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    Peer 22

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    api-295505041
    The document provides a template for peer observation of a lesson given by student teacher Anood Saleeh to grade 3 students. The area of focus was for students to recognize and identify the 3 R's (reduce, reuse, recycle) and provide examples of each. According to the observer Fatima Ail, strengths included relating concepts to resources and examples provided, asking students for examples, rewording student responses, and less teacher talk. Suggestions were to provide fewer hints so students don't become dependent on them, show only one example to avoid copying, and have one discussion question per group instead of hints. In her reflection, Anood Saleeh agreed with limiting hints and examples, and found value in receiving

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    Peer 22

    Uploaded by

    api-295505041
    148 views2 pages
    The document provides a template for peer observation of a lesson given by student teacher Anood Saleeh to grade 3 students. The area of focus was for students to recognize and identify the 3 R's (reduce, reuse, recycle) and provide examples of each. According to the observer Fatima Ail, strengths included relating concepts to resources and examples provided, asking students for examples, rewording student responses, and less teacher talk. Suggestions were to provide fewer hints so students don't become dependent on them, show only one example to avoid copying, and have one discussion question per group instead of hints. In her reflection, Anood Saleeh agreed with limiting hints and examples, and found value in receiving

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    The document provides a template for peer observation of a lesson given by student teacher Anood Saleeh to grade 3 students. The area of focus was for students to recognize and identify the 3 R's (reduce, reuse, recycle) and provide examples of each. According to the observer Fatima Ail, strengths included relating concepts to resources and examples provided, asking students for examples, rewording student responses, and less teacher talk. Suggestions were to provide fewer hints so students don't become dependent on them, show only one example to avoid copying, and have one discussion question per group instead of hints. In her reflection, Anood Saleeh agreed with limiting hints and examples, and found value in receiving

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    148 views2 pages

    Peer 22

    Uploaded by

    api-295505041
    The document provides a template for peer observation of a lesson given by student teacher Anood Saleeh to grade 3 students. The area of focus was for students to recognize and identify the 3 R's (reduce, reuse, recycle) and provide examples of each. According to the observer Fatima Ail, strengths included relating concepts to resources and examples provided, asking students for examples, rewording student responses, and less teacher talk. Suggestions were to provide fewer hints so students don't become dependent on them, show only one example to avoid copying, and have one discussion question per group instead of hints. In her reflection, Anood Saleeh agreed with limiting hints and examples, and found value in receiving

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Table 7: Template for Peer Observation 1 & 2

    Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.
    Peer Observation Number:
    Date/Time: Name of Student Teacher to be observed:
    6/3/2018 Anood Saleeh

    Setting: Grade:
    Classroom 3
    Area of Focus: Name of Observer/Critical Friend:

    Fatima Ail
    Learning Outcomes:
    Students will be able to provide examples for each R from
    Student will be able to recognize what are the 3 stand the rescores that are around the In the class.
    for.
    .

    Students will create reuse example.


    Student will be able to identify each R .

    PEER OBSERVATION: AREA OF FOCUS


    -

    Observed Strengths: Suggestions for further development:

    In the starting she ask general question about how we can


    avoid the pollution? Student were answering randomly with Don’t proved lot of hints for students; they will become use
    many different answers such as recycling. to for it.

    she was relating each R from the resources that are provided Don’t show students lot of examples of creating the object
    in the class , and ask students to give her example and they will be copying, one example is ok.
    example how ?
    Give one question to have discussion.
    providing clues.

    Relating the lesson with the previse lesson.

    Rewording students .

    Letting students group to evaluate their friend answer.

    Less teacher talk.


    Before students start their activity, she is asking students to
    tell her what they will be doing.

    Reflection (to be completed after discussion of Peer Review with colleague): e.g. how did you feel about conducting a formal
    observation? How did your colleague feel about being observed? How did you feel about discussing your observations with your
    colleague after the lesson? How did your colleague react to your assessment? Did she agree with your evaluation? Which of the
    suggestions you made will your colleague apply in her next lesson? Do you and your colleague feel that this was a valuable
    experience? Why/Why not?

    Peer observation helps me in developing my strengths and weakness. Where in this lesson I implement my
    first peer observation suggestion which is less teacher talk , and i get the positive point is that the time ,
    where students get the proper time to work in their explore activity. However I agree with Fatima that some
    students they copy the model which is show them, so next time I will one example will be enough to give
    the idea. And also I notice that some students were wetting for my hints when I ask them questions , so I
    think that hints only must provide with lower levels and if the question is challengeable question , so for
    the next lessons I will like to have one challengeable question for each group and they have to discuss it
    instead of giving them hints and they will be use too for it. Top on that which makes me happy that Fatima
    side that student they understand the lesson because they were connecting their answers with the previews
    lesson “ pollution “ and it’s a sign of good comprehension skills which they have it .

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