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    This document provides feedback to a student teacher, Ayesha Hassan, on her lesson teaching ordering numbers from 1-100 to kindergarten through 2nd grade students. The feedback notes Ayesha's strengths such as her clear voice, engaging activities in the second part of the lesson, and good classroom management. Areas for improvement include incorporating higher order thinking questions, underlining numbers to avoid confusion, dividing students into smaller groups for the first activity, changing activities if students lose attention, including more progressive activities, and providing clear instructions on activity sheets. The feedback concludes by asking Ayesha to focus on the areas for development in her next lesson.

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    This document provides feedback to a student teacher, Ayesha Hassan, on her lesson teaching ordering numbers from 1-100 to kindergarten through 2nd grade students. The feedback notes Ayesha's strengths such as her clear voice, engaging activities in the second part of the lesson, and good classroom management. Areas for improvement include incorporating higher order thinking questions, underlining numbers to avoid confusion, dividing students into smaller groups for the first activity, changing activities if students lose attention, including more progressive activities, and providing clear instructions on activity sheets. The feedback concludes by asking Ayesha to focus on the areas for development in her next lesson.

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    This document provides feedback to a student teacher, Ayesha Hassan, on her lesson teaching ordering numbers from 1-100 to kindergarten through 2nd grade students. The feedback notes Ayesha's strengths such as her clear voice, engaging activities in the second part of the lesson, and good classroom management. Areas for improvement include incorporating higher order thinking questions, underlining numbers to avoid confusion, dividing students into smaller groups for the first activity, changing activities if students lose attention, including more progressive activities, and providing clear instructions on activity sheets. The feedback concludes by asking Ayesha to focus on the areas for development in her next lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    40 views2 pages

    Feedback - 1

    Uploaded by

    api-295498767
    This document provides feedback to a student teacher, Ayesha Hassan, on her lesson teaching ordering numbers from 1-100 to kindergarten through 2nd grade students. The feedback notes Ayesha's strengths such as her clear voice, engaging activities in the second part of the lesson, and good classroom management. Areas for improvement include incorporating higher order thinking questions, underlining numbers to avoid confusion, dividing students into smaller groups for the first activity, changing activities if students lose attention, including more progressive activities, and providing clear instructions on activity sheets. The feedback concludes by asking Ayesha to focus on the areas for development in her next lesson.

    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    SWC MCT/MST Lesson Observation: Feedback to Student Teacher

    EPC 3903

    Student teacher’s name: Ayesha Hassan Grade Level: KG - 2


    Unit/Lesson: Ordering Numbers Date: February 20, 2018

    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:


    Ayesha had a lesson about ordering numbers from 1 – 100.

    Strengths:

    - Well-modulated voice

    - Commendable tone and intonation

    - Engaging activities (the second part)

    - Good classroom management strategy


    Areas for development:
    - Include in your lesson plan the possible higher order thinking skills (HOTS) questions that you might
    ask to the students as they do the activity. This can be an affective formative assessment tool.

    - Put underline for each number to avoid confusion (ex. 68, 89)

    - Engaging activities (but for the first activity, it would be better if you divide the class intro smaller
    groups to minimize noise, to make it more organized, and to promote more interaction)

    - Once you see that most of the students are starting to lose their attention, and make unnecessary
    noise to a certain activity, CHANGE THE PLAN / ACTIVITY. Execute your back-up plan.

    - Prepare MORE PROGRESSIVE/DEVELOPMENTAL activities

    - Don’t give them SEVERAL SET of numbers immediately especially the LA. They might get
    overwhelmed and fail to do the activity.

    - Include clear and simple instructions on the activity sheets.

    Focus for next lesson:


    - Please be guided accordingly from the above-mentioned areas for development.

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