitats and examples
of animals and plants that might be found there.
Post-ob: What questions were you asking when you went around? Responding to students
questions as you went around, most wanted help to draw particular animals. What do you
think live here? If it is near the sea, what might live there? etc. During the partner talk,
students were asked to discuss similarities and differences in habitat maps, which you were
listening in to.

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory

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