FACULTY OF EDUCATION

WORK-INTEGRATED LEARNING (WIL)

WIL STUDENT TEACHER LESSON OBSERVATION REFLECTION RUBRIC

Student Name and Surname: Student number:

u
Mark with an X Registered Programme

Observation Lesson Plan Number:

B.Ed Year of Study PGCE

DATE: GRADE: Indicate with an X on the appropriate box below

y y y y m m d d
RRR RR R 1 2 3 4 5 6 7 8 9 10 11 12

DURATION OF THE LESSON: ___________mins/hour/s

SUBJECT: ___________________________________________

Name of Teacher teaching the lesson being Observed

LEARNING THROUGH OBSERVATION: Expectations of a Student Teacher Observing Lessons Being Taught
- Student Teachers must observe a specific number of lessons throughout the WIL School Placement Period.
- Observe as many different teachers who teach different subjects as you can.
- This will allow you to see the different teaching styles and approaches to teaching.
- You will know how experienced teachers manage their classrooms and execute their planned lessons.
- Reflect on what you observed and write down questions /comments on what stood out to you during the lesson.
- Ask the Mentor Teacher to share their lesson plan with you to see how they prepared for the lesson and how
every element of the lesson has come to life/was implemented.

Critical, Informed Reflection on the Lesson Observed during WIL School Placement YES NO SOME
WHAT

1 Did the teacher have a full lesson plan prepared, with LTSMs & Memorandums?

Why/not?

What would you do differently?

2 How did the teacher use technology / ICT in the lesson?

Why/not?

What would you do differently?

WIL OFFICE 1
© 2024 University of Pretoria
3 Did the teacher introduce the topic in a manner to grab the learners' attention?

Why/not?

What would you do differently?

4 Were the learning outcomes/objectives easy for the learners to understand?

Why/not?

What would you do differently?

5 Was the teacher's pre-planned lesson plan & the actual lesson delivery the same?

Why/not?

What would you do differently?

6 Did the teacher use and stick to the timestamps (specific time per section of the lesson)?

Why/not?

What would you do differently?

7 Why is it important to follow the timestamps & structure of a lesson?

Why/not?

What would you do differently?

8 What went well during this lesson that the learners enjoyed/understood/learnt?

Why/not?

What would you do differently?

9 What could the teacher do even better to ensure the success of their lesson?

Why/not?

What would you do differently?

10 How did the teacher address the learners' differentiated learning & support needs?

Why/not?

What would you do differently?

In learning, you will teach; in teaching, you will learn. With Appreciation, Dr Nevensha Sing, Head of WIL

WIL OFFICE 2
© 2024 University of Pretoria