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Teaching Practice
Booklet
Description:
Resources:
(include photo):
International
Learning
Outcome:
Differentiated Ability
Levels:
Lady bug
picture.
To let them
count until 10.
Stickers.
Recognize.
Glue.
Mastery
Count and let the
high student help the
week student how to
do it.
Recognize number
10.
Developing
As the activity said
that they have to
stick 10 piece of
stickers.
Emerging
Let them count first
then start to stick the
sticker.
EPC 2903
Teaching Practice
Booklet
3. What is the role of the students while engaged during learning centers?
Helping each other.
4. What is the role of the teacher as the students are engaged during learning
centers?
Encourage them using positive word or something interesting.
EPC 2903
Teaching Practice
Booklet
Objective: To encourage student teachers to support and included the learning needs of identified
SEN students in the classroom
Procedure: Identify two children who have SEN and complete table 2 to highlight their needs and
identify support that is offered which facilitates their learning. If your class has no SEN students
you will need to go to a class that has SEN students in order to complete this task.
Evie
Age
4yrs
11mths
IEP
Area of Focus
EPC 2903
Teaching Practice
Booklet
Age
Mubark
5 years
IEP
Area of Focus
EPC 2903
Teaching Practice
Booklet
2. What accommodations were made for the identified SEN students in the
classroom?
The class helper with special need
3. Was there any assistive technology, other equipment or materials used with
the identified SEN students? If yes, please describe the equipment that was
used and what it was used for.
No
4. What teaching strategies did your MST use with the identified SEN students?
Give each one time to explain more for them
5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student.
No
6. Do you think that SEN students should be included in the classroom or taught
in class specifically for SEN students? Why / Why not?
EPC 2903
Teaching Practice
Booklet
Observation Task 3: Supporting Learning through the Performing Arts: Music and
Movement
Focus: Understand the importance of using performing arts in the classroom to link with
academic subjects
Objective: To encourage student teachers to identify different ways that performing arts can be
used in academic subjects
Procedure: Identify two music and movement activities students performed in the classroom and
complete the table
Description:
Objective
(include photo):
Music:
fast-slow
skip, stomp, march,
When they go back to their place.
Relationship: The teacher make the movement with student.
Interpretation: students use their imaginations to move (ex.
imagine you are a tree, a camel, the wind)(listen to the music and
use your imagination to move to the music)
International
Learning Outcome:
EPC 2903
Teaching Practice
Booklet
EPC 2903
Teaching Practice
Booklet
solution and that questions can have more than one answer. One of the large
lessons kids can learn from practicing creative arts is that there are many
ways to see and interpret the world. In your opinion, why is this important
and what impact does this have on education?
2. Creative thinking and reasoning have been identified and highlighted as an
essential twenty-first-century skill by many business, education, community
and government leaders. In your opinion, do you think that this is an
important skill for children to learn? Why or why not.
3. Some people view creative arts education as a luxury and do not help with
the building blocks of child development. In your opinion, what are the
benefits for children who are engaged in creative arts in school?
Children will learn through the art for example if they are dance or move they
will remember this and dont forget it.
Children engaged well and fell interesting about the arts.
EPC 2903
Observation Task 4
Choose, justify and reflect on the selection of appropriate routines and explain practical aspects of
their implementation.
Reflect on how routines can impact classroom environment (pacing, preventive CRM,
student engagement)
Choose and justify the selection of appropriate routines (entering/leaving the class,
transitions, submitting work, resource distribution) in a range of contexts (ages, gender,
class size, school context, class dynamics, parental support)
Explain practical aspects of implementation (clear instructions consistency)
TASK DESCRIPTION
The task is made up of two activities:
Activity 1: Observing Classroom Routines and Procedures
Activity 2: Planning for/Developing Routines and Procedures
You are to complete BOTH Activity 1 AND Activity 2.
Though there are many routines and procedures all over the school such as returning from assembly
or walking in the hallways, this task focuses on what happens inside of your classroom only.
During the first week of your teaching practice observe your MST and her/his classroom. Make a note
of five (5) routines that you see her/him use every day inside of the classroom. Fill in the table below
to describe EACH routine; when and where it is used; and what is the aim of the routine or the
student behavior that it hopes to achieve.
EPC 2903
1
Line up
2
Alphabet song.
Aim of the
routine
(what student
behaviour it
hopes to
achieve)
Document
(If possible, take a photo
of the routine as it is
happening, or of any
Choose the
leaders for
boy and girl
line who is
behaving
well.
To teach them
how to be
organized and
well managed
At the
morning
class
teacher
revise the
letter and
sound of it.
Install the
letters.
EPC 2903