MCT OBSERVATION REPORT – B.Ed.

(EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Name of Student: Course: EPC Year:

4909
Juwaher Rashed 4

Name of School: Khatt School

Mentoring College Teacher: Dr. Cara Weston

Date and Time: Wednesday, February 18, 2018, 11:45 a.m.

Competency A – Professionalism and Understanding:

Juwaher was relaxed and comfortable during this class, and the students
responded well to her direction. Her language was largely paced well for
this age group and quite accurate - although there were a few errors.

Category B – Planning for Learning:

Juwaher planned and edited the lesson and provided it prior. She
had the lesson phases defined on a powerpoint and went through
them with the students. Slides were engaging and clear. The later
question and answer game using the prepared cards worked very
well. (**Could st. have exchanged cards once done in order to have
more practice?) Another option would be to have st. use these ques-
tions to move around a board game.
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category C – Implementing and Managing Learning:

Juwaher began the class by reviewing the date - **good that she pointed
out the error in the capital letter. Taking the opportunity to include teach-
ing points as they arise is an effective way to clarify points and keep the
students engaged.

Next, a conversation was introduced regarding healthy activities. Juwaher

began by asking st. what they liked to do in their free time - many an-
swered with sports activities they enjoyed.

T: “We are going to learn about our bodies….”Juwaher reviewed the next
phases of the lesson. **Be careful with English use. “What are inside our
bodies?” instead of “What is inside our bodies?”

T: “Have you ever wondered what is inside your skin?” **The slides used
for this were colourful and appropriate. Interesting that several st. said
they didn’t want to know what was inside their bodies!

One of the slides showed a label of the skull and muscle ( pointing to the
arm). It would be better to first show major bones and focus on the skele-
ton, rather than including muscles at this point. For the students, it would
be clearer to differentiate between bones and muscle. The students could
also learn about other major bones, including the pelvis, clavicle, femur,
etc.

Students in groups were given cut out paper pieces representing body parts
and asked to put them on place on poster paper. Before they were done,
Juwaher went to the front board and did a presentation on the heart and
lungs. She then asked st. to go back to their poster activity. **Should this
information have been presented earlier? There was a little bit of confu-
sion regarding muscle - in terms of it being an underlying structure
throughout the body.

T: “What is the difference between muscle and bones?” **Good that

Juwaher brought this up for more clarification. A slide showing just the
muscle system would be useful.
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category D – Monitoring and Assessment of Learning:

T: “Discuss with your group”….showing four questions on projection.

Questions: “What is the job of skull?” “What is the job of muscle, ribs,
backbone.” **Usually, in this case, the term ‘purpose’ would be used in-
stead of ‘job’. **Good that Juwaher included terms at the bottom of the
slide that the students could use for their discussion, including protect,
save, help, move, jump, etc.

It would also be beneficial at this point to included sample sentence struc-

ture forms to assist the discussion, or have the students create answers us-
ing full written sentences. How is Juwaher sure of the information dis-
cussed? One table at the back was speaking about other topics once they
finished. There could be a “bonus” set of questions for st. who finished
early.

After their discussions, students were asked the questions and responded
orally. **At this point, the T. could have written down completed answers
on the smart board in written form, so the st. could then see the spelling
and structure. **Actually, once Juwaher had the st. respond, she did
present a sample sentence with the answer on the projector - good!

T: “Now we are going to play a game. Each group will have a card - each
two st. will be together.” **Good that the st. are working with just one
partner. Two st. were asked to demonstrate the activity - one st. read a
question on the card related to body parts/function and the other an-
swered. **Some st. had difficulty with pronunciation of the vocabulary -
more oral practice is likely needed.

St. really enjoyed the song at the end with the movements. **Make sure to
also participate in this type of as the T. as this is very motivating for st.!
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category E – Reflection:

Please email me your reflections on this lesson.

Strengths of the Lesson:

Overall, Juwaher’s demeanour was consistent, calm and responsive. She

was able to focus on individual student responses, even when they took
some time to answer. A variety of activities were used to consolidate the
concepts taught in the class.

Areas for Development:

Consider how understanding can be evaluated effectively during discussion

oriented activities - by having defined tasks such as responding in written
form. **Good that the final worksheet required st. to practice writing sen-
tences using the target vocabulary.

Focus for next lesson:

As per my comments above.

MCT:

Signed: _______________________________ Date: