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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
UNIVERSITY OF BAHRAIN
BAHRAIN TEACHERS COLLEGE
Teaching Practice 2:Student Teacher Handbook
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Bahrain Teachers College
University of Bahrain
Bachelor of Education
TEACHING PRACTICE 2
TEACHER CANDIDATE HANDBOOK
Semester 1
2008 - 2009
Establishing Self as Teacher:
Managing Learning for Student Diversity
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Bahrain Teachers College
University of Bahrain
Bachelor of Education
TEACHING PRACTICE 2
Designing Quality Learning Experiences
STUDENT TEACHER HANDBOOK
Semester 3
2009 - 2010
AUTHOR
Thomas Browne
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
TABLE OF CONTENTS
Teaching Practice Overview
Part 1 Student Teacher’s Perspective Page
1 Introduction 11
2 Overview of the BEd Professional Practice Programme 13
3Goals of Teaching Practice 2
Sample Performance Indicators17
4 Assessment of Teaching Practice 2 29
5
Responsibilities of Student Teachers
Code of Professional Conduct
Schedule for Accepting Responsibility for Teaching
33
6 The Reflective Cycle 39
7
Avenues of Support for Student Teachers
Observation/Assessment Process
Roles and Responsibilities of the Cooperating Teacher
Roles and Responsibilities of the University
Supervisor
41
8Administrative Procedure Associated with Teaching
Practice 249
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
TABLE OF CONTENTS
Teaching Practice Overview
Part 2 Teaching File Information
1 Teaching Practice File Requirements
55
2Guidelines for Planning
Flow Chart for Planning during Teaching Practice
3
Continuing Reflecting
Hints for Journal Writing
Key Features of Self Reflection
Part 3 Samples and Forms
Sample Personalised Letter of Introduction to School
Assessment of Teaching Performance Form (Stage 1)
Assessment of Teaching Performance (Stage 2)
Three-way Conference form for Teaching Practice 2
Final Report: Teaching Practice 2
Lesson Plan Outline
Sample Unit Planning Form
Teaching Portfolio Check List
65
Appendix
Glossary of Terms
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Part 1: Teaching Practice Overview
Student Candidate’s Perspective
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 1
Introduction
To the Student Teacher:
Teaching Practice 2 in Semester 3 2009-2010 comprises 25 full-days in school: On assigned
days, you the Student Teacher are expected to be in a school for the full school day. You are
expected to keep the same hours of attendance as their Cooperating Teacher unless your
teaching practice school Principal specifically says that you have an alternative assignment
on a particular day. Attendance at school includes undertaking playground and bus duties
and attending staff meetings and parent interviews. However, participate in the latter two
only to the extent that the School deems suitable. It is not unusual for pupils to be required
to be at school before 7.00am and to stay until at least mid-afternoon. At times school
activities go into the evening and sometimes activities occur in schools on weekends.
This handbook for the second Teaching Practice is the second of four (Teaching Practices
1 - 4) that have to be completed to satisfaction as part of the Bachelor of Education (BEd)
programme at Bahrain Teachers College. The four Teaching Practices are progressive and
developmental; they are organised in a similar manner and as a consequence all Teaching
Practice Handbooks are structured alike. The focus and content of each Teaching Practice
reflects the increasingly sophisticated attainment of planning, teaching observation skills
required to grow professionally and become a graduated teacher who is both informed in
terms of content knowledge and as a reflective practitioner. Teaching Practice 1 focuses on
Developing Classroom Management, Teaching Practice 2 concentrates on Designing Quality
Learning Experiences, Teaching Practice 3 Promotes Student Centred Learning and the
final Teaching practice 4 encourages Student Teachers to Reflect on Educational Practice.
Each Teaching Practice will build on the previous through a process of reinforcement and
frequent review. For each, there is a suggested amount for combining student function of
observation, segment, team and individual teaching. You will complete a teaching file with
material organised into three major sections of: Planning, Teaching and Reflecting.
It is intended that this booklet (number 2) will assist and clarify the expectations of the
Teaching Practice and provide a framework upon which you can structure your Teaching
Practice in terms of administration, support provided by the Teaching Practice stakeholders
(cooperating teacher, university supervisor and the Office of Teaching Practice).
The general objectives of the all educational courses are to be reinforced during all Teaching
Practice experiences. These fall into two categories associated with (a) eight specific
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
planning, teaching and evaluation abilities and (b) four broad professional and personal
qualities. Simply put, in partnership with the University and the Ministry of Education it
will be your responsibility to develop and demonstrate competencies in 12 keys areas of
professional performance.
The school-based Teaching Practice is designed to enable you to observe a teacher’s real
world of work, and to apply and apply in the classroom the knowledge and skills acquired
through Bahrain Teachers College course-work. You are encouraged to take opportunities
during Teaching Practice 2 to integrate education theory and practice and to widen their
practical experiences. Such insights and skills acquired are integral to the Bachelor of
Education programme.
Please note that the term “Teaching Practice” is used generically to refer to the different
types of school attachments (School Experience or Teaching Practice) that are undertaken
as part of the initial teacher preparation programme at Bahrain Teachers College. All being
well, Teaching Practice 2 should bring you to a minimal level of competence on each of the
programme goals. However, it is expected that you will aim for a higher challenge than the
basic. These are shown on pages 4 to 7 with suggested performance indicators.
Yours sincerely,
(Name)
Director of Teaching Practice Office
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 2
Overview of the BEd Professional Practice Programme
There are nine facets of professional preparation with the Bachelor of Education
Programme:
- School Attachment, Teaching Practice 2 linked to Practicum Seminar 1
- Teaching Practice 2 linked to Practicum Seminar 2
- Teaching Practice 3 linked to Practicum Seminar 3
- Teaching Practice 4 linked to Seminar 4.
These are outlined below.
School Experience: Orientation to Teaching
This field-work experience is two weeks long, with 1 week in a primary/ intermediate
school and one week in an intermediate/secondary school. The purpose for this experience
is to orientate incoming student teachers to the contemporary education and innovative
classroom practice. It provides them with opportunities to observe lessons in the primary/
secondary or intermediate/secondary classrooms. The attachment involves student
teachers observing classes and teachers at their work; and reflecting on their aptitude for
and commitment to teaching as a career.
Teaching Practice 1: Developing Classroom Management
At the end of the first year, the student teachers will undergo a 30-day practical experience.
Its purpose is to provide student teachers opportunities to observe their cooperating
teachers teach and to reflect on the roles and responsibilities of a teacher. They will also be
given the practical experience of helping their cooperative plan lessons, prepare resources,
manage pupils and to do some guided small group teaching in the area of Civics Education.
Guided observations will be drawn on in on-campus course-work during the subsequent
semester.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Practicum Seminar 1
The student teacher cohort will meet on campus for weekly debriefing of the practical
experience. In conjunction with Teaching Practice 2, this seminar will focus on issues
associated with developing effective classroom management. An issue is identified and
considered as a target for professional action. Across the various components of professional
experience, student teachers’ satisfactory completion of specifically designed tasks will
become artefacts in their electronic portfolios as evidence of developing competence and
individual professional growth.
Teaching Practice 2: Designing Quality Learning Experiences
This professional experience comprises 25 days and its purpose is to help student teachers
to begin to teach independently. It focuses on planning assessing and evaluating student
achievement, school effectiveness and programs/curricula. While the purposes, principles
and issues of assessment are addressed, there is an emphasis on the assessing and reporting
of student progress. Student teachers will learn to plan their own lessons, to teach, prepare
relevant resources and to manage students independently while still being able to consult
their cooperating teachers and to observe them teach.
Practicum Seminar 2
The student teacher cohort will meet on campus for weekly debriefing of the practical
experience. In conjunction with Teaching Practice 2, this seminar will focus on issues
associated with designing, implementing and evaluating quality learning experiences.
The notion of professional practice involving engaging reflective research is continued.
Across the various components of professional experience, student teachers’ satisfactory
completion of specifically designed tasks will become artefacts in their electronic portfolios
as evidence of developing competence and individual professional growth.
Teaching Practice 3: Promoting Student-Centred Learning
This course extends the knowledge and skills base of students, enabling them to make
increasingly informed decisions concerning teaching practices that place the primary
school student at the centre of his or her learning. It applies the theoretical underpinnings
and professional skills of promoting learner interaction, self-initiated thinking and enquiry.
During this 40-day professional experience, student teachers continue to take an extended
independent role in the classroom with the support of their cooperating teacher. Student
teachers learn to approach the phenomenon of individual differences in primary education
and associated practical implications for learning and teaching. Student teachers extend
their involvement into the broad life of the school.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Practicum Seminar 3
The student teacher cohort will meet on campus for weekly debriefing of the practical
experience. Conducted in association with Teaching Practice 3, discussion in this seminar
will explore emergent incidents associated with promoting student-centred learning. It
will also examine ways to extend learning beyond the classroom, looking at the different
approaches and considerations that are needed when taking students outside the immediate
school environment and in providing students with the best possible opportunities for life-
long learning. Across the various components of professional experience, student teachers’
satisfactory completion of specifically designed tasks will become artefacts in their
electronic portfolios as evidence of developing competence and individual professional
growth.
Teaching Practice 4: Reflecting on Educational Practice
Constituting the final semester of the programme, this course is the culmination of student
teachers’ professional preparation. It is in this context that they have opportunity to
consolidate many of the key competencies of a Grade 4 teacher. Fifteen weeks in duration,
this teaching practice will provide sufficient time for student teachers to explore the broad
dimensions of a teacher’s life besides classroom teaching, for instance, observing how
parent-teacher conferences are managed.
Practicum Seminar 4
The student teacher cohort will meet on campus for weekly debriefing of the practical
experience. The weekly seminars will also provide input on several key aspects of the
functions of early-career teachers. Across the various components of professional
experience, student teachers’ satisfactory completion of specifically designed tasks will
become artefacts in their electronic portfolios as evidence of developing competence and
individual professional growth.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 3
Student Teacher Goals for Teaching Practice 2
The process of Teaching Practice 2 provides Student Teachers with:
1. A variety of opportunities to build effective professional relationships, through formal
and informal contacts with students and teachers at school;
2. Opportunities to observe their Cooperating Teachers teach and reflect on the roles and
responsibilities of a professional specialising in Cycle 1 or Cycle 2 teaching;
3. Practical experience through assisting their Cooperating Teacher in, and taking closely
supervised responsibility for, the preparation of quality learning experiences including
appropriate resources, and management of a range of learning contexts. The practical
experience will involve Student Teachers in implementing and evaluating small-group
and whole-class learning tasks for either cycle 1 or cycle 2 learners.
4. A link between on-campus course work and the real world of schools.
By the end of Teaching Practice 2, Student Teachers will be able to:
1. Use content knowledge to plan, implement and evaluate productive learning tasks,
part-lessons and full-lessons in either the lower or upper primary school level;
2. Under close supervision, engage productively in the range of tasks that constitute
teachers’ work within primary school classrooms and in the broad school
environment;
3. Use knowledge of children’s learning characteristics to construct positive learning
experiences that engage them in productive learning;
4. Observe and analyse children’s and teachers’ operations generally within the school in
order to understand the processes of planning, implementing and assessing learning;
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
5. Demonstrate commitment to children’s development and wellbeing by promoting a
safe, productive learning environment and within them respect for self and others;
and
6. Project professionalism and a commitment to their own professional development
through willing engagement in the school’s activities and a level of reflection as evident
in their professional portfolio.
Teaching Practice 2 will last 25 days in Semester 3. The prerequisite for Teaching Practice 2 is
the successful completion of Teaching Practice 1. The co-requisite for Teaching Practice 2 is
Practicum Seminar 2. Thus, the focus for Teaching Practice 2 is Promoting Quality Learning
Experiences. During this period of professional practice, you will be given opportunities to
observe your cooperating teacher, practise with in a supportive environment with regular
feedback and reflect on practice in order to make professional gains.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
BEd Programme Competencies with Sample Performance Indicators
for Teaching Practice 2
Specific planning, teaching and evaluation competencies (PTECs)
By the end of Teaching Practice, student teachers show evidence of being able to
1. Content knowledge in their curriculum
area of certification at a breadth and depth
necessary to be able to
− select the appropriate scope and sequence
of subject matter for cohesive units of work
at the assigned cycle level
− plan lessons by transforming subject matter
into cohesive lesson content and translating
it in such a way as to make it meaningful
for their adolescent students
− operate in accordance relevant educational
policies and initiatives and changes in the
educational landscape
− Select content in order to link one
lesson to the next
− Plan cohesive lessons that are
meaningful to diverse range of
child learners
− Write lesson plans that have direct
links to the relevant primary school
MoE syllabus
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
2 Pedagogical knowledge and content-
specific pedagogical knowledge
necessary to
− define appropriate learning objectives
and lesson outcomes
− select and apply a wide range of
teaching strategies, appropriate to
the content area and relevant to
programme and lesson objectives
− meet the diverse learning needs
of their adolescent students in the
changing educational landscape
− engage students in the learning
process through the building of
learning communities and promotion
of life-long learning
− Explain the purpose of classroom
activities in terms of student learning
objectives
− Select and use student centred learning
strategies that target student learning
objectives in the three main learning
domains (cognitive, psychomotor,
affective)
− Implement a classroom management
plan that has relevance for diverse
learners
− Effectively implement whole-class and
small-group learning activities
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
3. Assessment and evaluation skills
necessary to
− make judgements about the range of
knowledge, skills and values relevant
to their curriculum area
− design assessment rubrics appropriate
to the content and assigned grade
level
− identify students’ progress on learning
objectives and provide them with
regular, formative feedback
− systematically document students’
progress and identify any difficulties
in order to remediate and to provide
appropriate feedback to parents
− evaluate their planning and teaching
as process of reflective practice
− Appropriately target learning objectives
at children’s learning needs.
− Apply assessment tasks in order to
gain information on children’s learning
progress
− Provide accurate reinforcing and
corrective feedback in a sensitive
manner
− Assist the classroom teacher in
maintaining the learning profiles of
children in the class.
− Reflect on classroom practice through
observation, and analysis of own
teaching behaviours in order to set
professional learning goals
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
4. Knowledge of, and sympathy toward,
adolescent learners and their families
in order to
− develop the social and emotional
well-being of students
− build support networks for students
with families and within the
community
− Project interest in all children in the
classroom and engage in children in
appropriate social interactions within
and beyond the classroom
− Attend a parent-teacher conference/
meeting
5. Commitment to the spiritual well-
being of students by being able to
− enact a disciplined devotional life
− encourage and enable a wholesome
lifestyle amongst students
− Exhibit humility and a modest
demeanour
− Model respect for all people within the
school environment
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
6. Understanding of and commitment to
core civic values in order to
By the end of Teaching Practice, student
teachers show evidence of being able to
− promote harmony of community
through communicating with
parents and establishing community
networks
− promote good citizenship and
develop civic mindedness in students
as exemplified in social cohesion,
participation and civic engagement
− Attend at least one after-school /
evening activity for children and / or
parents
− Assist in resolving interpersonal issues
between students
7. Knowledge and skill in classroom
management necessary to
− create safe and productive learning
environments for children
− define and maintain clear and
consistent student expectations in
relation to learning tasks and peer
interactions
− Monitor and adjust classroom seating
and organisational arrangements in
order to meet children’s learning needs
within specific learning task
− In consultation with the classroom
teacher maintain/build a stimulating
learning environment
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
8. Commitment to the physical well-
being of students through a keenness
to
− project interest in students’ physical
wellbeing and development
− promote a healthy lifestyle by
encouraging participation in extra-
curricular activities and physical
recreation in the community
− Maintain a physically and emotionally
safe learning environment in the
classroom
− Encourage children to engage in regular
hygienic practices
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Broad professional and personal competencies (PPCs)
By the end of Teaching Practice, student teachers show evidence of being able to
1. Interpersonal and communication
skills necessary to
− operate effectively in Arabic and
English
− build rapport with and motivate
students
− model and promote core Bahraini
values such as respect, kindness, care
and concern for others
− Make and use situationally-correct
language choices
− Project an interest in children’s out of
school activities
− Project respect for all individuals in the
school context
2. Leadership skills as demonstrated in
the ability and willingness to
− engage in the school life beyond the
immediacy of the classroom
− make productive, justifiable
professional decisions and confidence
to act on them
− take initiative to create and sustain
learning communities in their
classrooms, in their schools, and in
their profession
− Attend school staff meetings
− Negotiate with other teachers to share
resources effectively
− Encourage children to discuss their
learning goals
− Set and review own learning goals
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PPCs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
3. Team work skills as exemplified in the
ability to
− establish and maintain productive
relationships with peers and
supervisors in the university and
school setting
− organise and mobilise needed
resources within the school community
− collaborate with colleagues and other
professionals, with parents, and with
other members of the community to
enhance student learning
− Be professionally groomed and attired
− Be punctual in attendance and timely
in completing all professional tasks
− Negotiate with colleagues for using
and returning specified equipment /
facilities when planning lessons
− Discuss lesson-planning and
implementation with cooperating
teacher
4. Professionalism and desire for school
improvement as demonstrated in
taking initiative to
− examine their professional beliefs and
engage in reflection on action
− build and maintain a professional
portfolio
− engage in a continuum of professional
growth to improve their practice
− stay abreast of the latest
developments in the profession and
develop or enhance their process
skills
− engaging in activities and
organisations that promote the
quality of the school life
− build rapport and productive
networks with stakeholders
−Write descriptive reflections throughout
the teaching practice
−See feedback from peers and
supervisors on the quality of teaching
−Research content and method when
planning
−Observe teachers at work with children,
their peers and teachers
−Maintain a professional journal
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
PPCs (continued)By the end of Teaching Practice, student teachers show evidence of being able to
5. Professionalism and desire for school
improvement as demonstrated in
taking initiative to
− examine their professional beliefs and
engage in reflection on action
− build and maintain a professional
portfolio
− engage in a continuum of professional
growth to improve their practice
− stay abreast of the latest
developments in the profession and
develop or enhance their process skills
− engaging in activities and
organisations that promote the quality
of the school life
− build rapport and productive networks
with stakeholders
− Write descriptive reflections
throughout the teaching practice
− See feedback from peers and
supervisors on the quality of teaching
− Research content and method when
planning
− Observe teachers at work with
children, their peers and teachers
− Maintain a professional journal
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 4
Assessment of Teaching Practice 2
Teaching Practice 2 (2009-2010) will be graded; that is, by the end of the Teaching Practice
2, Student Teachers must demonstrate being satisfactory on all requirements.
In order to proceed to Teaching Practice 3, it is essential to pass both Teaching Practice
2 and Practicum Seminar 2 which are interrelated. As previously stated, the focus for
Teaching Practice 2 is Designing Quality Learning Experiences.
Course Assessment for Teaching Practice 2
In general terms, all Student Teachers have to:
• Attend each scheduled full school day (or provide a medical certificate for absences);
• Behave in a professional manner;
• Complete tasks in a timely fashion;
• Demonstrate basic planning, teaching and reflective competencies, particularly those
associated with managing learning the learning environment for diverse learners;
• Maintain a Teaching Practice file; and
• Maintain an electronic Professional Portfolio.
Specific Assessment Requirements for Teaching Practice 2
• Assessment Component 1: Professional Competence
• Assessment Component 2: Teaching Practice 2 Journal
• Assessment Component 3: Teaching File
• Assessment Component 4: Electronic Professional Portfolio
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
1. Description of Professional Competence
In essence, Student Teachers must produce evidence of their meeting the minimal
professional standards as reflected in the suggested performance indicators for Teaching
Practice 2. Observations and judgements will be made by the Cooperating Teacher, the
School Principal (or nominee), and the University Supervisor.
2. Description of Teaching Practice 2 Journal
The Student Teachers must complete in a timely manner all tasks specified in the
Teaching Practice 2 Journal.
3. Description of Teaching File
The Teaching Practice File1 should include the following:
• Cover Page with all Teaching Practice 2 details including name and contact
details of:
- Placement School
- University Supervisor
- Cooperating Teacher
• Contents Page indicating the following separate sections (dividers):
- Section 1: Planning
- Background: (Timetable, School Context, Ministry of Education Curriculum
relevant extracts)
- Unit Plans
- Pre Lesson Plans
- Section 2: Teaching
- Resources that you might have developed
- Lesson Observation Sheets (Self, Cooperating Teacher, University Supervisor)
- Section 3: Reflections
- Lesson Analyses
- Post Lesson Revised Lesson Plans
1SeethepartofthisdocumentdedicatedtoTeachingPracticeFileInformationforspecifics
.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
4. Description of Electronic Portfolio
Access the electronic file for the Professional Portfolio and complete the specified
sections with best examples (annotated) of planning, teaching and reflection from
Teaching Practice 2. This portfolio is to be updated throughout your programme. Refer
to Part 3 of this document, Samples and Forms, for the Portfolio Checklist.
Note: Teaching Practice 2 initially revisits tasks undertaken during the School
Attachment and Teaching Practice 1.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 5
Responsibilities of Student Teachers
In preparation for Teaching Practice, call your Teaching Practice School, ideally before the
end of Semester 2, to introduce yourself. You must show your College identification and
any other identification required by the school.
As a Student Teacher, your role during Teaching Practice 2 is two-fold:
• as a LEARNER, studying the teaching-learning process in practice in the classroom,
using the skills and knowledge base acquired through the courses Bahrain Teachers
College; and
• as a CO-TEACHER who shares with the cooperating teacher the responsibility for pupil
learning in the assigned classes.
Through the Teaching Practice, Student Teachers are expected to:
1. Acquire beginning teaching competencies – Basically all Student Teachers are expected
to demonstrate that they possess the knowledge, skills, and attributes required to
perform the major teacher roles and tasks in the classroom. These include (a) planning,
(b) developing the lesson, (c) communicating, (d) managing pupils and classrooms, and
(e) monitoring and evaluating pupil learning.
2. Achieve professional growth – Student Teachers are expected to adopt a professional
attitude to their work. This involves constant self-evaluation of their performance,
a desire to learn and improve, and the development of a service ethic in their work.
Attitudes of on-going development are essential to the Student Teachers’ professional
growth, not only during the Teaching Practice but also throughout their teaching
careers.
3. Adhere to all school rules governing teaching staff members – These are outlined
below.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Completing tasks, each day you will:
• Participate in any activities organised by the school specifically for Student Teachers
• Engage in peer discussion
• Undertake necessary tasks and complete the Journal Entry to substantiate that you
have undertaken the Daily Tasks and Reflections
• Follow the guided introduction to taking responsibility for teaching as set out in this
document. Please note that in some school situations the weeks/days might vary the
developmental points.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Code of Professional Conduct
Student Teachers are effectively members of staff of the school while on Teaching Practice
and are bound by the same rules that apply to all teachers
Punctuality and Absenteeism
• You should be punctual in arriving at the school, in getting to the class for your lessons,
and in the discharge of all professional duties.
• You are not allowed to leave the school early without the prior approval of the Principal/
Vice-principal.
• Official approval from the Principal and from the Office of Teaching Practice, must be
obtained if you need to be absent from school on non-medical grounds.
− All health-related absences must be supported by medical certificates (MCs). Originals
should be shown to the school and a photocopy of which must be submitted without
delay and without demand upon returning to school. The original MCs should be
submitted to the Office of Teaching Practice within 2 weeks from the date of the MC.
Place a photocopy in your Teaching Practice file.
− In case of inability to report for work, the Principal should be informed before
the school session begins. Your University Supervisor should also be promptly
informed.
Participation in School Life and the Broad School Programme
• You are expected to participate fully in the school programme (such as, staff contact-
time, staff meetings, school assemblies). You should assist the teachers and contribute
whenever possible to the wider life of the school.
Performance of Teacher Roles
• Make thorough planning and preparations for all teaching-learning experiences in
class.
• Never be late for class or leave your class unattended at any time.
• Be warm and nurturing in all your dealings with pupils. The use of corporal punishment
is absolutely forbidden and professionally unacceptable.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Presentation of Self
• Conduct yourself with decorum and observe high standards of courtesy to colleagues
and pupils.
• You should observe a professional dress code appropriate to the school context and the
professional image of a teacher.
Timetables and Assessment of Teaching Performance Forms
• Timetables – Student Teachers are to fill in the blank timetables issued by the Office
of Teaching Practice. A copy of the completed timetable is to be submitted to your
University Supervisor within the first week of your Teaching Practice.
• Assessment [through observation] of Teaching Performance (ATP) Forms – Student
Teachers are to ensure that their Cooperating Teachers have sufficient copies for use
when observing Student Teacher teaching. Extra copies, when needed, are available
from the Teaching Practice 2 website.
In Year 2 of the BEd programme Student Teachers have been assigned as Cycle 1 generalist
teachers or Cycle 2 Specialist teachers, Student Teacher during the 25 days of Teaching
Practice 2 will be placed in at either the Cycle 1 or Cycle 2 level of the primary school.
During Year 2 of the programme, the course work is developing fundamental content and
pedagogical knowledge. Thus TP 2 is spent observing, and taking some responsibility for
teaching small-group and whole-class learning. The focus is on observing, engaging in and
evaluating the tasks associated with Designing Quality Learning Experiences under close
guidance and supervision of the Cooperating Teacher, developing fundamental competencies
in planning, implementing and evaluating quality learning tasks as appropriate for Cycle 1
or Cycle 2 learners.
The table on the following page outlines the suggested schedule for accepting responsibility
for planning and implementing learning tasks.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Suggested Schedule for Student Teachers Accepting Responsibility in
Teaching Practice 2
Suggested Time Frame
per CycleStudent Teacher’s Responsibility in Teaching Practice 2
Days 1-5
- 2 days observation
- 3 days assisting the Cooperating Teacher organising learning
materials and the classroom learning environment and designing
and implementing 10-15 minute learning tasks within the context
of the Cooperating Teacher’s lessons
Days 6-10
- Continue with observations and assistance above
- Team teaching this week with equally shared responsibility for
planning and implementing lessons with the Cooperating Teacher
- Evaluation and reflections on all responsibilities in and around the
classroom
Days 11-15
- Teaching Practice Mid Point
- Complete the Mid Point Review
- Continue with observations and assistance above
- In prior consultation with the Cooperating Teacher, prepare
learning activities to be taught independently to small groups
- Take responsibility for own lesson analysis and self-reflection
Days 16-20
- Continue with observations and assistance above
- In prior consultation with the Cooperating Teacher, prepare, teach
and evaluate learning activities to large groups
- Take responsibility for own lesson analysis and self-reflection
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Suggested Time Frame
per CycleStudent Teacher’s Responsibility in Teaching Practice 2
Days 21-25
- Continue with observations and assistance above
- In prior consultation with the Cooperating Teacher, prepare
learning activities to be taught to large groups where
differentiation of thriving and struggling learners’ needs are
addressed
- Take responsibility for own lesson analysis and self-reflection
- Explore student-centred approaches
Day 25- Teaching Practice End Point
- Complete the End Point Review
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 6
The Reflective Cycle
The purpose of Teaching Practice 2 is to provide Student Teachers greater opportunities not
only to observe and assist their cooperating teacher but also to experience teaching small
groups of students and segments of lessons. It is also a period for you to gain practical
experience in assisting with planning, preparing resources and manage students.
The following three stage cycle is recommended in all Teaching Practice experiences for
both the observations of cooperating teacher’s lessons by Student Teachers, the observation
of Student Teachers’ teaching by Cooperating Teacher, University Supervisor (Moderator).
1. Pre lesson Observation
2. Lesson Observation
3. Post lesson Conference
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Step 1: Pre-Lesson Conference
The pre lesson conference is to assist you, the Student Teacher, to become aware of
important aspects of the lesson to be observed. The Cooperating Teacher or University
Supervisor provides guidance to Student Teachers to assist you to plan/ observer/teach
and reflect through a process of inquiry. Prompting critique through questioning is vital.
Suggested pre and post lesson questions are similar to those of Teaching Practice 1 refer
to handbook for further information
In addition the Cooperating Teacher and University Supervisor should point out to you
possible problems that may be encountered and how these might be handled. They should
also provide pointers you on how to observe and reflect on in the any observed/taught
lesson. When you are teaching, they will provide guidance in teaching in the subject
specialisation.
Step 2: Lesson Observation (Undertaken on teaching of or by Student Teacher similar to
that of Teaching Practice 1)
Stage 3: Post Lesson Conference
The Cooperating Teacher will also provide information related to you about your performance
and progress in teaching. The data (on events, student behaviour and interactions etc)
systematically collected during the observation will be analysed and used to indicate
strengths first and then diagnose weaknesses. The focus of analysis should be on student
learning and the ways in which the teaching facilitated or impeded that learning.
It is your responsibility to be aware of how you are to be graded both formatively and
summatively. Discuss the standards and levels of teaching performance regularly with
both your Cooperating Teacher and University Supervisor.
OFFICE OF TEACHING PRACTICE CONTACT INFORMATION
Please contact the Office of Teaching Practice if you need forms and/or additional
information.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 7
Avenues of Support for Student Teachers1
All Student Teachers should be aware of the following information.
The University Supervisor will visit and observe the Student Teacher several times
throughout the semester. The University Supervisor will evaluate the Student Teacher’s
performance with the Student Teacher and the Cooperating Teacher. Between scheduled
or unscheduled visits, the Student Teacher may contact the University Supervisor at any
time to discuss concerns and problems. The University Supervisor will work very closely
with the Student Teacher so that the teaching experience is a satisfying and rewarding
experience, both personally and professionally. If the Student Teacher is unable to reach
the University Supervisor contact the Office of Teaching Practice.
1 More information can be found at Teaching Practice Office website: See Cooperating Teacher and University Supervisor.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
The Observation/Assessment Process2
Informal Observation
Informal observation refers to the continual and less structured discussion, anecdotal
commentary between all stakeholders in the Teaching Practice experience. As part of
becoming a reflective practitioner, this ongoing process is a critical component of your
professional development. Informal observation is a legitimate and worthwhile source of
information on own and others’ teaching. Many different observation forms may be used.
Formal Observation
Formal observations usually take place less frequently than informal observation. Formal
observations occur about once a week (or more) and are often preceded by a pre-conference
and followed by a post-conference. Feedback from formal observations will recorded on
the official forma which will be maintained in the Teaching File as official records.
The formal observation procedure is in stages:
Stage 1 Student Teacher observation
Stage 2 Lesson observation record
Stage 3 Weekly tasks and conference record
Stage 4 Complete final (Summative) Student Teacher Form
Stage 5 Moderation Procedure (Pass / Fail Teaching Practice 2)
2 All required forms can be located and downloaded from the office of Teaching Practice Web Page.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Stage 1. Student Teacher Observation /Assessment
This form can be used early in the Teaching Practice experience or at any time you wish to
receive or / and give feedback, but do not require numerical ratings.
Stage 2. Lesson Observation Record (formative Assessment of Teaching Performance)
This record assists in recording / scripting a written picture of the lesson that will be
defensible and helpful as a coaching tool. Use shorthand to help you jot down teacher
talk and action, pupil talk and action, and interaction patterns. Jot notes at 5 minute
intervals.
Stage 3: Weekly Tasks and Conference Record
Complete each week’s tasks based on reflections and observation (formal and informal).
Complete the weekly conference form as a self-reflection and bring it to the weekly
seminar.
Stage 4: Final (Summative) Student Teacher Evaluation Form
This is the culminating evaluation of the Student Teacher’s performance. It includes
numerical ratings and summary statement.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Roles and Responsibilities of the Cooperating Teacher3
[Excerpt from Cooperating Teacher Handbook]
The Cooperating Teacher is vitally important in the Teaching Practice programme of Bahrain
Teachers College. Student Teachers’ feedback show that the help received from Cooperating
Teachers is an important element in the success of their Teaching Practice. Specifically, the
roles and tasks of CTs during the Teaching Practice include the following:
1. Prepare the pupils for the Student Teacher’s adoption of teaching responsibilities.
2. Settle in the Student Teacher (eg arranging for a work-desk in the staff room).
3. Get acquainted with the Student Teacher; introduce Student Teacher to other
members of staff, and help make him/her feel welcome as a professional co-worker.
4. Help the Student Teacher prepare for classroom teaching and managing the learning
environment.
a. Confirm within Week 1 teaching subjects and timetables and review these as
developmentally appropriate.
b. Explain the part of the syllabus to be covered by the Student Teacher, and
confirm the lessons to be taught.
c. Inform the Student Teacher of deadlines for school tests and projects.
d. Allow the Student Teacher to use school resources such as textbooks, pupil
workbooks, and teaching practice guides, schemes of work
e. Explain classroom and administrative rules and routines.
f. Acquaint the Student Teacher with class profile.
g. Make known to the Student Teacher your expectations of your pupils in their
classroom work and behaviour, and homework.
h. Arrange for the Student Teacher to observe you and other teachers teaching and
managing the classes.
i. Plan your observations of the Student Teacher’s teaching.
j. Facilitate, where possible, the Student Teacher’s completion of assignments and
the peer-interaction discussion points.
3 All required forms can be located and downloaded from the office of Teaching Practice Web Page.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
5. Monitor, advise, mentor, guide and coach the Student Teacher in his/her professional
development through discussions, demonstrations and post-lesson observation
conferences. This responsibility includes providing regular written feedback on the
Assessment of Teaching Performance form.
6. Work closely with the University Supervisor in developing the teaching skills and
professional attitude/conduct of the Student Teacher. Alert the University Supervisor
if Student Teacher is not performing well and develop strategies to help the Student
Teacher.
7. Meet periodically with the University Supervisor (together with the Student Teacher), to
discuss progress and helping strategies.
8. Meet with the Principal and University Supervisor towards the end of the Teaching
Practice to discuss summative grades in confidence.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Roles and Responsibilities of University Supervisor4
[Excerpt from University Supervisor Handbook]
The Bahrain Teachers College University Supervisor plays an important role in the
progress of Student Teachers throughout the two Teaching Practice courses. In this role,
the University Supervisor works with Student Teachers, Teaching Practice Office Director,
school administrators and School Cooperating Teachers. The University Supervisor is the
representative of the University of Bahrain. During the initial visit to meet the Student
Teacher, the University Supervisor should make every effort to meet the school principal.
This Handbook has been prepared for the University of Bahrain Teaching Practice
Supervisor working with and Student Teachers in the Bachelor of Education programme
(TP 1-4), leading to the Teaching Credential. The purpose of the handbook is to provide
information about the role and responsibility of the University Supervisor, as well as to
provide information that will be used whilst engaged in this work.
The University Supervisor
1. Represents the University of Bahrain in the schools and establishes and maintains
liaison between the cooperating school and the University;
2. Defines clearly his/her perception of the University Supervisor’s role and is sensitive
to the expectations of the schools;
3. Contacts each Student Teacher within the week that the list of those being
supervised is received;
4. During visits to the school, supervises the Student Teacher in the classroom and
provides written feedback on the Assessment of Teaching Performance form5;
5. Helps the Student Teachers relate their teaching experiences to previous academic
training and current professional preparation and practice;
6. Uses the Student Teacher ’s past learning and helps him/her develop understandings
by applying prior experience and knowledge in classroom situations;
7. Explains and reconciles differences between the philosophy or methods of the School
Cooperating Teacher and those presented in the programmes;
8. Observes and confers with the Student Teacher on a regular basis;
9. Reviews the Student Teacher’s lesson plans, plan books and reflections at each visit;
4 Excerpt from University Supervisor Handbook.
5All required forms can be located and downloaded from the office of Teaching Practice Web Page.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
10. Encourages the Student Teacher in self-reflection;
11. Makes recommendations to the Director of Teaching Practice Office for transferring
or removing the Student Teacher from a field placement or from the programme after
all reasonable alternatives have been pursued;
12. Completes Teaching Practice Evaluation for the Student Teacher’s employment
dossier on both a formative and summative basis;
13. Notifies the Director of Teaching Practice Office immediately at any hint of concern;
14. Consults regularly with School Cooperating Teachers;
15. Schedules conferences among the School Cooperating Teacher and Student Teacher
and self as needed;
16. Collects the Summative Teaching Practice Assessment Form from the School
Cooperating Teachers;
17. Completes the University Supervisor’s Summative Teaching Practice Assessment
Form; and
18. Delivers all Summative Teaching Practice Assessment Forms to the Teaching Practice
Office Director in a timely manner.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 8
Administrative Procedure Associated with Teaching Practice 2
[Excerpt from University Supervisor’s Handbook]
The school-based Teaching Practice is designed to enable Student Teachers to continue
to observe a teacher’s real world of work, and to apply and refine the knowledge and
skills acquired through Bahrain Teachers College course-work in classroom teaching. In all
Teaching Practices there is a gradual increase in the requirement of the Student Teacher to
teach small groups moving towards taking a full class and taking more responsibility for
longer periods of the lesson.
The University Supervisor is to facilitate interaction in the school site. The role is to assist
the Student Teachers to take opportunities during the Teaching Practice to integrate
education theory and practice and to widen their practical experiences. Such insights and
skills acquired are integral to the Bachelor of Education programme.
Please note that the term “Teaching Practice” is used generically to refer to the different
types of school attachments (School Experience or Teaching Practice) that are undertaken
as part of the initial teacher preparation programme at Bahrain Teachers College.
The University encourages open communication among the Cooperating Teacher, the
Student Teacher and the University of Bahrain Teaching Practice Supervisor. This document
is designed to clarify how and when the Cooperating Teacher or Student Teacher may
contact the University Supervisor for advice or intervention.
• A school visit should include: (a) pre-lesson conference, (b) lesson observation and (c)
private Post-Observation Conference based on the completion of Lesson Observation
Sheet. Normally, a school visit should cover, but not be excluded to a review of (a)
the unit plan, (b) lesson plan and (c) Teaching Practice File. The observation of a
lesson should provide insightful information and include an in-depth Post-Observation
Conference. The Post-Observation Conference should occur as soon after the observed
lesson as possible and may be used as a Pre-Observation Orientation for the next
observation.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
• On or before the first visit, Student Teachers should provide their University Supervisor
with the following:
a. Map of the school with directions to the designated classroom
b. Lesson schedule with the Student Teacher’s teaching timetable
c. An appropriate mobile phone number.
An expected professional behaviour is that Student Teachers notify the University at
least a day in advance of any change to the schedule that would affect any planned
visit/observation. There should be discussion between the University Supervisor and
the Student Teacher about the Candidates’ progresses. It is recommended that notes
of this discussion be included in your initial correspondence/discussion.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
When the University Supervisor arrives for each observation, the Student Teacher will
have available for review:
• Copy of lesson to be taught
• The Teaching Practice File containing all lesson plans taught including all instructional
activities done with the students
• Lesson Observations should be scheduled so that the possibility of not observing
each Student Teacher is minimised. Teaching Practice Supervisors will inform Student
Teachers of the procedures that they use. Examples of some different procedures that
may be used to schedule the observation are as follow:
a. The school principal or his or her designee prepares the schedule in consultation
with the University of Bahrain Teaching Practice Supervisor;
b. The Student Teacher prepares the schedule in consultation with the University of
Bahrain Teaching Practice Supervisor;
c. Student Teachers at a school site work together to prepare a schedule in
consultation with the School Cooperating Teacher;
d. The University of Bahrain Teaching Teachers College Practice Supervisor prepares
the schedule with the Student Teachers.
Student Teachers are responsible for working with the University of Bahrain Teachers
College Supervisors and with each other to schedule observations when there are
multiple Student Teachers at a site/school.
• Specific written feedback should be provided to the Student Teacher immediately
after each lesson observation using an Assessment of Teaching Performance (ATP)
form. Feedback should be discussed and clarified during the Post-Observation
Conference.
• The Summative Teaching Practice Assessment Form (STPAF) must be completed
through discussion that the Cooperating Teacher and the University Supervisor. This
will occur after Student Teachers complete the Teaching Practice 2 placement. The
University Supervisor is to check the Summative Teaching Practice Assessment Form
for all required signatures before submitting it to the Teaching Practice Office.
• The Summative Teaching Practice Assessment Form for each Student Teacher is to
be submitted, with all required signatures, to the Teaching Practice Office within one
week of completion of Teaching Practice 2.
• The University Supervisor and/or Cooperating Teacher should contact the Teaching
Practice Office Director immediately, if there is concern about the progress of a
Student Teacher.
• If there is any concern about a Student Teacher’s progress, all parties will be immediately
notified (the Student Teacher, the Cooperating Teacher, with the Teaching Practice School
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Principal, and the University Supervisor). In consultation with the Cooperating Teacher,
the University Supervisor will develop a written intervention plan for remediation.
The plan is to include specifics and a timeline and be signed by all participants. A
Student Teacher must have time to complete the plan prior to final evaluation. After
an opportunity for remediation, any Student Teacher who does not meet the standards
for Teaching Practice 2 will receive a Fail grade and be in jeopardy of continuing in or
graduating from the programme.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Part 2: Teaching File Information
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 1
Teaching Practice File Requirements
ALL Student Teachers will maintain a Teaching Practice File for the duration of the Teaching
Practice. This is not the Teaching Practice Journal which is linked to the supporting Practicum
Seminar Schedule, but a file considering and recording your own administrative details of
work undertaken in the Teaching Practice School. (Generally this is a two-ringed bound file
with all required information maintained up to date and kept in clear plastic wallets.)
One of the things you will be evaluated on during teaching during Teaching Practice is your
Teaching Practice folder. The criteria used by your evaluative lecturer and our Cooperating
Teacher are as follow:
Demonstrate effective recording through ability to:
• Maintain adequate records of the associate’s teaching and general classroom
procedures.
• Keep up to date with tasks set by School of Education and Cooperating Teacher.
• Record hints, ideas, procedures etc. from observation and discussion with Cooperating
Teacher and in university papers.
• Record data consistent with assessment policies used by Cooperating Teacher.
• Develop an effective ring binder folder, suitably tabled.
This also includes detailed planning of teaching and assessment of lessons taught.
Once you are a teacher working with your own class, your folder will be your own
working document. However, when you are on Teaching Practice 2 you may need to
modify it on advice from your Cooperating Teacher and your University.
You will need:
• A ring binder folder, although it is not compulsory to use this format, from previous
Student Candidates’ experience, has proven to be effective; and
• Physical dividers to break the content into sections.
If you set up a folder with dividers, you can continue to use it during your programme.
Use pencil to write the headings on your dividers so that they can be easily changed if
you need to.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Some suggested headings are:
• Administration (includes class lists, timetable, behaviour management plan, resource
lists, samples of Cooperating Teacher’s planning, school notices) with annotations.
• Cooperating Teacher critiques/written feedback.
• A separate section for each curriculum content area.
• Student assessment.
• Handy hints/useful ideas.
Your University Supervisor and Cooperating Teacher will check your folder for completion
and as a grading requirement for Teaching Practice 2. This includes ensuring you have
completed the tasks in the handbook and have achieved a satisfactory level on the
assessment criteria.
During an observation visit, your University Supervisor must check your folder. You are to
provide a detailed lesson plan for the lesson you are teaching. If it is part of a unit plan,
indicate the relevant unit of work in your folder and show its sequencing with other lesson
plans.
All required administrative forms related to assessment and other information can be
downloaded from the Office of Teaching Practice Web Page:
The Teaching Practice File will contain a Contents Page and Dividers make place for:
• Section 1: University Supervisor’s Details
• Section 2: School Contextual Description with Timetable
• Section 3: Class Lists of Forms/ Groups to be taught
• Section 4: Unit Plans
• Section 5: Lesson Plans
- Post Lesson Reflections
- Post lesson plan changes
- Observations Sheet
- Self Analysis
- Other Teacher Observations
- Cooperating Teacher Observations
- University Supervisor’s Observations
• Alternative lesson
- Quizzes
- Video Task
- Additional Lesson
• Ministry of Education Syllabus – Support Material
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
This Teaching Practice file should be a working document which must be made available
on request to all Teaching Practice stakeholders (Cooperating Teacher / School Principal,
University Supervisor / moderator). The Student Teacher should make sure that the Teaching
Practice file is always available. Best examples of unit plan, lesson plans, and reflections
can also be transferred to the electronic portfolio.
Your responsibility is to compile and differentiate the following contents.
• Planning
• Observation of Students
• Reflect
• Hints for writing Professional Practice Portfolio (PPP)
• Self Reflection
• Self Reflective Sheet
• Weekly Reflections
• Communication
**All tasks should be completed and writings presented in a systemised file immediately
after Teaching Practice 2 is concluded.
Please complete relevant pages as required, after each lesson and weekly. This file will be
assessed and discussed during Teaching Practice 2 (formative assessment) and reviewed
again at the end of the Teaching Practice 2 (summative assessment).
There are several tasks associated with becoming a competent teacher to be completed
on a regular basis. Keep all journal entries in a folder to be handed to your allocated
University Supervisor at the end of Teaching Practice.
You will receive a visit from your university supervisor during Teaching Practice and should
liaise with your appointed University Supervisor should you experience difficulty or wish
to discuss Teaching Practice issues. The University Supervisor will stay in close contact
with you throughout you Teaching Practice.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Because Teaching Practice 2 is graded, your grade is also dependant on your regular
punctuality, completion of Teaching Practice Journal, Professional Portfolio and your
Teaching Practice file. This file should include:
1. Unit Plans
2. Lesson Plans (completed before the lesson is taught)
3. Post Lesson Reflections
4. Observations Sheets
5. Class list and attendance records
6. Other anecdotal notes and/or Student Teacher’s self-developed support material.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 2
Guidelines for Planning
Plan your lessons and units of work using the recommended Bahrain Teachers College
protocol. Plan appropriately to your content specialisation and the grade level of teaching.
Include all lesson and unit plans in your file. Show revisions to original plans.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
FLOW CHART FOR LESSON PLANNING DURING TEACHING PRACTICE
1. PROGRAMME REQUIREMENTS • Teacher Outlines
• Required Lesson
• Content
e.g. Arabic Module
Lesson 4
Descriptive Writing
2. IDEAS FOR LESSON PLAN • Teaching Staff
• University Handouts
• Library References
• University Staff
• Community Resources
• MOE Syllabi3. COOPERATING TEACHER FOR COMMENT (Well in advance of day of presentation)
4. LESSON PLAN • Draft ideas
• Check planning criteria
• Consider lesson stage
5. LESSON PLAN
Write
6. COOPERATING TEACHER FOR FURTHER COMMENT (At least the day before implementation)
7. LESSON PLAN
Finalise8. SUMMARISE LESSON LEARNING EXPERIENCES ON TO PALM CARD
9. MENTALLY REHEARSE LESSON
10. TEACH LESSON
11. TEACHER AND/OR UNIVERSITY STAFF COMMENTS
12. SELF EVALUATION
CompleteLESSON EVALUATION
Complete
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Section 3
Continuing Reflection
Reflection is a process of collecting data, analysing them and then thinking deeply about
their consequences. Following lessons, reflective questions from yourself, a peer, your
Cooperating Teacher or University Supervisor are important in probing thought about your
teaching and its impact. Reflection occurs on planning, teaching, and data obtained from
observing teaching. Here are some sample questions:
Self reflection is thinking about your teaching, evaluating your performance and
identifying what needs to be done to make it better. It will include both positive and
negative comments, formal and informal comments. A key part of the Reflective Cycle is
writing about your responses to your lesson.
You need to remember Hints for Journal Writing and refer to Teaching Practice 1 Handbook
if required
Be cognisant of Key Features of Self Reflection
Self reflection focuses on what you do. No formula exists for effective teaching, only
principles that you adapt to suit your needs. By focusing on what you do as a teacher,
self reflection is valuable for checking that you have successfully applied the principles
of effective teaching to your practical teaching.
Self reflection links thought to action (Choi’s 1988) perceptual, textual and operational
dimensions. To be of any value, self reflection must be systematically linked to your
practical operational teaching. Think of the self reflection process as a circle which
includes action as a vital stage.
Self reflection makes improvement a continuing process. Just as you expect your students
to constantly improve, you need to keep improving as well. Systematic reflection helps
ensure that you continue to develop as a teacher and promotes taking responsibility for
your own improvement
1. Action
4. Planning for improvement 2. Observation and
Describe/Record
3. Identification of things to improve
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Step One. Describing/Recording
Step Two: Reflecting
Step Three: Questioning
Step Four: Planning for Improvement
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Part 3: Samples and Forms
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Personalised Letter of Introduction to the School
Cooperating Teachers have asked if they could know about their Student Teachers before
the Teaching Practice starts. This is in addition to making a pre-visit. A sample wording
for the letter is below. Do not send your letter until after School personnel have been
notified that you have been placed with them. The letter is a sample only. To give you
ideas about the sorts of things you can include in your own letter. Please do not copy it
word for word.
SAMPLE LETTER
Your own Address
Date
Cooperating Teacher
School Address
Dear
This is a brief letter to introduce myself prior to coming and meeting you in person for
my pre-Teaching Practice visit. I am a mature woman with three children of my own. My
eldest is at secondary school enjoying the sporting opportunities that it provides and I
have a daughter in Year 6 and a son in Year 4 at our local primary school.
I went to the University of Bahrain straight from secondary school, having wanted to
become a teacher since work experience I had in a local primary school when in was in the
fourth form. I am the eldest of four children in my family and have spent a lot of time with
my younger brothers and sister and also with my cousins. I have been fascinated to watch
their development and since I have been a teacher education student I have understood so
much more about what makes the young teenager age group “tick”.
This year I am studying (insert subject areas) and I have specialised in (insert subject areas).
I feel quite confident about my teaching in (name of school) but would like your help with
(insert area of help). I am somewhat nervous about working with intermediate school
students so your help with management techniques will be appreciated. Also this Teaching
Practice, I would like the opportunity to put into practice the things I have learned. I am
a keen musician (piano) and have privately taught primary aged children for three years.
I can contribute this to the school Teaching Practice if that fits with what the school has
planned during that time.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
I look forward to talking with you in more detail about these things when I come for my
pre-Teaching Practice visit. I will telephone soon to arrange a date and time that suits you.
I would like to spend some time with you when you are teaching so I can meet the students
and begin to get to know them and the routines and management techniques you use
If you would like to contact me my phone number is (insert number), Mobile (insert number)
and my email address is (insert email address).
Yours sincerely
[Your signature in ink]
[Your name in type]
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
BAHRAIN TEACHERS COLLEGE
Assessment of Teaching Performance TP 2
TEACHING PRACTICE FEEDBACK SHEET
Student School: Date:
Please observe the Student Teacher and give encouraging verbal feedback. The following
brief evaluation is for our records only and will be referred to only in the event of an
unsatisfactory final evaluation from the supervising teacher.
NYC = Not yet Competent (Requires remediation /Further opportunity to succeed at
required level) C = Competent, EC = Exceeding Competence
1. LESSON PREPARATION NYC C EC Comment
a) Knowledge of subject matter employing syllabus
b) Lesson plan prepared in writing
c) Can articulate lesson outcomes in detail
d) Appropriate content and quantity
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
2. LESSON DELIVERY & MANAGEMENT
NYC C EC Comment
a) Logical development throughout lesson
b) Concise instructions
c) Oral expression (volume, variance, pitch, tone)
d) Use of praise and corrective feedback
e) Learning experiences catered for diverse students
3. CLASSROOM MANAGEMENT
NYC C EC Comment
a) Whole class awareness
at all times
b) Establishment of rules,
rights, responsibilities
c) Safety considerations
implemented / monitored
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
4. FEEDBACK & EVALUATION
NYC C EC Comment
a) Monitors /tracks
understanding/
involvement
b) Records / implements
assessment
procedures
c) Monitors, formal/ /
informal assessment
practice
5. PROFESSIONAL KNOWLEDGE/CONDUCT
NYC C EC Comment
a) Dresses appropriately
b) Lesson plan
submitted to
observers
c) Demonstrates
professional
qualities/good image
d) Rapport with
students
e) Enthusiasm and
commitment to
teaching
f) Evidence of reflective
writing
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Further comment:
Signed Observer:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Three - Way Conference Form for Teaching Practice 2
The Student Teacher (TC), Cooperating Teacher (CT), University Supervisor (US) should
use this form to structure the three-way discussion and report/reflection at various times
during the teaching practice period. Please refer to the appropriate handbook for guiding
protocol and examples of this conference. Where Not Yet Competent = 1 is recorded
remediation plans must be made and direction given so that the teaching candidate may
be able to attain a minimum standard of competent. Again please refer to the outcomes of
each teaching practice for performance indicators under the organising headings content,
pedagogical knowledge, child learners, assessment and evaluation and professional and
personal qualities.
Student Teacher is Not Yet Competent remediation required = 1
Student Teacher is Competent = 2
Student Teacher is Excelling / Exceeding Competence = 3
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
How well does the Student Teacher demonstrate competence in relation to: Using Content Knowledge (Refer to TP2 Outcomes page) 1 2 3 (Circle as appropriate)
Comments/Discussion Points
TC:
CT:
US:
Pedagogical Knowledge [Refer to TP2 Outcomes page ) 1 2 3 (Circle as appropriate)
Comments/Discussion Points
TC:
CT:
US:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Knowledge of Child Learners (Refer to TP2 Outcomes page ) 1 2 3 (Circle as appropriate)
Comments/Discussion Points
TC:
CT:
US:
Assessment and Evaluation (Refer to TP2 Outcomes page) 1 2 3 (Circle as appropriate)
Comments/Discussion Points
TC:
CT:
US:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Professional and Personal Qualities (Refer to TP2 Outcomes page) 1 2 3 (Circle as appropriate)
Comments/Discussion Points
TC:
CT:
US:
Names & Signatures:
Student Teacher: Date:
Cooperating Teacher: Date:
University Supervisor: Date:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Final Report: Teaching Practice 2
(Inclusive Dates: .. / .. / .... to .. / .. / .... )
Student Teacher:
Programme/Specialisation: /
Cooperating Teacher:
Teaching Practice School:
University Supervisor:
For each category, please write a paragraph that summarises the Student Teacher’s
degree of effectiveness.
Content Knowledge
Pedagogical Knowledge
Knowledge of Learners
Assessment and Evaluation Skills
Professional Qualities
Other Comments
Pass: Fail:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Date of report: .. / .. / ....
Signature of School Principal:
Signature of Cooperating Teacher:
Signature of University Supervisor:
Total number of visits:
Return Original to the Administration Office of the Bahrain Teachers College.
Please retain a copy for your records.
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Lesson Plan Outline
(Extend spaces within the form as needed)
Date: Year Group Area of activity
Lesson in unit Time Number of Students
Resources required
Action points from assessment of whole class learning in last lesson (key words)
Action points from assessment of sample of student’s’ learning in last lesson
At the end of this lesson students will be able to:
-
-
-
Time
Whole-class learning tasks
Differential learning task
Key concepts/skills
Organisation of students and resources
Student Teacher’s Key Role
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Scho
ol:
\
St
uden
t Te
ache
r N
ame:
G
rade
/Cla
ss L
evel
/Age
of
stud
ents
Teac
hing
Pra
ctic
e N
o: 1
2
3
4
P
rogr
amm
e B
Ed Y
r:
P
GD
E Yr
:
Ter
m
Y
ear
D
urat
ion/
Hou
rs
Wee
k by
W
eek
Stu
den
t Le
arn
ing
Ou
tcom
esC-
cogn
itiv
eA
-aff
ecti
veP
-psy
chom
otor
Un
it C
onte
nt
Topi
cs
(Con
cept
s, s
kil
ls &
pro
cess
es)
Teac
hin
g &
Lea
rnin
g A
ppro
ach
es/
Stra
tegi
es(G
rou
pin
gs, c
entr
es, s
tati
ons,
indi
vidu
al)
Ass
essm
ent
Pro
cedu
res
Pee
r, S
elf,
Tea
cher
Obs
erva
tion
Oth
er N
otes
:
Sam
ple
Un
it P
lan
nin
g Fo
rm
T
opic
/ F
ocu
s:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Teaching Portfolio Check List Stage: TP2
Rate: 1 = Developing, 2 = Consolidating, 3 = Excelling
ItemIncluded
Quality (1-3)
Guiding Comments
Title PageTable of Contents
ResumeLetters of Introduction
Philosophy of Education
Teaching Practice Evaluations
Teaching PracticeSchool details
Certifications
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
ItemIncluded
Quality (1-3)
Guiding Comments
Core Competencies
Content Knowledge
Unit Plans with
Lesson Samples
Pedagogical Content
Knowledge
Assessment
Knowledge of
Learners
Commitment to
Spiritual Wellbeing
Commitment to Core
Civic Values
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
ItemIncluded
Quality (1-3)
Guiding Comments
Core Competencies (cont’d)
Classroom
Management
Commitment to
Physical Wellbeing
Interpersonal and
Communication
Skills
Leadership
Teamwork
Professionalism and
Reflection
Overall Comments:
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Appendix A
Glossary of Terms
General
TermAcronym
(Synonym)Definition/Explanation
Student Teacher ST• Student within an initial teacher education
programme, student teacher, trainee teacher
Professional Practice• All formal coursework components of the ITE
programme
School Attachment• Short period preceding the start of
coursework in Year 1/Semester1
Teaching Practice TP• Period of placement in a school
• Most likely one day a week for TP1
Practicum Seminar• A weekly meeting of a section to debrief on
TP, facilitated by a tutor
Programme• An extensive series of subjects that lead to
an academic &/or professional credential
Course(subject,
module)• Cohesive segment of a programme
Curriculum
• Everything from which the ‘student’ has
opportunity to learn
• Overt / covert
• Hidden or tactic curriculum
• Ideological, formal, planned, taught,
experienced (Goodlad et al.)
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
General
TermAcronym
(Synonym)Definition/Explanation
Syllabus • Formal curriculum
Scheme of work/
Course outline/
Lesson plan
• Planned curriculum
Competency• A level of professional functioning that can
be defined, observed &/or measured
Goal • Big picture purpose
Objective
• Specific purpose, current favoured as stated
in observable/ behavioural terms
• Target behaviour, context/ context, criterion
(benchmark)
Outcome
• Arguably the same as behavioural objectives
• Specific achievement in observable/
behavioural terms
• Target behaviour, context/ context,
criterion (benchmark) that is indicative of
achievement
Objective/outcome
domains
• Areas of voluntary human functioning
• Cognitive, psychomotor, affective
• Cognitive, behavioural, social, emotional,
spiritual
Assessment • Collecting information on students’ progress
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
General
TermAcronym
(Synonym)Definition/Explanation
Evaluation
• Making judgements on information collected
- Student evaluation
- Programme evaluation
Assessment/
evaluation criteria
• Observable components of task/competence
on which performance is assessed
Grading rubrics
• Marking plan with differentiated
performance indicators for levels of
achievement in relation to each assessment
criterion
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Teaching Practice Specific Terms
Term Definition/Explanation, Acronym Context or Example
Learning
• Permanent change in behaviour,
thought or belief
• May be cognitive (thinking),
affective (emotional, social, moral),
psychomotor (fine motor, gross
motor)
May be intended learning, or
unintended
May be explicit or implicit
Holistic
• Incorporates more than one type of
learning; in more than one domain of
human functioning
May apply to combination of
cognitive and psychomotor
activity
Outcome
• Target behaviour, context/ context,
criterion (benchmark) that is
indicative of achievement; Intended
result of learning activity
By the end of this lesson,
students will be able to
identify the compound verbs
from one sentence and re-use
them ‘with correct meaning’
in a new sentence.
Context• Setting in which something is
operating or to be applied ; situation
May apply to the actual or
virtual situation
Scaffold
• Link in order to make something
firmer
Eg link one lesson component
to another, link what learner
already knows to something
new, link one lesson to the
next
Ready
• Provide what is needed for something
to occur; prepare
Prepare learners for the
lesson; provide the prequisite
skills; develop an open
mindset
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TEACHING PRACTICE 2 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)
Term Definition/Explanation, Acronym Context or Example
Reflection
• Thinking which goes beyond
the surface; deep thinking
about causes about action and
implications of action; provoked
thought
Purpose
• Goal; aim, Applies to teaching while
keeping the lesson’s outcomes
in mind
Student
learning profile
• Description of student’s
characteristics that impact
on the lesson’s planning and
implementation
Eg motivation, learning style,
prior experience, skills
Assessment
• Gather information or ‘data’ about
learner’s progress on objectives
May apply to learner’s
progress on objectives, or
the extent to which they are
achieving the outcomes
Formative
assessment
• Give information back (feedback)
to learner’s about their progress
in order to help them achieve
the objectives; progressive
assessment
Applies both to formal
and informal assessment
procedures that are used
regularly in lesson/unit to
define progress and give
feedback to S (and parents).
Summative
assessment
• Gather information at a key stage
of a task in order to judge task
competence
Applies to assignments or
tests which mark a key or
final stage of a unit or course
Authentic
assessment
• Information gained about
learner’s progress on objectives