Higher Colleges of Technology

Common Course Outline

 Course Title: Practicum 2b
 Course Number: EPC 2903
 Course Credit Units: 3.00
 Total Contact Periods Per Week: 4
 Degree Level: AAS/BAS
 Course Description:

In the final semester of the “Emerging Teaching” phase of the programme, student teachers complete a
practicum over a 12-18 day period during which coursework from corresponding courses will also be
implemented. This takes place in a setting appropriate for their degree strand (ECE, EDT, EPR, ELT).
Building on Practicum 2a and under the guidance of the MST, student teachers will individually plan, deliver
and reflect upon the efficacy of a minimum of three, complete teaching sessions with an entire class.

 Additional Information:

This course is best implemented in collaboration with other Semester 4 class teachers, as it is the focal point
for all Semester 4 courses. In settings where the instructor of this course and of the other Semester 4
courses are different, faculty and students will be responsible to communicate frequently with the other
instructors. This and the need to develop effective time management strategies to meet the demands of
other courses should be raised and clarified with students at the start of the course.

 Grading Mode: N - Normal Grading Mode

 Prerequisite Course(s):
o EPC 2403
o or EPC 2401
 Corequisite Course(s):
 Equivalent Course(s):
o EPC 2901
 Grade Scale:
 Must Pass: Yes
 Course Learning Outcomes:
o CLO 1- CLO 1: Evaluate and participate in a range of professional activities across the school
o CLO 2- CLO 2: Develop testable learning objectives and write full lesson plans
o CLO 3- CLO 3: Choose, justify and reflect on the selection of appropriate routines and explain
practical aspects of their implementation
o CLO 4- CLO 4: Identify appropriate learning centres, explore their value and outline organisational
aspects; consider the key characteristics and importance of effective instructions
o CLO 5- CLO 5: Describe diagnostic assessment and apply to identify students’ levels; distinguish
and apply different types of grading
o CLO 6- CLO 6: Discuss the role of questioning when reflecting and reflect on classroom situations
focusing on classroom management
 Delivery Framework:

Commitment to the Profession

Evaluate the importance of a range of professional activities across the school (assembly, bus duty, extra-
curriculum clubs)

Actively participate in professional activities across the school

Planning for Learning

 Develop testable learning objectives

Write full lesson plans which include beginning, middle and end content/ tasks that support achieving the
learning objectives

Managing Learning

Reflect on how routines can impact classroom environment (pacing, preventive CRM, student engagement)

Choose & 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 etc.)

Implementing Learning

Explore the value of learning centres to the relevant TP context

Identify appropriate learning centre tasks

Outline organisational aspects of learning centre delivery (for example, preparing resources, giving
instructions, setting expectations etc.)

Consider the importance of effective instructions and their key characteristics (clear, concise, concept
checked etc.)

Assessment

Describe the purpose of diagnostic assessment

Apply diagnostic assessment to identify students’ levels, including SEN

Distinguish between types of grading (norm-referenced, criterion-referenced, comparison of students’ ability,

comparison of student progress) & apply them appropriately

Reflection on Practice

Discuss the role of questioning in reflection on various elements of classroom practice

Produce reflections which identify personal responsibility for classroom situations with growing complexity,
focusing on classroom management

 Teaching AND Learning Strategies:

Work plans should be developed to support the achievement of ‘EPC 2903 Teaching Practice Competence
Standards’ and the successful completion of all practicum tasks specified in the ‘Practicum 2b Guide’ for
each major.

This course is taught using a combination of inquiry based activities, practical demonstrations,
presentations, discussions, Q&A, readings, video presentations and analysis, visits to a range of educational
settings. Direct observation, teaching practice and guided tasks should also be used to support participants
in achieving the learning outcomes. Suggested strategies for each learning outcome can be seen in the
course guide.

 Assessment Strategies:

Coursework - Practicum Assessment: 30% (MP)

Combined Mentoring School and College Teacher Report with reference to 2 formal observations by each
and TP competences for Practicum 2b. Focus on behaviour management, differentiation strategies,
monitoring, feedback and use of assessment tools.
(Outcomes: 1,2,3,4,5)
 Coursework - Interview: 30%
Students discuss progress in Practicum 2b competences and reflect on theory and experience, feedback
and other course content to articulate a basic teaching philosophy, which supports an inclusive curriculum.
Evidenced in the Practicum e-portfolio.
(Outcomes: 1,2,3,4,5)
Final Assessment - Portfolio: 40% (CSA)
A showcase e-portfolio, containing information about the setting, tasks, reflections, professional
development goals for Semester 5, artefacts, differentiated lesson/activity plans, behaviour management
tools and additional sections for core courses.
(Outcomes: 1,2,3,4,5,6)
Total Weight: 100%

 Required Educational Resources:

o Student
o Orlich, Donald C. (2018) Teaching Strategies: A Guide to Effective Instruction (11th ed.) Cengage
Learning ISBN: 9781305960787
 Additional Educational Resources:
o The following resources are located in the EPC2903 folder in the Teaching Practice Library on the
Education SharePoint site and should be used to inform faculty work plans:

 HCT Teaching Practice Competence Standards

 Practicum 2b Guide

 HCT Practicum Guidelines for Students - Rules and Regulations

 Attachments:
o Ward & McCotter (2004)
 Special Comment: