STUDENT GRADE/MARK REPORT

Course Assessment/Student Details

Course Code: EPC4406

Course Name: Practicum 4a

Course Teacher: Liz Taylor

Task Title: Professional Development Plan

Student Name: Ayesha Hassan Al Ali

Student ID: H00328412

Final Grade/Mark
General Comments

v. 2014-05-15 1
 ASSESSMENT COVER PAGE
Course Name: Practicum 4a Course EPC4403
Code:

Instructor Name: Liz Taylor

Task Title: Professional Development Plan

Due Date: Week 4 (part 1) Date 19 th -september-

Submitted: 2018
Week 13 (part 2) (with reflections)

Student Name: Ayesha Hassan Al Ali

Student ID: H00328412 Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded
the penalties for cheating or plagiarism include dismissal from the HCT.
(For more information please refer to Academic and Student Regulations, HCT Academic Honesty
Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in
the text and listed those sources at the end of the assignment. I have not previously submitted this
work to the HCT. I understand that I may be orally examined on my submission.

v. 2014-05-15 2

GRADING/MARKING
CRITERIA
GENERAL CRITERIA (1-10)
1. Research
Identification and
investigation of a range of
appropriate academic and/ or
cultural sources
(10%)
2. Data collection and use
Data collected and timeliness;
description of tool used to
collect data; how the tool was
used;
(10%)
3. Explanation, description,
and/or justification
Logical reasoning, supported
back up and critical thinking:
compare and contrast.
(20%)
7. Reflection
Management of learning
through reflection
(45%)
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F D
Achievement that does not meet requirements
Significantly below course
requirements
Little or no information
presented
Little or no data. Missed
all deadlines.
Alternatively, the tool
used is inadequately
described no explanations
Explanation and reasoning
is wholly lacking. May
demonstrate a total
misunderstanding of the
task.
Consistent lack of
evidence of reflection for
learning. No awareness of
personal strengths and
weaknesses in relation to
task
GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
C B A
Achievement that minimally Achievement that Achievement that is Achievement that is
Below course meets the course requirements satisfactorily meets the significantly above the outstanding relative to the
requirements course requirements course requirements course requirements
Information presented is Some information has been Adequate information has Information is accurate with Extensive independent
insufficient or does not gathered from readily available been gathered from readily only occasional errors, research, accuracy,
relate sufficiently to the sources applying standard available sources applying appropriately categorized familiarity with the
task; there may be techniques. Information is standard techniques. and from a wide range of material, and sound
evidence of rudimentary sometimes inaccurate Information is generally sources. judgments
research accurate
Inadequate data Some data collection. Did not Adequate data collection. Very good data collection. Full and complete data.
collection. Failed to meet all deadlines. Met all or most deadlines. Met all deadlines. Met all deadlines. The
meet deadlines. Alternatively, the tool used is Alternatively, the tool used Alternatively, the tool used tool is described in full
Alternatively, the tool sometimes adequately is adequately described with is well described with good with comprehensive
used is inadequately described with some some explanations explanations rationale.
described with few explanations
explanations
Explanation and Some explanation and Explanation and reasoning is All explanation reasoning is All explanation and
reasoning is not easily reasoning is discernible, though generally well-formed, fully-formed, complete and reasoning is fully-formed,
discernible, complete or not always complete and/or complete and logical. Most wholly logical. Most main complete and wholly
logical. Main points lack logical in places. Key points main points are backed-up, points are backed-up with logical. All main points
support. may be significantly lacking in though not always with sufficient supporting are backed-up with
support. sufficient supporting evidence and examples, as sufficient supporting
evidence and examples, as required. evidence and examples,
required. as required.
Sporadic evidence of Some evidence of insight and Adequate evidence of insight Reflection is Reflection is complete
reflection not followed thoughtful reflection. and thoughtful reflection. comprehensive with only a and has led to substantial
through consistently. Developing an awareness of Generally, has an awareness few lapses and has led to insight. Strengths have
Incomplete awareness of strengths and weaknesses of strengths and weaknesses noteworthy insight. Has a been built on and
personal strengths and good awareness of strengths weaknesses mitigated
weaknesses and weaknesses
3
10. References
Bibliography, citation, in text
citation, referencing (APA
style format)
(5%)
WRITTEN LANGUAGE CRITERIA – APPLIED BACHELOR (11-13) (10%)
11. Clarity and accuracy
Clarity of message, accuracy
of grammar, vocabulary,
spelling, punctuation
sentences
12. Organization
Organization, structure and
style
13. Word limit
(refer to section 5i of the
Assessment Handbook)
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Little or no referencing
Irrelevant or inappropriate
selection of references.
No citations in text.
The whole text is unclear.
Errors are numerous and
cause significant
misunderstanding.
There is no evidence of
style, structure or
organization.
Word limit severely
interfered with potential to
achieve the task.
Inadequate referencing
with a significant number
of inconsistencies
Few references that are
not suitable or reputable.
The citations have no
links to your ideas.
Mostly unclear with
patches of significant
break down. Errors can
cause significant
misunderstanding and
require numerous
corrections.
Significant
inconsistencies in style,
structure and/ or
organization.
Inattention to the word
length guidelines
jeopardized the
completion of the task to
a higher grade.
Evidence of referencing, but
not throughout.
Few references and many are
not suitable or reputable.
Few citations with little or no
links to your ideas.
Sometimes clear, with patches
of confusion. Accuracy is
inconsistent. Errors cause
misunderstanding. Correction
required.
Some inconsistencies in style
and structure. Organization not
fully logical.
Insufficient words to complete
the task requirements, or
Too many words which did not
enhance your response.
4
Adequate referencing, but
some inconsistencies.
Limited number of
references, but not all are
suitable or reputable.
Few citations that are not
directly linked to your ideas.
Generally clear and accurate.
Errors can cause
misunderstanding in places.
Still some correction
required.
Structure and style generally
appropriate. Mostly logical
organization.
The additional words, or lack
of required word length
detracted from the intent of
the task.
Fully-formed references
with minor errors
Limited number and
selection of reputable and
suitable references.
Many citations are
appropriate but only used as
an association to your ideas.
Clearly expressed, with only
occasional errors that do not
cause misunderstanding.
Requiring a minimal
amount of correction.
Only occasional lapses in
structure and style
conventions. Main points
are clear and logically
organized.
Task was completed well
within the word limit range.
Fully formed and accurate
references.
Extensive selection of
reputable and suitable
references.
Well-selected citations
that support ideas.
Clearly expressed
throughout. Consistently
accurate. Requiring a
minimal amount of
correction.
Smooth flowing and
logically structured and
organized. Appropriate
style throughout.
Completed exceptionally
task well and within the
word limit range.
 Description Rationale / Justification

Goal 1 Implement differentiation in grouping arrangements based on I want to work on differentiation because it is

student needs, interests, or abilities. a competency that I didn’t work on before

and I need to focus on.

TP Competency Managing learning
Differentiation helps high or low ability
Action 1 -Divide the classrooms into groups according to their skills,
students’ work toward an outcome depending
learning abilities, styles or interest.
on how much they know or can do. When

-Provide materials and activities that would develop students in the students work on tasks that they are engaged

area I am focusing in during that activity in, they improve their abilities, have less

-Write reflection for each activity and note the progress of the discipline problems and become more quiet

students to continue working on their development for next and interested and like what they are doing.

sessions. According to Piaget, children interact with

-Providing interest centers that encourage students to explore and everything around them and they build up on

develop their interests. previous knowledge. They also try to

accommodate new information so depending

Time frame 7 weeks
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 on where this child is and how much he
Support needed -Support from MST in the beginning while dividing the students
knows, he will be able to work on an activity.
and working with them.
Each child develop in a different pace and
-Support form MST to know the levels of the students.
each child has different ability so as a
-Materials for the activities that support differentiation.
teacher I should try to give each child what

How will you -Provide reflections of the activities. he needs to develop and be able to succeed in

provide evidence the classroom ("Piaget's Four Stages of

-Provide pictures of students work.
of the success of Development", 2018).
-Show some lesson plans that show the different activities.
the action
-MST feedback or peer observation.

1- Lesson plan activity

Evidence
2-interest centers
(After
3-Reflection
implementation)
4-MCT feedback

Reflection 1-Divide the classrooms into groups according to their skills, learning abilities, styles or interest.

(What happened -I wasn’t able to divide the classroom according to how they are; yet they were able to divide themselves. When we

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 because of this move form carpet time to learning centers time, students go to the center of interest that they like and want to be in

action?) which means that they are divided according to their interest.

2-Provide materials and activities that would develop students in the a rea I am focusing in during that activity.

-Students were more engaged and there were less behavior problems in the classroom because each student is busy

in doing something so they are engaged and not bored.

3-Write reflection for each activity and note the progress of the students to continue working on their development

for next sessions.

-I was able to write reflections for the activities, which made me, note how students were progressing. I was also

taking notes of their answers and what they have been saying while working on an activity. I start assessing

students and I take notes and after that I work more with students who need more work on a concept so they would

develop.

4-Providing interest centers that encourage students to explore and develop their interests.

- Students were divided in the classroom in different centers instead of sitting without doing anything or making

noise. They were also rotating between the centers so they would be able to try different activities . It helped in

developing their interactions between each other’s and collaboration.

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 References:

Piaget's Four Stages of Development. (2018). Retrieved from https://www.verywellmind.com/piagets -stages-of-cognitive-development-2795457

Evidence 1:

Lesson plan activity;

I used different activities during my lesson plans to support differentiation. I used drawing as an activity for several lessons so students would be

able to express their different ideas about a lesson. It would sh ow me how much they understand.

After students draw I ask them questions and that shows me how much they have understood or what they know about a certain le sson.

Take anecdotes of what students are saying about their drawings and it makes me know about their different ideas.

Evidence2:

Interest centers:

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 I was able to provide materials for different learning centers according to what students are interested in and in a manner t hat would support my

learning outcome

Example: when we had growing in the garden theme, I provided items for growing plants in the role-play area. I gave the opportunity for

students to grow beans and investigate about how the plants are growing in the science area. Had some stories in the reading center and some

cards for students so they would practice words related to the lesson.

In the art center I gave students some pictures and colors so they will draw what they like

In the blocks area students had blocks and other things so they would construct a tree, a flower or anythi ng related.

Depending on what students like to do; some of them likes drawing, some of them like reading and some of them like role-play or practical

applications. Having different centers in the classroom would give students the different

Evidence 3:

Reflections on activities:

When I taught students growing and changing lesson on the 15 th of October. I had a differentiated activity that would show students

understanding about growing. I asked the students to draw themselves as babies or children. I did show an example of a girl and a boy on the

table for the students. So for differentiating, some students will be able to understand from only telling them. Others might need some visual

v. 2014-05-15 9
 clue, which is the pictures that I drew so they would understand, and a group of students might need to look at the pictures while drawing

because they don’t know how to draw and they need guidance from the teacher.

The guidance I provided helped students so much because in another lesson that I asked students to draw wi thout

giving them a picture to guide them so some students were lost because they were not able to understa nd what I

was asking for.

Evidence 4;

MST or MCT feedback:

During Miss Liz’s second and third visit to observe me. This is the part that shows that I had differentiation in my lesson.

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 Description Rationale / Justification

(At least 2 rationales/justifications needed +

Academic Literature)

Goal 2 Manage transitions between activities very smoothly throughout I want to manage my transitions between

a lesson session activities because my MST in my previous

teaching practice told me that I need to develop

TP Competency Managing learning
my transitioning techniques in the classroom.

Action 2 -Search for different transition methods to use in the classroom .

Another reason is that transitioning is very

-Discuss with the teacher about the suitable transition methods to important in maintaining good classroom

use with the students. management. It helps also in using less time to

-Try different transitioning methods with the students in the move from one place to another and in a quiet

classroom and then put more emphasis on the method that I feel and organized way.

is suitable for the students. According to Arlin, “Utilizing effective

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transitions in the classroom helps teachers to
 minimize disruptions and
Time frame 7 weeks

Behavior problems, maximize instructional

Support needed -Support from my MST in the beginning while starting a new
time, and maintain optimal learning
transitioning method.
conditions”(Arlin, 1979).
-Materials needed for the transitioning method (song or bell) .

How will you -MST feedback

provide evidence -Pictures or videos if possible of the transitioning method

of the success of
Weekly reflections about practicing the transitioning methods
the action
with the students.

Evidence 1-MST Feedback

(After 3-Reflection

implementation) 4-Reflection

Reflection 1-Search for different transition methods to use in the classroom.

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 (What happened -I did search in the internet for different transitioning methods and I did note down some of them to try them out.

because of this There were so many transitioning that are depending on songs or sounds, and some of them are depending on

action?) gestures while others depend on only words so I did note them down to discuss with my MST.

2-Discuss with the teacher about the suitable transition methods to use with the students.

I did discuss with my MST about the strategies I did note down and she gave me some feedback ab out some ideas

because she did try them out with the students and they didn’t work. She also encouraged me to try some

transitioning methods she felt that are useful and might work with the students.

3-Try different transitioning methods with the students in the classroom and then put more emphasis on the method

that I feel is suitable for the students.

I did try different transitioning methods with the students. I would try one method for one or two weeks. If I felt

that students are lost or are not progressing I would change the method.

I settled at the end on one method and I enhanced it by adding some things to It so it would be more suitable for

KG2 students. It was calling by group color.

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 References:

Arlin, M. (1979). Teacher transitions can disrupt time flow in classrooms. American Educational Research Journal, 16(1), 42-56

Evidence 1:

MST feedback

During Miss Nadya’s first visit to observe me. This is the part that shows that I had effective transitioning in my lesson.

Evidence 2:

Reflection:

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 I did try different techniques for transitioning before I found the one that is appropriate. First of all when I got to the s chool students were

transitioning by lining up for moving from one place to another but they were not as organized. After that I did try out with them different

methods. At the beginning I tried to improve the lining up strategy. When they get up from the circle to go to the ba throom, they used to go in

front of each other’s and move around. By practice, I used to always tell them, stand in your place, walk behind each other’s, we don’t walk

around the classroom this is our path and we need to walk on it. By the end of the first two weeks they mastered the lining u p and they were

walking nicely without the need to remind them rapidly.

Evidence 3:

Reflection:

A second technique that I tried for transitioning form carpet to activities was calling out names but it wasn’t effective because it will talk a long

time for me to call names of 22 students at a time and to tell them where to go so it wasn’t a successful idea. After that I moved to calling the

group colors. At beginning students were not very focused or understanding because it is their first time learning English and most of them still

don’t know the colors. So after that I brought cards and I used to call the color and show them the card and it was more effe ctive because when

they see the card they would connect what they see with what they hear.

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 Description Rationale / Justification

(At least 2 rationales/justifications needed +

Academic Literature)

Goal 3 Managing behavior of the students in the classroom (Focused goal;

Managing students negative behavior during carpet time) I want to work on behavior management

because it is the most important component

TP Competency Managing learning
in the classroom. If there is no behavior
Action 3 -Search for behavior management strategies in the internet and
management the teacher will not be able to
choose strategies that I want to try with the students
deliver information appropriately.

-Ask my MST for strategies that she use with her students and try to
Moreover, positive reinforcement would
improve them.
help the teacher in having a positive

-Imply different behavior management strategies in the classroom relationship with her students. A reward

and the strategies that work best with the students. system would also help the teacher track the

-Use reinforcement in the classroom to minimize negative behavior . student’s progress.

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-Use a reward system. “Behavioral theorists believed that a better

 understanding of human behavior at work,
Time frame 7 weeks
such as motivation, conflict, expectations,
Support needed -Feedback from MST or peer.
and group dynamics, improved

-Materials for a reward system. productivity” ("Behavioral Management

-Support from the MST in the classroom to help applying the Theory", 2018).

strategy in the beginning.

How will you -Picture of the reward system.

provide evidence -MST or peer feedback.

of the success of
-Weekly reflection about the strategies that I tried and how effective
the action
they were.

Evidence 1-MCT Feedback

(After 2- MCT Feedback

implementation) 3- Reflection

4- Reflection

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 Reflection 1-Search for behavior management strategies in the internet and choose strategies that I want to try with the

students
(What happened

because of this I did search in the internet for management strategies to use with the students and I found different strategies,

action?) which are; giving gifts, using stickers, using punishment or praising students.

2-Ask my MST for strategies that she use with her students and try to improve them.

-I did show the MST my strategies but I didn’t tell her about gifts or punishment because she is using these two

strategies and as I observed they are not working well with the students. I asked her t o use a reward system and she

told me that she tried it and it wasn’t successful.

3-Imply different behavior management strategies in the classroom and the strategies that work best with the

students.

At the beginning I did apply using stickers as for behavior management during carpet time and at the same time I

used praising and I did observe and notice that praising works better with students. I then did use positive peer

pressure and it showed to be the most successful strategy to use with kindergarten students.

4-Use reinforcement in the classroom to minimize negative behavior.

I did use positive reinforcement by praising, giving stickers, and positive peer pressure and they were all working

v. 2014-05-15 18
 with students.

5-Use a reward system.

I didn’t use a reward system because when I suggested on my MST the idea she told me that reward systems

doesn’t work and she did try different reward systems before.

Reference

Behavioral Management Theory. (2018). Retrieved from https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-

management-thought/behavioral-management-theory

Evidence 1:

MCT feedback

During Miss Nadya’s visit to observe me. This is the part that shows that I had good behavior management in my lesson.

Managing Does not use Attempts to Uses appropriate Uses appropriate Uses Uses a wide
Learning classroom use classroom classroom classroom appropriate range of
management management management management classroom appropriate
strategies strategies but strategies which strategies to secure management classroom
Classroom effectively, or these do not generally secure a a safe and strategies to management
Management consistently, generally safe and effective effective learning consistently strategies to

v. 2014-05-15 19
 leading to an achieve a safe learning environment secure a safe consistently
ineffective and/ or environment and effective secure a safe
and/or unsafe effective learning and effective
learning learning environment learning
environment environment environment

Visit 4:
She reminded students to raise hand if they want to answer.
Excellent focus on good behavior during the tidying up time.

Evidence 2:

Managing Does not use Attempts to Uses appropriate Uses appropriate Uses Uses a wide
Learning classroom use classroom classroom classroom appropriate range of
management management management management classroom appropriate
strategies strategies but strategies which strategies to secure management classroom
effectively, or these do not generally secure a a safe and strategies to management
consistently, generally safe and effective effective learning consistently strategies to
leading to an achieve a safe learning environment secure a safe consistently
ineffective and/ or environment and effective secure a safe
and/or unsafe effective learning and effective
learning learning environment learning
environment environment environment

Visit 3 Reinforced sitting nicely to play the game. Used groups for transitions, try to do this a little more quietly and quickly.
Verbally praising those who are tidying up.

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 Evidence3:

Reflection:

I did try different strategies for behavior management. At the beginning I started with giving students stickers to praise th em. Giving stickers

was somehow effective but not for all students and not for anytime. Students like getting stickers and so when I put stickers on the board or

show them and ask; if you will behave I will give you stickers. It would motivate the students to sit nicely and quietly, listen to my instructions.

But what I didn’t like about this strategy was that it wasn’t an intrinsic motivation. So whenever I start with telling students that I will give the m

if they sit nicely and listen they would do as I desire but while I am giving the lesson. Students would tell me miss wi ll you give me stickers

while I am giving the lesson which was annoying and it sometimes consumes time from the lesson so I figured out that it is no t a very good

strategy to use.

Evidence 4:

Reflection 2:

Another strategy that I wanted to try was praising students. Whenever I saw a student sitting nicely or doing something positive. I praise him

with saying; look at how Shaikha is sitting, or excellent Omar for cleaning up. Whenever I praise one student, I see that the rest of the students

would the action that the student I praised did and they would say look at me miss because they want me to praise them. It is very effectiv e when

v. 2014-05-15 21
 I want students to sit on the carpet I praise one students and then immediately all the students do as this student is doing without taking so much

time. So this was the most suitable technique for managing students’ behaviors.

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