Guided Learning Hours-360 Hours
This should be a minimum of 8 hours. Every single observation should not be less than 30 minutes.
Check the attached file for more details about the paper.
Please follow the instructions carefully in order to fill these tables and evidences.
- Level 5 Diploma in Education and Training
Mbuyu Ilunga Wa Mulobe Guy
EVIDENCE INDEX 1 Teaching Log (100 hours) 2 Syllabus/Specifications 3 Schemes of work (Minimum 100 hours) 4 Lesson plans (Minimum 100 hours) 5 Lesson observations – Teacher feedback (x8) 6 Lesson observations – Self evaluations (x8) 7 Initial assessments/ diagnostic testing 8 Individual Learning Plans/one on one reviews 9 Teaching resources 10 Communication with colleagues – email, minutes, etc. 11 Learner feedback TEACHING EVIDENCE LOG
Total Duration: 100 hours
Date Course /Lesson/Subject Tasks Time 05/05/2020 ICT: computer devices 15 20/05/2020 ELA: Introduction to reading and writing 20 06/05/2020 Social studies: Geography 15 22/06/2020 ELA: Story telling 15 08/07/2020 Math: Algebra 10 22/07/2020 Social studies: History 15 01/08/2020 ELA: Figurative language 10 Total 100 Hours Teacher’s signature ___ pwhoprnhet __________________Date______09/09/2020_____
Supervisor’s signature ____ GorRit _________________Date___09.09/2020_________
Tasks Period Time in ours Teaching 25.5 Preparation/ research 7.5 Team working /club 3.2 Marking 6.3 Student supervision/discipline 2.7 Management 2.3 Administration 4.0 Talking to parents/tutors/caregivers 1.6 Extracurricular activities 1.7 Other 3.4 Total non-teaching tasks 37.7 Ration teaching: non-teaching 0.63 AVERAGE TASKS PER WEEK -NOTE TIME ON TEACHING
SYLLABUS/SPECIFICATIONS
(Syllabus: English Language, ICT, and Social Studies)
(Assessment Methods: Continuous Assessment Tests, Quizzes, and Assignments)
The reference from which the lesson/subject will be taken from; it can include unit information, modules and also assessment methods about the course. Provide the guided learning hours (GLH).
The lessons will focus on teaching English and History. The main English lessons that will be provided include reading and writing, storytelling, and figurative language. By completing these contents, the program hopes to improve students’ grammatical and communication skills. Additionally, the students will improve their ability to not only read passages but also analyze and interpret them. In particular, the English lessons will seek to increase learners’ ability to read and decode symbols in order to effectively construct or derive meaning. Indeed, reading will serve as a means of language acquisition, communication, and sharing information and ideas (Avis et al., 2014). The purpose of reading and writing will also influence the appropriate approach to gaining knowledge about comprehension. Knowledge on reading comprehension will also be important in learning other English topics, such as parts of speech, literature, storytelling, and figurative language. An individual reading poetry, for example, will be able to efficaciously recognize the words that the poets utilize, coupled with the ways that they put them together. This will go a long way in improving the learners’ knowledge of stylistic devices such as similes, metaphors, alliteration, as well as plot.
Apart from the English language, the syllabus will provide social studies subjects such as Geography and History. The primary goal of introducing learners to these subjects will be to expand their understanding of the world around them. In particular, the pupils will gain more insights into their immediate environments, origin, and ethnic groups that are found within their communities. More importantly, the pupils will gain the opportunities to develop the right attitudes, skills and knowledge that will allow them to become more involved, active, informed, and responsible citizens. This will increase their level of awareness of their capacity to promote and effect change in their communities and the world at large. The objects will also connect learners’ thinking with real world contexts at both community and international levels. This will be instrumental in promoting students’ ability to interact with people from different backgrounds in a collaborative and harmonious way.
SCHEMES OF WORK:
Duration: 100 Hours
They’re used to put your teaching into weeks/months in order to see how your teaching qualification is going to be delivered. It is used to keep track of the assessment methods and records.
IMPORTANT: You need to include that you have worked 100 hours of own teaching practice and planning (use at least two for two different courses: ICT and Language course)
Teacher: Joseph Denning Date: 20/06/2020
Aim of session or course: To improve learners’ ICT, reading, and writing skills and how to be friendly envorinment
Date Session title and learning outcome Required resources and activities Assessment Remarks/notes Duration 05/05/2020
Title: Introduction to computers Outcome: to enable students understand the basics of a computer
Learning parts of a computer and their uses Short-quizzes will be administered to monitor their progress Students who pass the assessment will gain more insights into the history, uses, and parts of the computer 20 15/05/2020 Purpose: Reading and writing Outcome: To improve learners’ ability to read and communicate through writing
Reading comprehension, dictation, spelling, and essay writing. composition Individual assignments, continuous assessment tests, group work, public speaking and reciting In completing this program, students should be able to read books, understand basic English vocabularies, and articulate ideas in writing. 20 21/06/2020 To improve learners’ history knowledge Students will be taught their basic local history Quizzes Increased understanding of government and history 20 22/07/2020 To encourage students’ understanding of environmental conservation Topics such as pollution and hygiene will be taught Continuous assessment tests Students should understand basic ways of conserving the environment 20 23/08/2020 To boost students’ critical thinking skills Students will learn how to construct argumentative statements Homework assignments Students’ will learn to support their arguments with facts and realism. 20 TOTAL 100 hours LESSON PLANS
Duration: 100 hours
Each lesson plan should be 1 to 2 pages maximum . Document how long you have been teaching in the class. This table is not a limit, it can be expanded…
Teacher: Joseph Reed date: 22/06/2020
Aim: To enlighten students about the parts of a computer and their functions/ focusing on students’ memory, reading, comprehension, and writing skills.
Learning outcome
Timing Teaching activities Learner activities Resources Inclusions Assessment Methods Functional Hours 06/05/20 Presentation using video and PowerPoint Identifying and naming computer devices Computer laboratory, Books, and notepads
Introduction to computer, history of computer, and definition Asking questions at the end of the sessions and Providing feedback
Delivering contents to meet user needs 20 19/06/20 Reading and pronunciation Standing in front of the class and reading to the people, pronouncing words Books and word charts Short stories, poems, and story books Asking students to answer questions at the end of the comprehension Students should learn to read and remember the storylines. 20 20/06/20 Brainstorming Performing interactive brainstorming notebooks Discussing social studies and computer Interactive asking of questions Noting down new ideas 20 21/06/20 Group sessions Participants come together in session groups notebooks Encouraging discussion and collaboration Assessment is performed using group competitions Student learn to work in teams 20 22/06/20 Debates Students learn critical thinking and linking facts Audio devices such as microphone Social studies and sciences. Assessment done by examining flow of ideas Students learn argumentative skills 20 100hrs LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments The teacher was interactive and collaborative with the students. Learners were given the opportunity to ask questions where they did not understand.
Criteria met The lessons met the required criteria in terms of content and instructions. For instance, the teacher covered all the areas that are recommended by the curriculum.
Planning and preparing the session The teacher prepared for each lesson a week ahead of delivering them. This gave him the ample time needed to research and cover all the recommended concepts in the curriculum. Moreover, the lesson planning process took into consideration each of the needs of students.
Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The lesson plan fully complied with the recommended session, goals, objectives, and timing. Each of the session was given sufficient time for their completion. For instance, the total hours that were allocated for ICT training were 20 out of the 100 hours. Each of the sessions also met their goals, which included improving the learners’ ICT literacy skills, communication competence, and language proficiency. All the topics that were provided under each subject were relevant to the lesson’s overall goals. Additionally, the time and schedule of the course plan effectively established what the students anticipated during the program. This enabled them to prepare in advance for the learning environment and balance their study activities with other subjects that they are taking concurrently. The lesson objectives were also effectively specified and were important in addressing the achievable, measurable skills, knowledge, and attitudes that the learners will need to acquire.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments The teacher was supportive in class. He identified the learners and their capability and tailored his lessons towards help9ong those with slow learning competence.
Criteria met The lessons met the required criteria in terms of content and instructions. For instance, the teacher covered all the areas that are recommended by the curriculum.
Planning and preparing the session The process of preparing for a lesson was undertaken by defining the learning objectives Thereafter, the educator wrote down the most important skills and concepts that the students should gain and the required evaluation criteria.
Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The lesson plan was designed by putting the theory into practice. In particular, the educator took time to facilitate students’ transition from one topic to another. Additionally, he developed a clear roadmap of what the learners need to understand and how it will be effectively administered to them during classroom sessions. Appropriate learning activities were also designed in order to optimize student engagement.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments The teacher promoted self-directed learning. In particular, he empowered students to acquire knowledge on their own after the teaching sessions.
Criteria met The educator guided the students to gain insights into reading and writing skills. This goes a long way in promoting self-driven knowledge acquisition process.
The teacher engaged in many activities with students to inspire their capacity to learn. For instance, he wrote an agreement with the students that detailed out what is to be learned and the researchers that should be conducted. Additionally, he provided examples that captured the essence of meeting learning goals. The teacher provides a clear focus for the areas that needed to be covered in the lesson plans. For instance, he assessed their self-interests and responses in order to determine the areas that needed to be covered comprehensively. Moreover, students were encouraged to be open to new sources of information and perspectives to expand their critical thinking skills. Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The teaching and learning plan was designed with the utilization of appropriate aims, objectives, and timings. The aim, for instance, was to improve learners’ critical thinking skills. To this end, the teacher required students’ to address challenging questions that would broaden their thinking. Additionally, the objectives included mastering theoretical knowledge within the stated timeline, which were met after formative and summative assessment exercises.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments The teacher encouraged students to form learning groups from which he provided materials and contents for discussions. He also guided them with the process of acquiring social and emotional skills.
Criteria met The purpose was to meet the broader needs of students’ to improve their communication, social, and emotional competencies.
Planning and preparing the session The teacher focused on improving students’ cognitive and emotional development, which are integral in promoting knowledge acquisition. These areas are important in ensuring that they collaborate with their peers to share knowledge and problems that they encounter while learning.
Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The teacher used group learning techniques as tools to attain the goal of developing students’’ cognitive and emotional skills. In particular, collaborative learning practices were embraced to promote student-teacher engagement and interactions. Students who were transitioning from one topic to another were also expected to wrestle with complex questions and discuss them with their educator and peers.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments The teacher promoted self-directed learning. In particular, he empowered students to acquire knowledge on their own after the teaching sessions.
Criteria met The educator guided the students to gain insights into reading and writing skills. This goes a long way in promoting self-driven knowledge acquisition process.
The teacher engaged in many activities with students to inspire their capacity to learn. For instance, he wrote an agreement with the students that detailed out what is to be learned and the researchers that should be conducted. Additionally, he provided examples that captured the essence of meeting learning goals. The teacher provides a clear focus for the areas that needed to be covered in the lesson plans. For instance, he assessed their self-interests and responses in order to determine the areas that needed to be covered comprehensively. Moreover, students were encouraged to be open to new sources of information and perspectives to expand their critical thinking skills. Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The teaching and learning plan was designed with the utilization of appropriate aims, objectives, and timings. The aim, for instance, was to improve learners’ critical thinking skills. To this end, the teacher required students’ to address challenging questions that would broaden their thinking. Additionally, the objectives included mastering theoretical knowledge within the stated timeline, which were met after formative and summative assessment exercises.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments Criteria met The teacher focused on promoting spirit of cooperation and sharing of ideas among class attendants. This process was implemented by encouraging learners to engage in debates and The teacher met the GLH criteria of cooperative learning. Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? All the learning objectives set by the educator in the lesson plan were met within their stipulated time frames. Additionally, he provided feedback that is needed for students to effectively monitor their progress. Feedback is one of the most important efforts that promote learning. Through it, the teacher and learner are able to monitor students’ progress and develop viable interventions to them.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments Criteria met The teacher promoted student engagement by asking questions, providing feedback, and using different instructional strategies. The teacher met the GLH criteria of cooperative learning. Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The teacher successfully met the set objectives by asking open-ended questions and requiring learners to think quietly about them for a few minutes. The educator also required learners to pair up with their partners and discuss the questions for two to five minutes. This practice went a long way in engaging students in discussions that improved their critical thinking and debate skills.
LESSON OBSERVATIONS – TEACHER FEEDBACK
(Number of copies: 8)
– a qualified teacher needs to be observing you, anyone with level 5 teaching qualification manager or any colleague with the PGCE qualification…Use Ofsted grading criteria
(1=outstanding lesson, 2=good, 3 requires improvement, 4=unsatisfactory)
Learner: (trainee teacher)
2 Observer: 1 Group size: 1 Duration: 2 Subject/Topic: 8 Observer feedback and comments Criteria met The focus of this lesson was to revise and evaluate students’ performance in previous topics. This focused on assessing their performance after the examination and revising the topics to improve their understanding and capacity to remember the topics that they were taught. Formative and summative assessment standards Teaching and learning plan (session plan) prepared with an appropriate aim, objectives and timings? The teacher not only assessed students but he also provided them with feedback to revise the areas that they performed poorly. He also provided both positive and negative feedback to offer a balanced and non-biased views about their performance. This was especially important in preventing students from being discouraged with the learning processes.
LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 22/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference The teacher introduced the topics before teaching them. This prepared learners for what they were going to be taught (Durovolomo et al., 2010). The teacher also explained each complex terms and concept and asked questions at the end to assess students’ progress. Dorovolomo, J., Phan, H. P., & Maebuta, J. (2010). Quality lesson planning and quality delivery: Do they relate?. International Journal of Learning, 17(3).
Area for development: The plan should elaborately describe different types of teaching methods that will be employed to enhance student learning (Fuji, 2019). Moreover, there is a need for the teacher to determine the appropriate venues for delivering the learning concepts, such as open lab sessions, classroom teaching, and group methods. Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer, Cham. Actions required: The teacher should use differentiated methods to appeal to all student groups. This is because the American learning environment is increasingly becoming culturally and ethnically diverse (Koutsopoulos et al., 2016). Furthermore, a mixture of both student-centered and teacher-oriented instructional strategies should be included in the lesson plan.
Koutsopoulos, K. C., & Kotsanis, Y. (2016, June). Efficiency and Effectiveness in Teaching and Learning: Need For New Paradigm. In Conference Proceedings. The Future of Education (p. 162). LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 23/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference Students were actively learning and were given the opportunity to participate actively in the learning process. This model is referred to as self-directed instructional framework because it allows learners to provide their inputs (Wang, 2017) Wang, S. (2017). ” Teacher Centered Coaching”: An Instructional Coaching Model. Mid-Western educational researcher, 29(1). Area for development: One area that requires development is overuse of few learning resources. For 8instance, the educator overemphasized on books as opposed to other learning materials. Therefore, providing multiple learning resources can improve outcomes and level of engagement. Actions required: Students have different learning preferences. Some, for instance, use books while others prefer video and PowerPoint presentations. Providing differentiated learning materials helps to accommodate the learning needs of all students (Graesser et al., 2018).
Graesser, A. C., Hu, X., Nye, B. D., VanLehn, K., Kumar, R., Heffernan, C., & Andrasik, F. (2018). ElectronixTutor: an intelligent tutoring system with multiple learning resources for electronics. International journal of STEM education, 5(1), 15. LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 23/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference The lesson involved the utilization of think-pair-share model, which attracted students’ interests in the class sessions. This process was effective in encouraging student classroom and interaction between them and their facilitators (Usman, 2015). Usman, A. H. (2015). Using the think-pair-share strategy to improve students’ speaking ability at Stain Ternate. Journal of Education and Practice, 6(10), 37-45. Area for development: One area that should be addressed is the need to provide culturally competent instruction. While the think-pair share method brings together students and teachers, the distinct learning needs of minority cultures may be overlooked (Raba, 2017). Thus, there is a need to ensure that the instructions are tailored to be understood by all learners. Raba, A. A. A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8(1), 12-23. Actions required: .The educator should evaluate all the students and their learning speed. This can be an 8important step towards providing instructional strategies that appeal to both slow and fast learners (Mills et al., 2014).
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348. LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 22/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference The teacher introduced the topics before teaching them. This prepared learners for what they were going to be taught (Durovolomo et al., 2010). The teacher also explained each complex terms and concept and asked questions at the end to assess students’ progress. Dorovolomo, J., Phan, H. P., & Maebuta, J. (2010). Quality lesson planning and quality delivery: Do they relate?. International Journal of Learning, 17(3).
Area for development: The plan should elaborately describe different types of teaching methods that will be employed to enhance student learning (Fuji, 2019). Moreover, there is a need for the teacher to determine the appropriate venues for delivering the learning concepts, such as open lab sessions, classroom teaching, and group methods. Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer, Cham. Actions required: The teacher should use differentiated methods to appeal to all student groups. This is because the American learning environment is increasingly becoming culturally and ethnically diverse (Koutsopoulos et al., 2016). Furthermore, a mixture of both student-centered and teacher-oriented instructional strategies should be included in the lesson plan.
Koutsopoulos, K. C., & Kotsanis, Y. (2016, June). Efficiency and Effectiveness in Teaching and Learning: Need For New Paradigm. In Conference Proceedings. The Future of Education (p. 162). LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 23/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference Students were actively learning and were given the opportunity to participate actively in the learning process. This model is referred to as self-directed instructional framework because it allows learners to provide their inputs (Wang, 2017) Wang, S. (2017). ” Teacher Centered Coaching”: An Instructional Coaching Model. Mid-Western educational researcher, 29(1). Area for development: One area that requires development is overuse of few learning resources. For 8instance, the educator overemphasized on books as opposed to other learning materials. Therefore, providing multiple learning resources can improve outcomes and level of engagement. Actions required: Students have different learning preferences. Some, for instance, use books while others prefer video and PowerPoint presentations. Providing differentiated learning materials helps to accommodate the learning needs of all students (Graesser et al., 2018).
Graesser, A. C., Hu, X., Nye, B. D., VanLehn, K., Kumar, R., Heffernan, C., & Andrasik, F. (2018). ElectronixTutor: an intelligent tutoring system with multiple learning resources for electronics. International journal of STEM education, 5(1), 15. LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 23/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference The lesson involved the utilization of think-pair-share model, which attracted students’ interests in the class sessions. This process was effective in encouraging student classroom and interaction between them and their facilitators (Usman, 2015). Usman, A. H. (2015). Using the think-pair-share strategy to improve students’ speaking ability at Stain Ternate. Journal of Education and Practice, 6(10), 37-45. Area for development: One area that should be addressed is the need to provide culturally competent instruction. While the think-pair share method brings together students and teachers, the distinct learning needs of minority cultures may be overlooked (Raba, 2017). Thus, there is a need to ensure that the instructions are tailored to be understood by all learners. Raba, A. A. A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8(1), 12-23. Actions required: .The educator should evaluate all the students and their learning speed. This can be an 8important step towards providing instructional strategies that appeal to both slow and fast learners (Mills et al., 2014).
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348. LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 22/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference The teacher introduced the topics before teaching them. This prepared learners for what they were going to be taught (Durovolomo et al., 2010). The teacher also explained each complex terms and concept and asked questions at the end to assess students’ progress. Dorovolomo, J., Phan, H. P., & Maebuta, J. (2010). Quality lesson planning and quality delivery: Do they relate?. International Journal of Learning, 17(3).
Area for development: The plan should elaborately describe different types of teaching methods that will be employed to enhance student learning (Fuji, 2019). Moreover, there is a need for the teacher to determine the appropriate venues for delivering the learning concepts, such as open lab sessions, classroom teaching, and group methods. Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer, Cham. Actions required: The teacher should use differentiated methods to appeal to all student groups. This is because the American learning environment is increasingly becoming culturally and ethnically diverse (Koutsopoulos et al., 2016). Furthermore, a mixture of both student-centered and teacher-oriented instructional strategies should be included in the lesson plan.
Koutsopoulos, K. C., & Kotsanis, Y. (2016, June). Efficiency and Effectiveness in Teaching and Learning: Need For New Paradigm. In Conference Proceedings. The Future of Education (p. 162). LESSON OBSERVATIONS – SELF EVALUATIONS
Number of Copies: 8
– DO NOT FORGET TO SIGN AND DATE ALL YOUR EVALUATIONS
Learner: Mike Hill
Observation date: 23/09/2020 Time: 8:30 AM
Location: New York
Strengths: Reference Students were actively learning and were given the opportunity to participate actively in the learning process. This model is referred to as self-directed instructional framework because it allows learners to provide their inputs (Wang, 2017) Wang, S. (2017). ” Teacher Centered Coaching”: An Instructional Coaching Model. Mid-Western educational researcher, 29(1). Area for development: One area that requires development is overuse of few learning resources. For 8instance, the educator overemphasized on books as opposed to other learning materials. Therefore, providing multiple learning resources can improve outcomes and level of engagement. Actions required: Students have different learning preferences. Some, for instance, use books while others prefer video and PowerPoint presentations. Providing differentiated learning materials helps to accommodate the learning needs of all students (Graesser et al., 2018).
Graesser, A. C., Hu, X., Nye, B. D., VanLehn, K., Kumar, R., Heffernan, C., & Andrasik, F. (2018). ElectronixTutor: an intelligent tutoring system with multiple learning resources for electronics. International journal of STEM education, 5(1), 15. INITIAL AND DIAGNOSIS ASSESSMENTS
-The initial and diagnosis assessment testing methods include:
Quizzes, starter activities, assignments, interviews, and ice breakers
They can be formal such as application or interviews… or informal such as ice breaker, starter activities, hands out or quiz. Note that diagnostic tests are skills based tests
There are various initial diagnosis assessment exercises that the lessons utilized to meet students’ learning needs. They included quizzes, starter activities, assignments, interviews, and ice breakers. Icebreakers are fun activities that are meant to support students to understand the subjects and know one another. They are designed to enable learners to be acquainted with course content and expectations. Using them helps educators to create a relaxed environment in which learners share ideas and participate more fully in class.
The teaching environment is increasingly changing with the modern environment. Therefore providing quizzes helps to track students’ understanding of each topics delivered in the lessons. Not only are they fun for learners, but they are also a subtle form of learning because students do not feel as though they are immerses in a traditional classroom environment. The quizzes can be set to be completed individually or in small groups. In groups, learners can brainstorm to support each other. Furthermore, quizzes play an integral role in retrieving and retaining information.
Assignments will also form part of the assessment exercises. Homework and group assignments are particularly important in tracking students’ progress after each session. They can be completed individually or in groups. After each assignment is marked by the teacher, the student gets corrective feedback that helps to improve understanding of the concepts that they are being taught.
Finally, starter activities and interviews will be incorporated into the initial diagnosis assessment programs. The former strategy is particularly important in ensuring that students arrive at their classroom and settle into learning mode speedily and easily. This is especially important in increasing the students’ level of engagement during the learning process. Moreover, it plays an integral role in getting learners enthused and focused on what the teacher is going to talk about. Starters can also be employed to recap on the areas that he teacher had covered in the previous sessions before beginning the new ones. Finally, interviews will be important in gathering feedback from students to understand their strengths and weaknesses in the areas that the teacher covered and suggestions for improvements. Interviews are especially important when there is a need to analyze their feelings, opinions, and degree of satisfaction with the overall teaching process.
Reference
Avis, J., Fisher, R., & Thompson, R. (2014). Teaching in Lifelong Learning: A guide to theory
and practice. McGraw-Hill Education (UK).
INDIVIDUAL LEARNING PLANS (ILP)/ ONE ON ONE REVIEWS
How your learners did progressed or are progressing in the course and how are you setting the targets.
– no need to include the learners’ names if you don’t want to.
Name:
INDIVIDUAL LEARNING PLAN
Name: Date started Review date Team participants Focus area linked to curriculum Specific learning outcome Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Monitoring and evaluation strategies TEACHING RESOURCES
There are many varieties of resources that could be used in your teachings or your lessons. It could be power point or evidence of electronic resources such as Kahoot! Or Socrative. It can be any website or YouTube videos.
Note that it is very important to describe how you used them or how you integrated them into your lesson. Two to three sentences are enough. However, provide 5 different examples of resources.
There are various teaching resources that were used to provide instructions to students. They included PowerPoint presentations, Kahoot, YouTube, Soctative, Amazon Inspire, and Arts Edge. Amazon Inspire is an open collaborative system that allows the educator to easily discover, collect, and share quality lesson contents with their community members. This tool was particularly important in designing lesson plans and guiding students on the steps taken to use different computer applications.
The Arts Edge is a teaching resources that are funded by the Kennedy Center. It provides arts-centered, standards-based resources for educators across different curriculums. I particularly used this resource to provide contents related to social studies for the students. It has an interactive platform, which uses texts graphics, and images to provide lessons to students. Kahoot also provides a free templates and guidelines for delivering instructions to students. It has a rich library with books, journal articles, and gaming tools to create an interactive learning process to all student groups. More importantly, the resource is important in generating distance learning lessons, particularly when many students are still at home.
Other teaching resources that were used included Socrative and YouTube videos. Socrative is an important tool in engaging learners by requiring them to participate in many activities. Additionally, the tool is critical when there is a need to get instant feedback from students and speedily assess their understanding of concepts after preparing activities or on-the-fly questions. Finally, YouTube videos provides a channel for educational resources for both teachers and students. Therefore, it seeks to enhance the learning process by providing high-quality videos, which can be employed to optimize students’ level of engagement.
COMMUNICATION WITH COLLEAGUES – EMAIL, MINUTES
MINUTES OF MEETINGS
You’re looking into the minutes of meetings, agendas, plans, schedules.
Could be related to a trip organization and tell or set how you organized and communicated with your colleague(s) the housing, insurance, transports, etc.
Number of Copies: 5
Agenda Items NOTES Leadership training To participate in school leadership programs for teachers School trip This agenda focused on the plans to go to a trip as part of the extracurricular activities Motivation We gained insights into increasing students’ and teachers’ morale Examination scheduling A meeting will be held to determine when the end of term examination will be set and administered End of term meeting Term closure and holiday activities. COMMUNICATION WITH COLLEAGUES – EMAIL, MINUTES
MINUTES OF MEETINGS
You’re looking into the minutes of meetings, agendas, plans, schedules.
Could be related to a trip organization and tell or set how you organized and communicated with your colleague(s) the housing, insurance, transports, etc.
Number of Copies: 5
Agenda Items NOTES Leadership training To help teachers to know more about anger management and class discipline School trip This agenda focused on the plans to go as a class to visit some factories Motivation The excitement behind this is for the students to see what they always learn about in real life Examination scheduling A meeting will be held to determine when the end of term examination will be set and administered End of term meeting Set what the program would be as by the end of the term and how to organize it COMMUNICATION WITH COLLEAGUES – EMAIL, MINUTES
MINUTES OF MEETINGS
You’re looking into the minutes of meetings, agendas, plans, schedules.
Could be related to a trip organization and tell or set how you organized and communicated with your colleague(s) the housing, insurance, transports, etc.
Number of Copies: 5
Agenda Items NOTES Leadership training Know the difference between a leader and manager as to when to lead the class and when to manage the class School trip The plan here was to know how to manage a group of excited students on a trip Motivation We gained insights into helping the teachers to gain more trust and confidence Examination scheduling A meeting will be held to determine the criterion of the average grade for those wishing to be part of the extra-curricular activities such as camping, trips. This would be used as a motivation factor End of term meeting Term closure and holiday activities. COMMUNICATION WITH COLLEAGUES – EMAIL, MINUTES
MINUTES OF MEETINGS
You’re looking into the minutes of meetings, agendas, plans, schedules.
Could be related to a trip organization and tell or set how you organized and communicated with your colleague(s) the housing, insurance, transports, etc.
Number of Copies: 5
Agenda Items NOTES Leadership training To enrich school’s leadership about how leaders can cultivate vibrant school cultures that combat initiative fatigue and maintain high staff morale despite the many, often conflicting, demands on schools nowadays School trip Learning outside of the walls of classroom in order to expose them to real life situations and help them think for themselves. Motivation Motivation and experience needed and interest towards the teachers that Examination scheduling A provided and controlled environment for independent work and so has often be used to verify student’s learning. End of term meeting Feedback on time invested in the planning process, with a purpose of inspiring, engaging and focusing on the future COMMUNICATION WITH COLLEAGUES – EMAIL, MINUTES
MINUTES OF MEETINGS
You’re looking into the minutes of meetings, agendas, plans, schedules.
Could be related to a trip organization and tell or set how you organized and communicated with your colleague(s) the housing, insurance, transports, etc.
Number of Copies: 5
Agenda Items NOTES Leadership training How can schools integrate meaningful writing opportunities across the curriculum? What are the most effective ways to motivate reluctant writers and support students who struggle with writing? School trip A school trip abroad can provide students with endless opportunities in order to improve their self-esteem, confidence, leadership and independent thinking. Motivation Students’ performance on the exam has pinpointed areas where the teacher would spend more time or change the teaching approach. Examination scheduling End of term meeting Taking time to meet the whole team and reflect, reconnect, strategize, set goals and plan tactical execution. These are to avoid making same mistakes, and ensure the whole team is on the same page when making decisions net year. LEARNER FEEDBACK
What are they saying about you, your course. Looking into know if you can take onboard your learners’ comments as well.
You can use apps such as survey monkey to create your own feedback form, and then submit them as evidence.
Please rate the following 1(least Agree) 2 3 4 5(Most Agree) 1. The aim and objectives of the course were clear 5 2. The aim and objectives we fully met 2 3. The course was interesting, varied and taught at a suitable pace 4 4. The course was well presented 5 5. The teacher was knowledgeable and approachable 5 6. The classroom learning environment was suitable 4 7. You have gained valuable knowledge and feel more confident in the learning environment 5 Any further comments or recommendations? There is a need to explore methods of providing differentiated instructions to students of different cultural backgrounds. Additionally, I would like to learn how to address the learning needs of students with learning disabilities.
LEARNER FEEDBACK
What are they saying about you, your course. Looking into know if you can take onboard your learners’ comments as well.
You can use apps such as survey monkey to create your own feedback form, and then submit them as evidence.
Please rate the following 1(least Agree) 2 3 4 5(Most Agree) 1. The aim and objectives of the course were clear 5 2. The aim and objectives we fully met 4 3. The course was interesting, varied and taught at a suitable pace 5 4. The course was well presented 5 5. The teacher was knowledgeable and approachable 5 6. The classroom learning environment was suitable 4 7. You have gained valuable knowledge and feel more confident in the learning environment 5 Any further comments or recommendations? There is a need to explore methods of providing differentiated instructions to students of remote schools. Additionally, I would recommend the learning to be ICT implemented as today’s world is tech integrated learning.
LEARNER FEEDBACK
What are they saying about you, your course. Looking into know if you can take onboard your learners’ comments as well.
You can use apps such as survey monkey to create your own feedback form, and then submit them as evidence.
Please rate the following 1(least Agree) 2 3 4 5(Most Agree) 8. The aim and objectives of the course were clear 5 9. The aim and objectives we fully met 3 10. The course was interesting, varied and taught at a suitable pace 4 11. The course was well presented 4 12. The teacher was knowledgeable and approachable 3 13. The classroom learning environment was suitable 4 14. You have gained valuable knowledge and feel more confident in the learning environment 4 Any further comments or recommendations? Everything went fairly well. In the meantime, there are some classes that need a special attention as some students seems to have learning problem. The school faces a serious problem as there no way to address the issue properly. Therefore, a suggestion is made as to provide a training integrating the SEN/learning difficulties and autism in school. Teachers need to be aware of the kind of students they are facing every day in order to know how to tackle their difficulties and needs.
LEARNER FEEDBACK
What are they saying about you, your course. Looking into know if you can take onboard your learners’ comments as well.
You can use apps such as survey monkey to create your own feedback form, and then submit them as evidence.
Please rate the following 1(least Agree) 2 3 4 5(Most Agree) 15. The aim and objectives of the course were clear 5 16. The aim and objectives we fully met 2 17. The course was interesting, varied and taught at a suitable pace 4 18. The course was well presented 4 19. The teacher was knowledgeable and approachable 5 20. The classroom learning environment was suitable 4 21. You have gained valuable knowledge and feel more confident in the learning environment 4 Any further comments or recommendations? Students are to be taught how to do researches as well as making notes while writing a paper as it is really crucial. They should always keep in mind the main idea of the topic and remain in the context. They should write in advances the ideas as they come for a successful theme.
