Bachelor of Education, Primary Education (EPR) EPC3903

SWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:

This report is to be completed by the Mentoring School Teacher in consultation

with the Mentoring College
Teacher and refers to teaching competencies in the High School.
Date:
12-03-17
School: Name of MST: Mrs.
Kristina Movad
SAMA

Name of Student: Name of MCT: Garnel

Desravins
Reem Hisham

Please add specific comments about the student teachers observed strengths during this
teaching practicum and identify areas in which you feel further development is
necessary.

Observed Strengths: / Areas in which further development is needed:

Engagement very interactive Objectives must be clear. For instance, define

engagement asking students to come to
the white board and for them to match
the different storms with their respective
picture
You are very confident
different kinds of weather is not quite clear.
Perhaps, you meant for students to be able to
identify different kind of weather.
Materials: provide every student with a copy of
the handout. They were asked to read it as a
group. It was extremely difficult to read the text as
group.
Managing Learning: Provide students with
appropriate questioning. Asking students to explain
what lightning and thunderstorms mean are difficult
to answer. Students was not very well assessed.
Planning for Learning must provide
students an opportunity to explore the concept of
the activity through some of inquiry activity. Lesson
plan requires more details.
Time management lesson was incomplete

General Comments:

The lesson lacks some structure. A good lesson starts with a very strong engagement where the
students are clear on what they will learn. Followed the engagement should be specific activities to
address each objective of the lesson. The lesson did not provide the students an opportunity to explore
the concept. The students read from the handout and the textbook. The majority of the time was spent
on the teacher providing students instructions. As a result, the lesson became very teacher centered.
Group work should have structure. Students were later told to create a poster. Group work should kept
to a maximum four students. Your group consisted of seven students. Most of the students were non
participants Students could have been given more time to create the poster in smaller groups

TP Guide for EPC3903 (EPR) Practicum 3b 1

Year Three, Semester Two / 2015-16 /
Bachelor of Education, Primary Education (EPR) EPC3903

TP Guide for EPC3903 (EPR) Practicum 3b 2

Year Three, Semester Two / 2015-16 /