Bachelor of Teaching Primary Education EDPR232: Professional Practice 2 Year 2 Practicum Booklet 2016 May 16 - 27 (2 weeks) October 25 – November 11 (3 weeks)

Table of Contents Introduction ............................................................................................................................... 3 Professional Practice Staff Contacts .................................................................................................... 4 Student/Associate Teacher/Visiting Lecturer Roles Outlined ............................................................... 4

Practicum 2A .............................................................................................................................. 6 Learning Aims and Objectives ............................................................................................................. 6 Summary of Practicum Requirements ................................................................................................. 6 A: Professional Dialogue ............................................................................................................................ 7 B: Teaching ................................................................................................................................................. 8 C: General ................................................................................................................................................... 9 Practicum 2A Assessment ................................................................................................................. 10 1.

Practicum Folder ...............................................................................................................................10

2.

Reflective Episode Report .................................................................................................................12

3.

Practicum Report 2A (Appendix 6: Visiting Lecturer Report) ..........................................................13

Practicum 2B ............................................................................................................................ 14 Learning Aims and Objectives ........................................................................................................... 14 Summary of Practicum Requirements ............................................................................................... 14 A: Professional Dialogue ...........................................................................................................................15 B: Teaching ...............................................................................................................................................16 C: General .................................................................................................................................................17 Practicum 2B Assessment ................................................................................................................. 18 1.

Practicum Folder ...............................................................................................................................18

Appendix 1: Observation feedback sheet .......................................................................................... 20 Appendix 2: Teaching Log ................................................................................................................. 21 Appendix 3: Daily Planner ................................................................................................................. 22 Appendix 4: Classroom Observation.................................................................................................. 23 Appendix 5: Visiting Lecturer Folder Report 2A ................................................................................. 24 Appendix 6: Visiting Lecturer Report ................................................................................................. 25 Appendix 7: Visiting Lecturer Folder Report 2B .................................................................................. 26

2

INTRODUCTION Welcome to the second-year professional practice paper for the Bachelor of Teaching Primary and Bachelor of Education Studies degrees. In addition to the lecture programme, this paper provides the opportunity to put the knowledge and skills gained in curriculum and professional papers into a school context. This year you will further develop your knowledge of Mathematics and English and be introduced to curriculum Health Education, Physical Education, Social Studies and Technology. EDPR232 includes five weeks in schools with two weeks in May and three weeks in October/November. Primary Education Bachelor of Teaching and Bachelor of Education Studies Strand Education

Year 1 EDUC 101 Education and Society EDUC 102 Human Development

Curriculum

EDCR 131 Primary Curriculum English & Mathematics 1 EDCR 132 Introduction to The Arts & Science

Professional Studies and Professional Practice

EDPR 131 Te Weu – Professional Studies 1 EDPR 132 Professional Practice 1

Pts 18

Year 2 EDUC 252 How People Learn

Pts 18

Year 3 EDUC 335 Construction of Learning in Education Settings **

18

EDCR 331 Primary Curriculum English & Mathematics 3

18

Competency tests in ICT Literacy Mathematics Total

Subject Study *

Total

72

18

18

18

EDCR 231 Primary Curriculum English & Mathematics 2 EDCR 232 Introduction to Social Studies, Technology, Health & Physical Education

18

EDCR 332 Curriculum Pedagogy & Content ** 18

12

EDPR 231 Te Aka – Professional Studies 2

12

18

EDPR 232 Professional Practice 2

18

EDCR 333 Curriculum Approaches and Innovations EDPR 331 Te Puāwaitanga Professional Studies 3 EDPR 332/334 Professional Practice 3a EDPR 333/335 Professional Practice 3b

Subject Studies

Pts

18

Subject Studies *

18

126

18

– 12 108 18 18

36

54

Must be passed to start year 2 of the degree 0 0 120

120

3

120

360

Professional Practice Staff Contacts Course Coordinator Telephone

479 4959

Practicum Administrator Telephone 479 4225

Angela Miller [email protected]

[email protected]

Student/Associate Teacher/Visiting Lecturer Roles Outlined Professional practice relies on successful communication between the student teacher, the Associate Teacher and the Visiting Lecturer. The roles are outlined below:

Student Teacher 

Student teachers are professionally responsible to the Principal while on practicum.



Be at school by 8.30am and allow time at the end of the day to discuss and reflect on the day’s work.



Seek, accept and act on advice and guidance from your Associate Teacher and Visiting Lecturer.



Inform the school and university (Primary Practicum Administrator, phone 479 4225) before 8.30am if you are going to be absent.



Maintain a tidy standard of dress.



Do duty at the same time as the Associate Teacher and spend as much time as possible observing and interacting with children at lunch times.



Maintain confidentiality when dealing with information about children.



Observe professional ethics.



Keep all plans in a well ordered file that is up to date and available to the Associate Teacher and Visiting Lecturer at all times.



Keep a log of all lessons that are taught in the front of your file.



Submit written documentation after each practicum.

Attendance Completion of all practicums is a requirement for provisional registration as a teacher. Therefore you must meet the full requirements in terms of hours in the class and in school. Of course unexpected events can occur. If you are unable to go to your practicum school, you need to communicate with your school and the College of Education. 

Ring your Associate Teacher/school before 8:30 am.



Ring or email the Practicum Administrator on 479 4225 email [email protected]



If you are due to be visited by your Visiting Lecturer, you must also contact that person.

In the case of illness, you may be asked to provide a medical certificate. Please be aware that you will be expected to make up absences at the end of practicum:

4

May practicum any whole or half days absent - you need to negotiate make up days with your Associate Teacher prior to the practicum finishing. You will be required to make up these days during the Semester Break (27 June - 8 July). Make up dates need to be completed no later than 8 July. November practicum any whole or half days absent - you need to negotiate make up days with your Associate Teacher prior to the practicum finishing. You will be required to make up these days during the week of 14 – 18 November 2016. Make up dates need to be completed no later than 18th November, as this is officially the last day of your course. Do not make flight bookings immediately after the end of your practicum. Please also refer to the University of Otago Calendar 2016 and note: that a student may be excluded from further study if the student "fails to pass a professional practice paper for the second time" (p. 313). Please note that incomplete attendances can result in a failure. Exams and Terms during Practicum In May and November you may have a university exam or a Terms assessment scheduled during your practicum. If this is the case, you will be able to take leave from the practicum for the half day of the exam/ assessment (morning or afternoon). You may also be eligible for one half day of study leave before the exam. Because exams are a formal part of your course, you will not be required to make up exam leave. You will need to send an email to the paper coordinator (Angela Miller) stating: Name of paper:

Date and time of the exam:

Request for exam leave:

(and if you wish) your request for study leave approval:

You will also need to notify your Associate Teacher and Visiting Lecturer of your leave once approved. You need to submit your request for leave at least five days prior to the exam.

Associate Teacher       



 

Provide the student with a range of opportunities for guided practice. Support the student to select appropriate curriculum content. Observe the student and give oral and written feedback for some lessons. (See Appendix 1) Provide time for discussion with the student both of their work and of the curriculum delivery decisions that you make in the classroom. Expect to see written planning before each lesson is taught. Sign plans. Challenge students to critically reflect and analyse situations. Encourage them to seek solutions. Communicate areas of concern to the student teacher and if necessary to the Visiting Lecturer or Angela Miller as soon as possible during the practicum. ***If concerns arise additional visits and support will be arranged*** Provide a written report to the University at the end of the practicum. Written comments should be realistic and constructive. Reports can be found on: http://www.otago.ac.nz/education/associateteachers.html#primary (About Us -> Policies and documents) Discuss report with student and allow opportunity to add Evaluation and Future Goals. Principal to email completed practicum reports to Practicum Administrator, University of Otago College of Education [email protected] to ensure prompt payment of allowance. 5

Visiting Lecturer The Visiting Lecturer will make one visit in May and one in November to see the student actively teaching.    

Provide guidance and advice to the student about their teaching. Liaise with the Associate Teacher regarding students’ progress. Mark the practicum folder using Visiting Lecturer Folder Report (see Appendix 5). Write field notes and a report based on observation (see Appendix 4).



Submit pass/fail results to the practicum administrator by Friday 17th June (May Prac) and Friday 18th November (November Prac). Show separate results for the practicum and the folder.

Practicum 2A 16- 27 May (2 weeks) Learning Aims and Objectives In individual, variable group and whole class contexts, the students will: a b c d e f g

Plan, implement and evaluate a sustained programme of linked learning experiences. Demonstrate effective teaching and assessment strategies. Create an effective learning environment for all learners. Critically reflect on teaching experiences taking cognisance of current theory and research. Articulate personal theories, beliefs and thinking that guide their practice. Demonstrate use of te reo me ngā tikanga Māori in specific curriculum areas. Demonstrate appropriate professional relationships when working with peers, colleagues, and children.

The series of lectures in this course has an emphasis on classroom management. Throughout the year a range of models of classroom management is introduced. The practicum will provide a further opportunity to begin to develop a personal philosophy of classroom management.

Summary of Practicum Requirements The requirements are divided into three categories A

Professional dialogue i Learning about children ii Learning about teaching iii Learning about themselves as teachers

B

Planning, teaching and reflecting on whole class lessons i Planning, teaching, evaluations and reflecting on small group lessons ii Planning, teaching, evaluations and reflecting on whole class lessons

C

Managing Whole Class Teaching i Sustain teaching the class programme independently for a minimum of one full day 6

A: Professional Dialogue Use the questions below to reflect on your lessons. Select questions most relevant to your lessons. Learning about children. Student teachers will further develop their understandings of children’s thinking and learning. Talking with and listening to children can lead to a better understanding of what children understand and think. Your challenge this year is to facilitate interactions that will help you become a learner beside the children you teach.

Continue to develop your understanding of: How can we establish effective learning conversations with children?

Learning about Teaching Student teachers will engage in small group and whole class teaching to develop appropriate management techniques and curriculum practice. It is generally accepted that there is no ‘one right way’ to teach. All teachers have developed their own personal theory and assumptions about teaching and learning that underpin their classroom practice. During the practicum student teachers are encouraged to further develop their own conceptions about teaching by talking with teachers and participating in different environments for learning.

Continue to develop your understanding of: What are barriers to learning for children and how do Associate Teachers plan learning to overcome these?

Learning about themselves as Teachers Student teachers will reflect on their own learning as they interact with teachers, children and colleagues. Reflective writing is an integral part of the student teachers’ practicum experience.

Continue to develop your understanding of: What new insights have emerged for me from teaching interactions with children?

7

B: Teaching

New Zealand Curriculum Studies English Take an active part in the English programme in the classroom including getting to know the children as literacy users, and actively supporting their learning. Students should:  Read aloud to the class or a group of children at least four times. It is expected that the texts will be chosen with care, and that the reading has been practised so that it is fluent and expressive. Keep a list of titles.  Plan, teach and evaluate handwriting lessons.  Plan, teach and evaluate two linked lessons focused on a picture book or poem. Mathematics To date this year the Second-Year Mathematics course has explored problem solving, teaching Geometry and Introduction to Algebra. During the first-year course, the focus was on the Number Framework (addition and subtraction, multiplication and division) and the measurement component of the Geometry and Measurement strand. Students are expected to plan, implement and teach at least three linked lessons in one strand or a series of linked lessons on problem solving. Students should be actively teaching a small group of children. The structure of the unit should include: A. An outline or overview of the three lessons includes:  Links to the key competencies and content achievement objectives from The New Zealand Curriculum  Learning outcomes specific to the lessons and related to each of the learning activities  Key mathematical ideas  A list of activities  A list of material and resources B. Each lesson plan should include:  A brief introduction  The teaching sequence  Focus questions that allow the children to share their ideas  Practice tasks  Extension ideas  Formative assessment linked to the learning outcomes for the lesson  An evaluation of the lesson In addition, students should plan and teach several number knowledge activities at the start of mathematics lessons with a group or with the whole class. The number knowledge activities could relate to numeral identification (whole numbers, fractions or decimals), sequencing and ordering of numbers and place value. Include these at the start of your lesson plans. Te reo me ngā tikanga Māori Demonstrate meaningful integration of te reo me ngā tikanga Māori where possible within the classroom context.

8

Social Sciences Plan, teach and assess linked lessons. Students have planned a social sciences teaching unit including an introductory lesson. This could be modified to suit the class. If it is not appropriate, another topic could be selected. Technology Plan, teach and assess three linked lessons. Students have planned a Technology teaching unit. This could be modified to suit the class. If it is not appropriate, another situation or brief could be selected. A Technology template is available on the EDCR232 Blackboard site. Extra lesson planning notes developed between lessons can be added as required. Emphasis should be given to teaching Social Science and Technology; however, students should take every opportunity to teach in any learning area. Record lessons on the Teaching Log (Appendix 2)

C: General Take full control of the class for a minimum of one full day. Evidence planning for the full day’s control in an accessible form, e.g. daily planner (Appendix 3).

9

Practicum 2A Assessment 1.

Practicum Folder

During the May practicum your Visiting Lecturer will observe you teach and view your practicum folder. At the discretion of your Visiting Lecturer you may be asked to:  Submit your full practicum folder (hard copy to Reception by Due date)  Submit any incomplete sections as identified on the Visiting Lecturer folder report (hard copy or email as discussed with Visiting Lecturer)  Be assessed as having completed all requirements of the practicum folder and not have to submit the folder for marking (at the discretion of your Visiting Lecturer) If you are asked to submit your folder the due date is: Monday 30th May, noon - at the College Reception Submit with a cover sheet (download from College web site) Record the name of your Visiting Lecturer on your cover page (see below). Prepare a professionally presented and indexed practicum folder including: Teaching log that includes the date and group size (whole class/small group) (Appendix 2). 1.

Class information (class plan, class list, group lists).

2.

School information and organisation.

3.

Record of classroom observations (Appendix 4).

4.

Written planning and evaluations for all lessons taught.

5.

Daily planner for day of control.

6.

Written reflections on the full day of control using Category A questions.

7.

Feedback received from the Associate Teacher and Visiting Lecturer.

Planning should include the following criteria: 

Introduction



Learning area



Motivation



Key competencies



Learning activities



Strand, level, achievement objective



Conclusion



Assessment



Key questions



Learning outcomes



Timing



Resources



Prediction



Teacher reference material

Note: Your folder is expected to be up-to-date and available to the Associate Teacher and Visiting Lecturer at all times.

To enable ease of access for marking and viewing, please do not use a clear file folder.

10

Check list for students Practicum Folder 2A Visiting Lecturer ………………………………………….. Please note: if you are unable to meet any requirements briefly detail the reasons why Evidence Teaching log (Appendix 2) ................................................................................... Class information (class plan, class list, group lists) .............................................. School information and organisation ................................................................... Record of classroom observations (Appendix 4) ................................................... Evaluations on lessons taught ................................................................................ Daily planner for day of full control ..................................................................... Reflection on the day of full control....................................................................... English Reading aloud .............................................................................................................. Handwriting ...................................................................................................................... Two Literature based lessons ......................................................................................

Mathematics Three linked lessons ......................................................................................................... Number knowledge activities ......................................................................................

Lessons in the following areas: Social Sciences Linked lessons .............................................................................................................. Technology Linked lessons ..............................................................................................................

Integration of te reo me ngā tikanga Māori Evidence shown throughout planning ............................................................................

11

No evidence

2.

Reflective Episode Report

Due Date:

Friday 3rd June, noon

Where to Hand Work in:

College reception

The cover sheet should state the name of your EDPR232 tutorial lecturer. Written Response

Pass/Fail

Word Limit 600-750 words Reference using APA style Identify one episode from your practical experience. Critically reflect on this episode with reference to Francis (1997) and Hole, and Hall-McEntee (1999), and using the process outlined below, search for meaning, to gain new understandings of your practice. Step one: What happened?

Write succinctly without analysis or judgement.

Step two: Why did it happen?

Consider the context in which the event occurred as you respond to this question. At this point you may find more questions than answers.

Step three: What might it mean?

Could you have done something differently? Consider multiple interpretations.

Step four: What are the implications for my practice?

Do I need to change and rethink my practice? How might I do it differently next time?

12

3.

Practicum Report 2A (Appendix 6: Visiting Lecturer Report)

The Visiting Lecturer will observe the student teaching and write a report. The report criterion includes: 

Plan, implement and evaluate a programme of linked learning experiences



Demonstrates effective teaching and assessment strategies for all learners



Demonstrates appropriate professional relationships, communication and classroom management



Reflects on teaching and takes action



Demonstrates professional behaviour



Models standard English



Demonstrate meaningful integration of te reo Māori me ōna Tikanga

Students are responsible for ensuring all planning is available for the Visiting Lecturer to see and that they are engaged in active teaching during the Visiting Lecturer’s visit. The date and time of visits will be negotiated with the school.

13

Practicum 2B 25 October – 11 November (14 - 18 Nov catch up days) Learning Aims and Objectives In individual, variable group and whole class contexts, the students will: a

Plan, implement and evaluate a sustained programme of linked learning experiences.

b

Demonstrate effective teaching and assessment strategies.

c

Create an effective learning environment for all learners.

d

Critically reflect on teaching experiences taking cognisance of current theory and research.

e

Articulate personal theories, beliefs and thinking that guide their practice.

f

Demonstrate use of te reo me ngā tikanga Māori in specific curriculum areas.

g

Demonstrate appropriate professional relationships when working with peers, colleagues, and children.

The series of lectures in this course has an emphasis on classroom management. Throughout the year a range of models of classroom management are introduced. The practicum will provide a further opportunity to begin to develop a personal philosophy of classroom management.

Summary of Practicum Requirements The requirements are divided into three categories A

Professional Dialogue i Learning about children ii Learning about teaching iii Learning about themselves as teachers

B

Planning, teaching and reflecting on whole class lessons i Planning, teaching and reflecting on small group lessons ii Planning, teaching and reflecting on whole class lessons

C

Managing Whole Class Teaching i Sustain teaching the class programme independently for a minimum of three to five consecutive days

14

A: Professional Dialogue Continue to develop your understanding about children and teaching Use the questions below to reflect on your lessons. Select questions most relevant to your lessons. Learning about Children Student teachers will further develop their understandings of children’s thinking and learning. Talking with and listening to children can lead to a better understanding of what children understand and think. Your challenge this year is to facilitate interactions that will help you become a learner beside the children you teach.

Continue to develop your understanding of: How can we establish effective learning conversations with children?

Learning about Teaching Student teachers will engage in small group and whole class teaching to develop appropriate management techniques and curriculum practice. It is generally accepted that there is no ‘one right way’ to teach. All teachers have developed their own personal theory and assumptions about teaching and learning that underpin their classroom practice. During the practicum student teachers are encouraged to further develop their own conceptions about teaching by talking with teachers and participating in different environments for learning.

Continue to develop your understanding of: What are barriers to learning for children and how do Associate Teachers plan learning to overcome these?

Learning about themselves as Teachers Student teachers will reflect on their own learning as they interact with teachers, children and colleagues. Reflective writing is an integral part of the student teachers’ practicum experience.

Continue to develop your understanding of: What new insights have emerged for me from teaching interactions with children? What are the strengths of my teaching? What are your areas for further development?

15

B: Teaching English Students should become fully involved in the English programme in their classroom in this practicum. During this practicum students are required to:   

Plan, teach and evaluate a series of guided silent reading lessons (at least three) with one group of children. NB - If the children are New Entrant or in Year One, the reading may be audible but all of the children should be actively engaged in problem solving their way through the text. Plan, teach and evaluate 2-3 linked lessons introducing new learning in writing. The teaching approaches should include shared and guided writing. Take and analyse Running Records with learner readers (as appropriate).

Planning for the guided reading lessons should include: A description of the group – how many children, ages, reading level, gender, attitude to reading, strengths and abilities in relation to reading processing and comprehension. Three specific guided reading plans which detail:  Introduction (purpose of lesson, discussion to activate prior knowledge, opportunity for prediction).  Questions which focus on the meaning as children progress through the text, AND strategies which focus on processing OR comprehending.  Concluding discussion points, and a description of follow up consolidation or extension activities if appropriate. Planning must be presented using an error free, professional register. The single lesson and evaluation format available on the EDCR231 Blackboard site is recommended. The students will need guidance in:  Selecting the learning outcomes and selecting reading material for their guided reading sessions.  Choosing a focus for the writing lessons. All lessons must be planned. Planning should be presented professionally ahead of teaching. Mathematics To date this year the second-year Mathematics course has explored problem solving, and teaching Geometry and Introduction to Algebra. During the first-year course, the focus was on the Number Framework (addition and subtraction, multiplication and division) and the measurement component of the Geometry and Measurement strand. Students are expected to plan, implement and teach at least three linked lessons in one strand or a series of linked lessons on problem solving. Students should be actively teaching a small group of children. The structure of the unit should include: A.

An outline or overview of the three lessons includes:  Links to the key competencies and content achievement objectives from The New Zealand Curriculum  Learning outcomes specific to the lessons and related to each of the learning activities  Key mathematical ideas  A list of activities  A list of material and resources

16

B.

Each lesson plan should include:  A brief introduction  The teaching sequence  Focus questions that allow the children to share their ideas  Practice tasks  Extension ideas  Formative assessment linked to the learning outcomes for the lesson  An evaluation of the lesson

In addition, students should plan and teach several number knowledge activities at the start of mathematics lessons with a group or with the whole class. The number knowledge activities could relate to numeral identification (whole numbers, fractions or decimals), sequencing and ordering of numbers and place value. Include these at the start of your lesson plans. Te reo me ngā tikanga Māori Demonstrate meaningful integration of te reo me ngā tikanga Māori where possible within the classroom context. Emphasis should be given to teaching Physical Education and Health; however, students should take every opportunity to teach in any learning area. Social Sciences Plan, teach and assess linked lessons. Students have planned a social sciences teaching unit including an introductory lesson. This could be modified to suit the class. If it is not appropriate, another topic could be selected. Technology Plan, teach and assess linked lessons. Students have planned a Technology unit. This could be modified to suit the class. If it is not appropriate, another situation or brief could be selected. A Technology template is available on the EDCR232 Blackboard site. Extra lesson planning notes developed between lessons can be added as required. Health Education Plan, teach and assess linked lessons based on the children’s needs and the following contexts: relationships, physical well-being, physical safety, and social, cooperative and communication skills. These topics have been recently covered at an introductory level and students will need support with this. Physical Education Plan, teach and assess linked lessons. Students have planned for learning in Physical Education. The focus has been on movement skills; on how different physical activities influence wellbeing; interpersonal skills; adventure based learning and how to integrate Te Ao Kori into Physical Education. Record in the Teaching Log. (Appendix 2) C: General Take full control of the class for three to five days. The control days should be consecutive. Evidence the three to five days of control teaching using daily diaries.

17

Practicum 2B Assessment 1.

Practicum Folder

During the November practicum your Visiting Lecturer will observe you teach and view your practicum folder. At the discretion of your Visiting Lecturer you may be asked to:  

Submit your full practicum folder (hard copy to Reception by Due date) Submit any incomplete sections as identified on the Visiting Lecturer folder report (hard copy or email as discussed with Visiting Lecturer) Be assessed as having completed all requirements of the practicum folder and not have to submit the folder for marking (at the discretion of your Visiting Lecturer)



If you are asked to submit your folder the due date is: Monday 14th November, noon - at the College Reception Submit with a cover sheet (download from College web site) Record the name of your Visiting Lecturer on your cover page (see below). Prepare a professionally presented and indexed practicum folder including: 1. 2. 3. 4. 5. 6. 7.

Teaching log that includes the date and group size (whole class/small group). (Appendix 2). Class information (class plan, class list, group lists). School information and organisation. Record of classroom observations (Appendix 4). Written planning and evaluations for all lessons taught. Daily planners for days of control. Written reflections on the full class control period of 3-5 days using Category A questions and theory from wider papers. 8. Feedback received from the Associate Teacher and Visiting Lecturer. Planning should include the following criteria: 

Introduction



Learning area



Motivation



Key competencies



Learning activities



Strand, level, achievement objective



Conclusion



Assessment



Key questions



Learning outcomes



Timing



Resources



Prediction



Teacher reference material

NB: The folder is expected to be of a professional standard and well organised. To enable ease of access for marking, please do not use a clear file folder.

18

Check list for students Practicum Folder 2B Visiting Lecturer………………………………………….. Please note: if you are unable to meet any requirements briefly detail the reasons why Evidence

No evidence

Teaching log (Appendix 2). .................................................................................... Class information (class plan, class list, group lists) .............................................. School information and organisation.................................................................... Record of classroom observations (Appendix 4). ................................................. Daily planners for three to five days control teaching ......................................... Reflection on the days of control (using Category A questions and theory from wider papers)...................... Evaluations on all lessons taught (Attached to relevant plan) ............................. English Guided reading ....................................................................................................... Running Records ..................................................................................................... Two-three linked writing lessons ............................................................................

Mathematics Three - Five linked lessons...................................................................................... Number knowledge activities .................................................................................

Lessons in at least 2 of the following areas with emphasis on those studied in Semester 2 Social Sciences Linked lessons ............................................................................................................. Technology Linked lessons ......................................................................................................... Health Education Linked lessons ......................................................................................................... Physical Education Linked lessons ............................................................................................................. Integration of te reo me ngā tikanga Māori Evidence shown throughout planning....................................................................

19

Appendix 1: Observation feedback sheet Observation feedback sheet It is expected that there will be written feedback from the Associate Teacher on some lessons.

Student Teacher:

Associate Teacher:

Date: Essential Learning Area/Curriculum: Small group:

Whole class:

Lesson focus: Comments:

20

Appendix 2: Teaching Log Second Year Practicum Teaching Log – record the dates of each teaching episode to provide an overview of curriculum coverage. Remember: Relevant aspects of te reo me ngā tikanga Māori should form a natural part of your teaching. Maths

English

Guided Reading Shared Writing Reading to Children Science

Social Sciences

Technology

Health Education

Physical Education

The Arts

Dance

Drama

Music

Te Reo

Visual Arts

Integration

N.B please retain this as evidence of your teaching across all curriculum areas. You will add to his document in future practicums. 21

Appendix 3: Daily Planner Daily Planner To be completed prior to every day teaching during practicum. Day and Date .......................................................

Time

Before school reminders

Learning Experiences

Resources

Management Reminders

Interval

Lunch

Reflective Evaluation (over the page). What went well today? What didn’t? What will I change for tomorrow? How was my management today? Were there any programme changes today? Something I would like to try…

22

Appendix 4: Classroom Observation Classroom Observations Date: Situation: Observations:

23

Appendix 5: Visiting Lecturer Folder Report 2A

University of Otago College of Education Te Kura Akau Taitoka

Primary Practicum 2A Visiting Lecturer Folder Report

STUDENT

VISITING LECTURER

SCHOOL

ASSOCIATE TEACHER

CLASS

GROUP SIZE

Evidenced

Not Evidenced

Teaching log

☐

☐

Class information (class plan, class list, group lists)

☐

☐

School information and organisation

☐

☐

Record of classroom observations

☐

☐

Purposeful evaluations for all lessons taught

☐

☐

Daily planners for days of full control

☐

☐

Reflection planners for days of full control

☐

☐

Lesson plans cover the set criteria

☐

☐

Reading aloud

☐

☐

Handwriting

☐

☐

Two Literature based lessons

☐

☐

Three linked lessons

☐

☐

Number Knowledge activities

☐

☐

☐

☐

☐

☐

☐

☐

English

Mathematics

Social Science Linked lessons Technology Linked lessons Integration of te reo me ngā tikanga Māori Evidence shown throughout planning

Pass Comments:

24

☐

Fail

☐

Appendix 6: Visiting Lecturer Report Primary Year 2 Visiting Lecturer Practicum Report

University of Otago College of Education Te Kura Akau Taitoka STUDENT

VISITING LECTURER

SCHOOL

ASSOCIATE TEACHER CLASS LEVEL

OBSERVATION DATE

GROUP SIZE

DURATION

Practicum 2A

Practicum 2B

Plan, implement and evaluate a programme of linked learning experiences

Demonstrates effective teaching and assessment strategies for all learners

Demonstrates appropriate professional relationships, communications and classroom management

Reflects on teaching experience and takes action

Demonstrates professional behaviour

Models Standard English Yes No Demonstrates meaningful integration of te reo me ngā tikanga Māori Yes

No

Suggestions for further development

ASSESSMENT

Pass

If applicable, please list areas of concern

Fail

or alternatively commendation

VISITING LECTURER SIGNATURE

Date

25

Appendix 7: Visiting Lecturer Folder Report 2B

University of Otago College of Education Te Kura Akau Taitoka

PRIMARY PRACTICUM 2B VISITING LECTURER FOLDER REPORT

STUDENT

VISITING LECTURER

SCHOOL

ASSOCIATE TEACHER

CLASS

GROUP SIZE

Evidenced

Not Evidenced

Teaching log

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Class information (class plan, class list, group lists)

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School information and organisation

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Daily planners for three to five days control teaching

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Record of classroom observations

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Reflection on the days of control (using category A Questions and theory from other papers)

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Evaluations on lessons taught (Attached to relevant plan)

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Guided reading

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Running records

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2-3 linked writing lessons

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3-5 linked lessons

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Number knowledge activities

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English

Mathematics

Lessons in at least 2 of the following areas with emphasis on those studied in semester 2 Social Science

Linked lessons

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Technology

Linked lessons

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Health Education

Linked lessons

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Physical Education

Linked lessons

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Integration of te reo me ngā tikanga Māori Evidence shown throughout planning

Pass Comments:

26

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Fail

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