Documente Academic
Documente Profesional
Documente Cultură
Master of Teaching
(Secondary)
Report from Professional Supervisor
Practicum Three
6 March to 14 April 2017
PROFESSIONAL SUPERVISOR MIGHT COMMENT ON: (suggestions only please comment on aspects which seem relevant)
LESSON PLANNING:
Muhammads lesson planning was imaginative, realistic and well-conceived for the students in
this class. In lesson 1, the two x unity activities allowed room for student creativity and
evaluation of the story their compositions conveyed. In lesson 2, opportunity was given for
students to apply knowledge.
CLASSROOM CLIMATE:
Muhammad has a strong teacher presence and a lovely sense of humor. He knew students
names (and personalities) and used practical examples which resonated with their cultural
milieu.
NOTE: A comprehensive report of comments written during the double period, in relation to the
timing and routines of the lessons, were given to Muhammad for further reference. These
identified his strengths (using *) and minor points to work on (using )
PART TWO: PERFORMANCE IN RELATION TO LEARNING OUTCOMES
Based on the observation on the day and on the lesson plans the preservice teacher has developed during
this practicum.
expectations
expectations
Developing
Learning Outcome
Meeting
Beyond
LO1 Collect, analyse and critically engage with information about learners to
inform, evaluate and enhance their teaching.
LO3 Use inquiry cycles to improve practice during a sustained period of teaching.
Please use the PSTs inquiry project as a starter for discussing LO3.
STENGTHS
Thorough lesson planning with clear Success Criteria; imaginative and purposeful teaching
and learning activities
Humorous approach relaxed, confident, un-phased by a technical glitch and clearly
enjoys teaching this subject and these students
Displayed convincing technological knowledge and competencies
Praised students responses (e.g. to Instagram discussion/postings) and ideas
Good questioning (most of the time) which improved during the double period
Connected effectively with the most engaged students
AREAS TO WORK ON
Pushing students further (cajoling and coaxing) rather than accepting a single response to
a question
Encouraging more students to respond (instead of the same few students); think about
how you can draw others in; use what do you think.? questions to avoid expectation of
a right answer
Stating timeframes/parameters to manage students time and keep the pace going
Noticing what is happening in the room (e.g. students texting on mobiles; who is
working and who isnt; whether students have written anything for the written task)
Using a drip-feed approach, e.g. explain only activity 1 and complete this before
introducing activity 2; do one thing at a time; makes transitions flow more easily
Using the board more to write up key words (i.e. verbal instructions married with visual
prompts unity, proportions, positioning). When you wrote visual hooks and teasers
and discussed these with students, accompanied by verbal and visual examples, it was
really effective
Insisting on all students paying attention during command/instruction giving (look this
way thanks use thanks as an expectation)
Paying as much attention the end of the lesson as to the beginning (rather than
restating the SC, ask students what they learnt today, e.g. five things)
PART THREE: DISCUSSION IN RELATION TO FUTURE DEVELOPMENT
OBSERVED STRENGTHS
PROFESSIONAL
Signed PST: Date: 5/4/17
SUPERVISOR:
Associate Prof
Jill Smit