Documente Academic
Documente Profesional
Documente Cultură
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H00250598_Shaima Abdulrehman_EPC4403
Table of Contents
Introduction:...........................................................................................................................................................3
MCT and MST recommendations:.......................................................................................................................5
Goal 1:.....................................................................................................................................................................6
Goal2....................................................................................................................................................................... 8
Goal3:....................................................................................................................................................................11
References:..........................................................................................................................................................14
Appendix:.............................................................................................................................................................15
Introduction:
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H00250598_Shaima Abdulrehman_EPC4403
with
my
MST
in
semester
and
she
was
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realized that I should use a routine that alerts the students what I
needs them to do. For example, in my previews TP I used to tell the
students "silent please" when the classroom is out of control and
this might be a negative way of making them stop working, so
instead of that I am going to make some strategies that makes them
know what I want them to like rules, and one of the strategies that I
would like to use is to make the students claps after me with
singing, which means once I clap my hands they leave the pencils or
what they are doing and start clapping with me until I get all
students eyes on me. I used to have a problem with that and in this
semester I will work on it more.
Finally, the third and the final target is to make the students be
more active and engaged during lessons, which means I have to link
it with my teaching styles or use strategies that make students be
more active in the class. So I decided to use collaborative learning,
make more hands on activities, and use own reward system linking
with reinforcement.
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H00250598_Shaima Abdulrehman_EPC4403
As the
appendix 1
shows that
my MCT
reflection was
more
positively
without
mentioning
the
negatives.
But I want to
develop the
differentiatio
n skills.
Professional
Developmen
t Target
Areas
aligned with
Semester 7
TP
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My MST reflection
in semester 6 on all
the lessons was to
use more
differentiation
strategies.
Skills you
personally
know you need
to develop
Personal
teaching style,
such as body
language and
intonation which
is controlling my
voice volume.
Example:
whisper when
the students are
too loud or just
moving my lips
only that makes
them be
attention to me.
Personal
development
interests
In this semester
I want to
develop my:
Differentia
tion
strategies
Body
language
Teaching
style
H00250598_Shaima Abdulrehman_EPC4403
competenci
es.
Goal 1:
PDP GOAL 1
Goal 1:
Action
and TP
Time
Frame:
it.
However,
differentiation
is
very
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differentiation
such
as
differentiation
in
assessments.
In addition, to achieve that goal I have to make
my classroom more student centered because this
will make me recognizing my students learning
styles by giving them different ways to do tasks
during classes.
My teaching base is to make the students
understand the outline of the lesson and then ask
them to do by tasks use their skills to find out
about it, which called learning by doing strategy
and
to
make
themselves
them
using
explore
different
and
think
by
tools
such
as
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Strategies
to support
you to
achieve
your goal
strategies are:
Using dialogs with students during lessons.
Support the students but not giving the answers.
Data
collection
tools to be
used to
provide
evidence of
the success
of the action
to be
submitted in
your
eportfolio
Backgroun
d
Research
Summary
for this
goal
Self-reflection
So,
an
example
of
designing
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Reference
s
Goal2
PDP GOAL 2
Goal 2:
Action
and TP
Time
Frame
most
students
prefer
learning
during
teaching
and
the
reason
of
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Resource
s needed
Strategi
es to
support
you to
achieve
your
goal
achieving my goal:
Use expression including my body language, such
Data
collectio
n tools
to be
used to
provide
evidence
of the
success
of the
action to
be
submitte
d in your
eportfoli
o
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H00250598_Shaima Abdulrehman_EPC4403
Backgro
und
Research
Summar
y for this
goal
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H00250598_Shaima Abdulrehman_EPC4403
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Grill, E. (2013, January 5). What is your teaching style? 5 eff ective teaching
methods for your classroom. Retrieved from education.cu-portland.edu:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroomteaching-styles/
12
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Goal3:
PDP GOAL 3
Goal 3:
Action
and TP
Time
Frame:
Resource
s needed
Strategi
es to
support
you to
achieve
your
goal
Projector
White board
Smart boards
Puppets
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H00250598_Shaima Abdulrehman_EPC4403
school
by
present
rewards,
also
they
of
achievement
and
success
among
To
use
the
collaborative
learning
in
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H00250598_Shaima Abdulrehman_EPC4403
classroom.
that will
develop
the
Backgro
und
Research
Summar
y for this
goal
academic
retention
in
engagement
performance,
higher
in
persistence,
education
classroom
is
(Egan,
the
and
student
Hyland,
&
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H00250598_Shaima Abdulrehman_EPC4403
Referenc
es
Gan, A., Hyland, P., & Maguire, P. (2015, September 2). Engaging students
emotionally: the role of emotional intelligence in predicting cognitive and
aff ective engagement in higher education . Retrieved from tandfonline:
http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1185396?
journalCode=cher20
The Advantages of Rewards in the Classroom . (2016, July 19). Retrieved from
http://education.gov.gy:
http://education.gov.gy/web/index.php/teachers/tips-forteaching/item/2102-the-advantages-of-rewards-in-the-classroom
References:
Egan, A., Hyland, P., & Maguire, P. (2015, September 2). Engaging students
emotionally: the role of emotional intelligence in predicting cognitive and
affective engagement in higher education. Retrieved from tandfonline:
http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1185396?
journalCode=cher20
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H00250598_Shaima Abdulrehman_EPC4403
Grill, E. (2013, January 5). What is your teaching style? 5 effective teaching
methods for your classroom. Retrieved from education.cu-portland.edu:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-ofclassroom-teaching-styles/
Johnson, B. (2009, March 2). Differentiated instruction allows students to
succeed. Retrieved from www.edutopia.org:
http://www.edutopia.org/blog/differentiated-instruction-student-success
The Advantages of Rewards in the Classroom . (2016, July 19). Retrieved from
http://education.gov.gy:
http://education.gov.gy/web/index.php/teachers/tips-forteaching/item/2102-the-advantages-of-rewards-in-the-classroom
UaeInteract. (2014, January 7). Education: a key enabler to deliver UAE Vision
2021. Retrieved from www.uaeinteract.com:
http://www.uaeinteract.com/docs/Education_a_key_enabler_to_deliver_UAE
_Vision_2021/59264.htm
Appendix:
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Competenc
e
Professional
ism
Autonomous Teaching
Explore innovation and change initiatives through formal meetings with principal and other
relevant staff members.
Conduct formal and informal observations and use data collection tools in support of action
research.
Where possible contribute to or plan and deliver PD in work related environments.
Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)
With reference to the prescribed curriculum of the teaching practicum setting and with a
specific action research focus, plan with greater autonomy all MST teaching sessions for a
minimum 50% of MST scheduled teaching time to include and/or add up to one full
week of teaching where possible.
Create long, medium, short-term and detailed lesson plans that incorporate effective
strategies to meet a range of learning needs and styles, to promote engagement and ensure
all students meet their potential.
Construct learning objectives/outcomes that challenge expectations and plan assessment
strategies to inform future planning, as part of the reflective cycle and which support the
development of clear targets for improvement of student achievement.
Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)
Monitoring,
Assessment
and
Evaluation
In consultation with the MST, develop an assessment plan covering at least 50% of the
MSTs teaching time, using formative and summative instruments to evaluate students
performance on oral and written work
Critical
Reflection
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