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  • ps1 Report

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    15 visualizações9 páginas

    ps1 Report

    Enviado por

    api-245390199

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 9
    a Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT Stadt Tesch: Suan Miigon Schoat: Canyon Elementary. racersbjet Taupe 3 “Teacher Assoc: Nex Katt Univer Cans: Davis Slop Dates of Practicum: November 2013 ~ December 2013, Instructions: + This a curmatve poof the student teacher's perfomance atthe end ofthe PSI practicum, based on expectations that peo inachar develop For each aracacum cuca blow plo @ check mark in the approprat box indicato th stunt eachr lol of paromanca exher Not oatng Exelon fr te PSI eve. NeeingExpedatons or Exceaang Expecatons, (Most stasonis ‘flo tho Mostng Expectatone catagry.urlose Perec car andere for No Neckng Expectaone of Excebang Expectaons For stdors wt te Meeting Expectations category, please neat lve of perforate + Some tomes may not be aplcable 0 YO prtculreaucata shin. you wis mca ns ease put An the rat otto vaing vole, "Tate end ofeach ston of he fom. please provide comments in erence fo the elevek KSA and prac oleae “1. PLANNING AND PREPARATION SA ra Tests ryan is van am one spectators 1. Denonsaes nowfedpe and eilsin the subject mater of fe son, q 2. Incorporates ait of aproprate resources and instal and assessor y ‘havi ni later panna 3. Trarelaesearngcutcomes kn he Aba Program of Sis no Temvant ad q opropateiamig objectives rte lessons bors aus "ekes no Sou students prior eg, earning needs, eres, and backround T ‘Organizes coven io appropriate componens and sequences fr instucin. q = Plan elvan conor and ates suticen for he Une ate. z 7 rapes lsson par foal esors taught, using awa dated stciurewhidh q Incides baring jeene() an maodueton and coco, deta procedures art Insractons, Fey quesons, each Stategles and suse aches, 2d asesbment ot lesson oboe _negraes intron and conmaniaionsfehndogy rb nstucion where q appre Obtains and organizes equipment and matoiae or natadon q ‘Comments: Mis. Kathol was prepared for avery lasson. Her plane were excelent, Any feedback she recelved was. implemented in er fellowing lessons. For example, she began fo Understand and implement clerentiates nstucton forincvidual eamers fe enable thar successes thoughout spect asks. This was eulent i her mulipicaton math ‘alching posters. oy 25, 200—Sunmie Asai! 2. InsTRUCTION THSL AE Tasca dence hawt oe conte ty sch FSA‘ Tchr ry ana maar oma creer SAND Teoore une boat ogo ohare sates: [RSA Testa pa vay cates ome! Scot kaing needs. ot mostog xpectaone sgectaone "L_ Usos ar, fue, 2nd grammatcly erect spoken and wen language 2 Uso voesblay appropri tbe gs, backround end ees, 3. Modules ar vole fr audly and expression. “4. Esatshes st eviews por loamng, Hees son oes and expectations, soe metvatng atone gates, provides en overview and lle he esa fo Previous earings appropiate. 5 Inoporates statis for motvaing sons uengrelvant and iresing subject | ‘8 Eapsns ane proceeds hema Sep at an appropri pace os the acy and ‘aon vespnce 7._Demonsate subjad nator complonce dung nation '&_Organizs and dct eager inca, eal groupe, ad whole Slass68 ‘Provides clear recon, ineuctions and explanations. 1 Diets fier ranstons between lessons andr one acy to he nt rng | 1 Uses vars fnacinaldralgios 0 ates dosed wucores joe male, vata aig es sd endl Mees 1 Uses appropiate material ad resources. 18. Demonte toxbaty and adapta “4. Asks lly phased, wet sequenced questons avy of copive lave 76. Provides appropri -wal-ne” eter posing qustons, 16. Seb clartcaton and elboraton of student responses, whee apse “Las ad dec student parcpaton alse arutson elective ana ibs ‘aosionespprontatly. 18 Credses in he castor, niervening when necessary, checking en nivale (up undertandng a achyicotont "8. Recognizes ad responds aperoprtlf nda ioronos nd group baring ewes 70. Reinforces dud aring, balding on provaus learing, reviewing, end eteacing 1 Achioves desu for each lesson consoldaing concepts Iuough sires revews, 22. Proves homework when appropriate and explains ascigmens fil ‘Comments: Miss. Kathol's ommunicaton was expressive and lear. She focusod on using vocabulary atthe grade 3 level and alluring atidents "tink tne" Throughout her prachour, Mies. Kathl Dagan tout the stagentscouls be 3 Independent thinkers and alow them to sot through tasks without her repeating insiustions and providing too many | examples: lof Miss Kaho’ lessons were wel organized. She was quick to make connections fom concepts ‘Students were leaming in previous lessons and oer subject areas and incorporate those ins her lessons. Sudents Were provided wih many opportunites to partcpate oral bath age and smaller setings as wel as being able to ‘move paysialy throughout her lessons. Ths varely through her lessons adérassed studens’ ferent leering styles Many Strategies were used i Mss. Katho's lessons where she could check fr understanding and ensure all students | Were ready to listen and lean, For example, she had students Holdup gers befor they would proceed, “Give me a “Tor understanding. 2 2 for sort of." On some oecasions, Mis, Kal woud ask 2 small group of students join her atthe back tale for smaller group Intucton and prowde assistance n stop by step fashion to work Inough ‘sks. Overat, Miss Kathol's communication was excellent 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSAT Toe cata mors a conc tc arg ddd tt ar py st payor soa sass Ecos toe hc at esoret tren ey : 5 Hl a lg |) up la ab] 78 | a5 Tr Aspe eka ett eee eetgeeTunrons ee rT “showing confidence, poise, composure. and presence. | 7 ce rng a ere onsen a oa 7 Sad chatty, 3 Doge ise, tern Asoo He eon RE 7 ieee apap tan Et pe wile Sa SR To OE T Es Cent rrr anton des rendre aor 1 z 6st anes brs eer sie SHO 7 7 ost et neva ie ena es 7 2 espns epee OT, an Ey, 5 Ses yaa pos lS ln kis nd | ‘Comments: Iwas very pleased with Miss. Kathosctassroom leadership and management. She was able to ‘consist hook students in due o ne preparation and enthusiasm for leaching, Classoom discipline wa Infir ut fm ways. Miss. Kathol developed very good relaonshipe with al students tay 25, 2008S Rasen 4 4. ASSESSMENT SAAS Taster utara ase inoraton sto tet arg rect andrea and ase he ge amine 1. Ascosses scent ming usng a vert of appropri assessment tchnques a T ineeumors (09. obseraton,convrsabone.quostonng.pctomance based rion asses 72. Proidos trey and odive eodbook on learing to sudan 7 “Modifies and adapts aching basod on assessment daa (a. uses arava {nnehing stein fo eae whe raged) “_Expans studots row esing wl be assessed Bagins each aceon emlaag he "PURPOSE ortho FOCUS Malta acuta ecodeofaldent progress, NIA T ‘Comments: Miss. Kathol was cea in communicating to students the purpose ofeach lesson. Some woul be to

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