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EPR Practicum 3b Assessment Report

This assessment report summarizes the teaching performance of a student teacher during a practicum teaching a lesson on planets to high school students. The mentor teacher observed several strengths, including the student teacher's use of engaging questions and activities to activate prior knowledge and keep students involved. However, areas for improvement were also noted, such as allowing more time for challenging inquiry, differentiating instruction, and providing feedback and discussion to check understanding. The mentor teacher emphasized that the lesson could have made better use of time and extended students' learning through elaboration and discussion.

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15 views2 pages

EPR Practicum 3b Assessment Report

This assessment report summarizes the teaching performance of a student teacher during a practicum teaching a lesson on planets to high school students. The mentor teacher observed several strengths, including the student teacher's use of engaging questions and activities to activate prior knowledge and keep students involved. However, areas for improvement were also noted, such as allowing more time for challenging inquiry, differentiating instruction, and providing feedback and discussion to check understanding. The mentor teacher emphasized that the lesson could have made better use of time and extended students' learning through elaboration and discussion.

Uploaded by

api-355990064
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd

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:
07-03-17
School: Name of MST:
New World

Name of Student: Name of MCT: Garnel


Desravins
Maryam K.

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:


Use of questions to activate prior Listening to students Part of the teachers role is
knowledge. The students are able to to provide insight and explain concept in a different
recall the planets. The game was a good way. When you ask the question and the students
way to get the entire class involve. The are unable to answer the question, you must
students were able to provide some provide some clues to help them answer. Why is
characteristics. Mars red? No one was able to answer the question
Explore activity was well executed and and you simply moved on. You can not simply
the students was fully engaged. They answer the students by saying no and you provided
worked cooperatively to match the no justification for your answer. One question was
characteristics of the planets to their asked Neptune and one students answered and you
respective planets. commented with no.
Classroom is very conducive to Time Management This class consists of a group
learning. of smart young ladies and too much time was spent
on questions which they all know knew the
answers. The time could have better used on more
challenging inquiry based activities.
Differentiation Lesson could have been
differentiated to meet the needs of the high
achievers.
Teachers observation can not be used as an
elaborate. To elaborate is to extend students
knowledge or to build on they have learned.

General Comments:

The classroom is made up of a series of highly intelligent students. They are highly motivated and
were fully engaged in the lesson. You had their full attention during the engagement. They were able
to complete their activity as fast as possible. Once the students are done with their activity, the
teacher must show some form of appreciation. Normally, the teacher would engage the students on
some form of discussion to determine their understanding and there was no such evidence. The
answer key was posted and the students reviewed their answer. Feedback must be provided to
students during and after the lesson. The class lasted 40 minutes and the students were done with ten

TP Guide for EPC3903 (EPR) Practicum 3b 1


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

minutes remaining. The last ten minutes were spent with students doing
absolutely nothing in the class.

TP Guide for EPC3903 (EPR) Practicum 3b 2


Year Three, Semester Two / 2015-16 /

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