Student Name: Student HCT ID number: Alya

Placement School:AIS Visit 1 Visit 2 15.3.18

Semester 4 Achievement that Achievement that Achievement that Achievement that is Achievement that is Achievement that is
clearly does not meet narrowly fails to meet minimally meets the satisfactory meets the significantly above the outstanding relative to
requirements for requirements for course course requirements course and GPA course and GPA the course and GPA
course with normal with normal grading but may not meet the requirements requirements requirements
grading mode. mode. GPA requirement

Commitment to Has not grasped Displays issues with Displays occasional Demonstrates Always Prioritizes the needs
the Profession
the importance of attendance and issues with consistent demonstrates of the school and
attendance and punctuality attendance and attendance and consistent students over
punctuality leading punctuality punctuality attendance and required working
to consistent punctuality hours
absences and/or
lateness

Fails to Has difficulties Is generally Is prepared & ready Is well prepared & Consistently
demonstrate a preparing for prepared & ready for each lesson ready for each prepares high
willingness to plan lessons & being for each lesson lesson quality materials
and prepare ready on time which are well
materials and organized
lessons

Has not been Participates in Participates in Participates in Actively participates Actively participate
involved in any professional professional professional in professional in a range of
professional activities on a very activities related activities across the activities across the professional
activities in the sporadic or one-off only to her class school, with some school activities across the
class or school basis encouragement school

1 1
Planning for Has consistently Has inconsistently Has completed Has completed Has completed solid Has completed
Learning
failed to complete completed lesson poor quality lesson appropriate lesson lesson plans which outstanding lesson
adequate lesson plans plans which are not plans which are are printed and plans which are
plans always available available for available for consistently printed
upon request MST/MCT upon MST/MCT upon and available for
request request MST/MCT upon
request

Lessons plans Lesson plans do not Lesson plans Lesson plans include Lesson plans include Lesson plans include
demonstrate a include appropriate include some relevant strategies a range of relevant a range of relevant
misunderstanding strategies for strategies for for teaching/ strategies for & innovative
of what is required teaching/learning. teaching/ learning learning and tasks teaching/learning strategies for
to achieve the LOs are missing or but these are not are outlined for and tasks are well teaching/learning
learning objectives are inappropriate. generally each stage of the described for each for each stage of the
appropriate. LOs lesson. LOs are stage of the lesson. lesson. LOs are
are stated but are clearly stated. LOs are clearly clearly stated & are
unclear stated. wholly appropriate.

Managing Does not implement Attempts to Attempts to Implements a range Implements a range Implements a range
Learning
classroom routines* implement implement of effective of effective of effective
in any meaningful classroom routines* classroom classroom routines* classroom routines* classroom routines*
way to secure a positive routines* to secure to secure a positive to secure a positive to secure a positive
and productive a positive and and productive and productive and productive
learning productive learning learning learning learning
environment. environment. environment, but environment environment and
However, this is However, this is tends to be reactive although some appropriately
achieved not achieved rather than minor issues persist responds to
sporadically consistently proactive classroom issues
with confidence

2 2
*Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behaviour & an orderly environment.

Implementing Does not have Has sufficient Usually has Has sufficient Has sufficient Has sufficient
Learning
sufficient subject subject knowledge sufficient subject subject knowledge subject knowledge subject knowledge
knowledge to to deliver the lesson knowledge to to successfully to successfully to successfully
successfully deliver but there are gaps successfully deliver deliver the required deliver the required deliver the required
the required LOs and/or inaccuracies the required LOs LOs with consistency LOs with confidence LOs with
confidence, and can
add in additional
examples and/or
respond to
questions with
accuracy
spontaneity

Does not implement Attempts to Implements Implements Implements well Learning centers/
learning centres/ implement learning learning centers/ appropriate learning organized and student centred
student centred centers/ student student centred centers/ student successful learning tasks are fully
tasks centred tasks but tasks but centred tasks to centers/ student appropriate for the
delivery is improvements are support learning centred tasks to context and
disorganized and needed in aspects objectives & engage support learning demonstrate
generally ineffective of organization students, but minor objectives & engage creativity and sound
adjustments are students pedagogy.
needed Organization is
outstanding.

3 3
 Students are unable Instructions have The quality of Instructions are Instructions are Instructions are
to follow the not been considered instructions are generally clear & consistently clear & consistently clear,
instructions due to so are unclear inconsistent concise concise concise & delivered
them being unclear leading to some with clarity &
and/or poor delivery confusion amongst confidence
the children

Assessment Does not complete Attempts to design Designs & Designs & Designs & Designs &
any diagnostic & implement a implements a implements a simple implements a simple implements a simple
assessment simple diagnostic simple diagnostic diagnostic diagnostic yet effective
assessment, suitable assessment, assessment, suitable assessment, suitable diagnostic
for the context & suitable to the to the context & to the context & assessment, suitable
learning objectives, context & learning learning objectives, learning objectives to the context &
but data collected in objectives, but but some minor learning objectives
generally invalid some data adjustments are
collected is needed
inadequate &/or
incomplete

Does not complete Asks some questions Asks a range of Asks a range of Consistently asks a Asks a wide range of
meaningful to guide reflections appropriate appropriate range of appropriate insightful questions
reflections but these are questions to guide questions to guide questions to guide to guide reflections
limited and shallow reflections on reflections on reflections on on various elements
various elements of various elements of various elements of of classroom
classroom practice, classroom practice classroom practice practice leading to a
but these tend to deeper
be shallow understanding and
valuable changes in
practice

4 4
Reflection on Does not complete Reflects on Reflects on Produces reflections Produces reflections Produces reflections
Practice
meaningful classroom situations classroom which identify which identify on classroom
reflections but does not accept situations and personal personal situations which
personal starts to accept responsibility for responsibility for accept personal
responsibility where some responsibility classroom situations classroom situations responsibility but
this is required for issues but does with growing with growing also recognizes
not follow through complexity & complexity & others’ roles and
with any implements some actively acts on includes appropriate
effectiveness changes these insights suggestions for
leading to improvements
improvements of across the
practice stakeholders leading
to improvements in
practice

Comments:
Used the hands on head strategy effectively at the beginning. Used this strategy again later in the lesson when they got noisy (reactive). Use preventative
strategies for behavior.
A nice introduction to the lesson having a letter delivered by a postman. This gave the lesson a context. Good to brainstorm ideas from the children about
when they might treceive letters. You checked their understanding of the elements of writing a letter.
Good you did discuss the difference between formal-and informal.
Outlined the 5 elements clearly witrh visuals.
Have a strategy for seating so they do this quickly.
Before watching the video prepare them and tell them why they are seeing classes from different countries so that they can be thinking of what questions to
ask. Also, spend a little time brainstorming ideas for the contents of the letter e.g. what might you say to a child in another country? Think about the subjects
they study, the classroom/school, where they live, how long it takes to get to school from home etc.
You have differentiated the activity giving scaffolding to two of the groups. Give more space for writing especially for the groups writing to another country
(pencil worksheet).
I like the post box to post the letters

You did tell them what to do when finished (read a book).

5 5
You gave them a time check before finishing the activity.
Children were engaged when writing the letters. You might have stopped the activity a little earlier as most had finished.Gave the closing activity as the lesson
was finishing. They had to rush through the activity.Get the children to distribute resources rather than you giving out the sheets. How could you have
assessed children’s understanding of the elements of a letter during the letter writing activity?
Asking questions to check their understanding of the activity.

Grammar- Who you will send a letter-(who will you send ) We will wait you (we will wait for you)

Visit 2
Be more specific with the first LO, what are the specific skills and strategies they will show? Have more detail in the LP e.g. in the opening, which questions
will you ask? What are the activities that you are explaining?. Main activities – say what needs to be included in the story map e.g. setting…
Got the Ss settled relatively quickly when transitioning from previous lesson.
You asked other Ss what a story map was when one boy didn’t know what it was.
Remember to use positive and preventatiove behavior management strategies rather than putting a cross for the group speaking. Stsrt with giving points to
encourage the behavior you want to see. You did this later in the lesson e.g. ‘see how Noura is raising her hand and giving the group a point for this.’
There is differentiation to two levels.
Showing props of the story to guess the story.
Reviewing the story with the Ss. Children reading the story in turn. Could the children have sat in front of the IWB so they could read the words clearly
without having to come to the board?
Asking them questions about the story to keep them engaged during the story.

Try to give more time for the writing activity. They had 10 minutes (your timer said 15 minutes). Might need to recap the story if they’ve had it before.
However, some students finished this in 5 minutes . The writing for Grade 4 Ss needs to be more challenging, some Ss were colouring or reading after
finishing. Colouring is not appropriate for Gr 4.
Ensure the activities support the LO. They filled in the story map but they did not analyse the benefits of using a story map? (LO)
Ensure instructions are clear – elements – explain what these are.
You got the group guide to give out the resources.
Music was very loud while working I found this very distracting. One student said the music was distracting and another asked for it to be turned down.
You did review some Ss story maps- reading examples out. You then asked them what the elements of a story map were at the end but no analysis of benefits?
Grammar
Whose know this game (who knows)
You know whats story map (do you know what a ___ is?)

6 6
What does it mean story? (what does a story mean?)
Tenses
What is our story will be about (what will our story be about?)
What is the step mother do (what did the …)
They don’t have a food (They didn’t have any food)
They go back to their home (they went back)
The mouse eat the bread (ate the bread)
When you will went to the… (when you go to the ..)
When to use articles
An example of story map (a story map)
It is a story time (it is story time)
Pronunciation witch (sounded like watch)

7 7