HBEF4606 Practicum Guidec - SG (Capr18) Bookmark PDF

STUDY GUIDE
HBEF4606
Practicum Guide
Copyright © Open University Malaysia (OUM)

STUDY GUIDE HBEF4606 Practicum Guide
CLUSTER OF EDUCATION AND SOCIAL SCIENCES (CESS)
STUDY GUIDE
HBEF4606
Practicum Guide
Prepared by: Rosinah Mahmood

Assoc Prof Hazidi Abdul Hamid
Cik Norazlina Mohamad
Teo Hui Thian
Assoc Prof Dr Norlia T. Goolamally
Kuldip Kaur
Teh Lai Ling
Open University Malaysia
Developed by: Centre for Instructional Design and Technology

Open University Malaysia
First Edition, April 2012

Second Edition, April 2018
Copyright © Open University Malaysia (OUM), April 2018, HBEF4606
All rights reserved. No part of this work may be reproduced in any form or by any means
without the written permission of the President, Open University Malaysia.
Copyright
1 © Open University Malaysia (OUM)
VISION
To be the leading provider in flexible learning.
MISSION
To enhance the accessibility of quality education and provide lifelong
learning opportunities by leveraging on technology, adopting flexible
modes of learning as well as providing a conducive and engaging learning
environment at competitive and affordable cost.
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Open University Malaysia (OUM)
CONTENTS
Part One: Introduction ................................................................................. 5
1.1 Introduction ........................................................................................ 5
1.2 Rationale ............................................................................................ 5
1.3 Aim ..................................................................................................... 5
1.4 Course Outcomes .............................................................................. 5
1.5 Practicum Parameters ........................................................................ 6
1.6 Practicum Modes ............................................................................... 6
1.7 Important Terms ................................................................................. 6
Part Two: Practicum Procedures ............................................................... 8

2.1 School Orientation Programme .......................................................... 9
2.2 Practicum Schedule ........................................................................... 9
Part Three: Roles and Responsibilities ................................................... 11

3.1 Principal or Head of Institution ......................................................... 11
3.2 Co-Teacher ...................................................................................... 11
3.3 Supervisor ....................................................................................... 12
3.4 Student-Teacher ............................................................................. 12
Appendix A................................................................................................... 14
Part Four: Practicum Focus Areas Based On Programmes ..................... 16

4.1 Postgraduate Diploma in Teaching (PGDT) ..................................... 17
HBEF4606 Practicum Guide ............................................................ 17
4.1.1 Practicum Focus Areas ....................................................... 18
4.1.2 Teaching Hour Requirements Based on Modes ................. 20
4.1.3 Teaching Lesson Supervision ............................................. 26
4.1.4 Lesson Plan ........................................................................ 26
4.1.5 Reflective Journal ............................................................... 29
4.1.6 Writing Reflective Journal ................................................... 30
4.1.7 Student Feedback Form ..................................................... 31
4.1.8 Practicum Portfolio Submission .......................................... 31
4.1.9 Practicum Closure Sign-off Form ........................................ 32
4.1.10 Portfolio Submission ........................................................... 32
4.1.11 Student-Teacher Practicum Assessment ............................ 32
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4.2 Bachelor of Education (TESL) ......................................................... 40

HBEF4606 Practicum Guide ............................................................ 40
4.2.1 Practicum Focus Areas ....................................................... 41
4.2.2 Teaching Hour Requirements Based on Modes ................. 43
4.2.3 Teaching Lesson Supervision ............................................ 49
4.2.4 Lesson Plan ........................................................................ 48
4.2.5 Student Feedback Form ..................................................... 49
4.2.6 Reflective Journal ............................................................... 49
4.2.7 Writing Reflective Journal ................................................... 49
4.2.8 Practicum Portfolio Submission .......................................... 51
4.2.9 Practicum Closure: Sign-off Form ...................................... 51
4.2.10 Portfolio Submission ........................................................... 52
4.2.11 Student-Teacher Practicum Assessment ........................... 52
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PART ONE: INTRODUCTION
1.1 INTRODUCTION
This Practicum Guide is for Open University Malaysia (OUM) PGDT and
BETESL programmes. It is targeted at learners (student-teachers) who will be
undertaking their teaching practicum in recognised schools and teaching
institutions.
It will guide student-teachers through the school orientation programme (SOP)

and teaching practicum experiences. Thus, it is necessary for learners to
carefully read and understand the contents of the Practicum Guide before
embarking on the practicum. If you have any doubts or queries, you can post
your questions on the OUM myINSPIRE online forum.
1.2 RATIONALE
The inclusion of this course in the programme is to provide student-teachers

with the opportunity to apply their pedagogical knowledge and skills in practice
in order to become competent teachers. The student-teacher will be able to
understand his role in the profession and in the extended operational
environment of the school.
1.3 AIM
The aim of this Practicum Guide is to familiarise student-teachers with the

teaching and learning environment.
1.4 COURSE OUTCOMES
By the end of the practicum, student-teachers will be able to:
(a) Prepare and plan lessons according to the required assessment criteria;
(b) Demonstrate the ability to teach confidently in a classroom setting;
(c) Apply appropriate teaching techniques in classroom lessons; and
(d) Reflect on their teaching experiences for continuous improvements.
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1.5 PRACTICUM PARAMETERS
Student-teachers are required to undergo their practicums at public or private

teaching institutions depending on the requirements of the specific
programmes. Student-teachers need to complete the required teaching hours.
A supervisor will be appointed by OUM for each student-teacher. The student-
teacher will be evaluated by his supervisor and co-teacher based on the set
criteria. The supervisor and the co-teacher will be appointed by OUM. Student-
teachers are required to write their lesson plans based on instructional
domains.
Specific requirements for each programme are outlined in the respective

appendices.
1.6 PRACTICUM MODES
The practicum modes for student-teachers are based on previous teaching

experiences of individual student-teachers. Take note that these modes are
only applied to the PGDT and BETESL programmes.
1.7 IMPORTANT TERMS
Teaching and learning: The teacher will design learning opportunities that
will allow students to participate in empowering activities which will enable
them to understand that learning is a process and mistakes are a natural part
of the learning.
Lesson plan: A lesson plan is a teacher's detailed description of the course

of instruction or "learning trajectory" of a lesson. The daily lesson plan is
developed by the teacher to guide class learning. Details will vary depending
on the preference of the teacher, subjects being covered and the needs of the
students.
Classroom management: Classroom management is considered as the

student-teacher’s daily control of student behaviour and learning in the
classroom setting.
Classroom organisation: Classroom organisation refers to how the student-

teacher and his students are grouped throughout the lesson and the
management of allocated lesson time.
Curriculum: Curriculum refers to school experiences, both planned and

unplanned, which promote student learning.
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Practicum: A short-term field-based experience during which a student-

teacher spends time teaching, observing and being assessed in the
classroom. It is also an integral component of a student-teacher’s
development which enables him to experience the actual teaching and
learning environment.
Practicum portfolio: A documented collection of a student-teacher’s

personal teaching record which is drawn up and compiled according to OUM
guidelines. The portfolio compilation should include several aspects such as
management, curriculum, infrastructure, daily and weekly journal entries,
evaluation (by Supervisor and co-teacher) and students’ feedback.
Practicum mode: The number of weeks a student-teacher needs to

undertake the teaching practicum. Duration of teaching will depend on the
student-teacher’s past teaching experience.
Reflective journal: A student-teacher’s personal records of his learning

experiences. Student-teachers need to record their teaching and learning-
related observations.
School orientation programme (SOP): A period of time at the beginning of

the teaching practicum in the school or teaching institution. It is meant to orient
student-teachers about the school environment and its culture.
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PART TWO: PRACTICUM PROCEDURES
Student-teachers are required to plan their respective teaching practicum

schedules as shown in the practicum flow chart in Figure 1.
Figure 1: Teaching practicum flow chart
Note:
1. Minor changes to the process flow may occur for the individual
programmes.
2. For TESL students, see Appendix 6 for form pertaining to Step 3.
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2.1 SCHOOL ORIENTATION PROGRAMME (SOP)
The SOP provides an early exposure to the school environment and will enable
student-teachers to understand the educational setting through teaching and
learning activities. During the SOP, student-teachers will have the opportunity
to observe and interact with school administrators, teachers and students.
Student-teachers will also be able to observe student behaviour, actual
classroom teaching conducted by school teachers and the overall management
of the school. Through information-gathering tasks and self-reflection, it is
hoped that student-teachers will be able to apply the pedagogical theories into
their teaching practice.
The following is the SOP guidelines for student-teachers:

(a) Establish good relationship with the school community;
(b) Carry out general observations in the school and take notes based on the
practicum schedule guidelines;
(c) Communicate and interact well with the school community in a
professional manner;
(d) Discuss, observe and assist teachers in the classroom;
(e) Be involved in the school’s co-curricular activities if it is feasible;
(f) Demonstrate the professional values, commitment and responsibilities of
a teacher; and
(g) Commence portfolio documentation.
2.2 PRACTICUM SCHEDULE
The teaching practicum duration will depend on the student-teacher’s past

teaching experience. The schedule provides an overview of the practicum
structure that the student-teacher will be undertaking during the practicum. It must
be prepared and adhered to diligently.
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It is important that student-teachers adhere to the following:

(a) Complete the hours according to the calendar date of commencement and
completion of the practicum;
(b) Discuss the supervision schedule with the respective co-teacher and
supervisor;
(c) Teaching observations should be scheduled with the respective co-teacher
or supervisor;
(d) The dates for teaching observations should be clearly stated in the
schedule; and
(e) Compile the completed co-teacher and supervisor practicum observation
form in the portfolio.
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PART THREE: ROLES AND RESPONSIBILITIES
3.1 PRINCIPAL OR HEAD OF INSTITUTION
The principal or head of institution is the administrative leader, and as such,

he is responsible for guiding the student-teacher as he goes through his
practicum particularly in the aspects of teaching and learning.
The principal or head of institution shall provide support to the student-teacher

based on the following:
(a) Collaborate with OUM for the teaching practicum;
(b) Identify and appoint a trained and experienced teacher as the co-
teacher;
(c) Assist the student-teacher in adjusting to the school environment and its
culture;
(d) Provide the necessary information to assist the student-teacher with the
teaching practicum SOP;
(e) Provide the student-teacher with opportunities to observe and share
experiences with his co-teachers;
(f) Provide continuous guidance and feedback to the student-teacher;
(g) Report to OUM of any student-teacher discipline or medical matters; and
(h) Ensure that the student-teacher records his attendance throughout the
practicum duration.
3.2 CO-TEACHER
The following are the responsibilities of a co-teacher:

(a) Help the student-teacher adjust to the school routine and introduce him to
the staff in school;
(b) Discuss school policies, plans for classroom management, curriculum and
teaching resources with the student-teacher;
(c) Observe student-teacher teaching lessons that are specified in the
Practicum Guide and provide constructive feedback by completing the
observation form. Provide the original copy of the observation report to the
student-teacher and keep a copy in the school;
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(d) Discuss the student-teacher’s performance with OUM’s appointed

supervisor;
(e) Provide opportunities for the student-teacher to observe experienced
teachers while they teach in the classroom;
(f) Review and sign the student-teacher’s lesson plan;
(g) Guide the student-teacher in using teaching materials and suggest
effective teaching techniques and strategies; and
(h) Schedule time for observation and evaluation.
3.3 SUPERVISOR
The role of a supervisor is to develop the required skills and competencies in

the student-teacher in order to enable him to function effectively in the
classroom.
The following are the responsibilities of a supervisor:
(a) Carry out teaching observation based on the student-teacher practicum

mode;
(b) Conduct pre and post-teaching conferences for the student-teacher
during teaching observation. Provide verbal and written feedback based
on the student-teacher’s teaching performance;
(c) Discuss areas for improvement with the student-teacher;
(d) Monitor the student-teacher’s teaching progress in school; and
(e) Guide the student-teacher in the preparation of the practicum portfolio.
3.4 STUDENT-TEACHER
The student-teacher will assume assigned teaching responsibilities for a given

class which include class management, lesson planning, assessment and
grading during the practicum period. This is to enable the student-teacher to
experience the role of a teacher.
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The student-teacher’s responsibilities are as follows:
(a) Read and adhere to the aims and objectives of the practicum;
(b) Assume responsibility for his school or teaching institution’s placement;
(c) Submit timetable, copy of practicum schedule and other related
information to OUM before the start of the practicum;
(d) Discuss with the co-teacher and supervisor about his role and
responsibilities during practicum;
(e) Prepare the SOP;
(f) Prepare relevant and adequate teaching lessons in advance. Prepare
sufficient written exercises and homework related to the subject taught.
The student-teacher is expected to grade and evaluate all students’ work
in his class;
(g) Strictly adhere to school attendance regulations. Inform the school
authority, supervisor and the co-teacher about any absenteeism;
(h) Observe school rules and regulations pertaining to the code of conduct
as a teacher;
(i) Maintain professionalism at all times towards students and other staff
members. Communicate effectively with the school community; and
(j) Prepare appropriate documentation to record progress made during the
practicum period.
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APPENDIX A
Code of Ethics for Student-Teachers
1. Interacting with Administrators

Student-teachers should know the names of the school administrators,
ask to be introduced and interact professionally.
2. Interacting with Co-Supervisors

Student-teachers need to establish good rapport with co-supervisors and
understand the role of the co-supervisors in the classroom.
3. Interacting with Students

Appropriate interaction between the student-teacher and his students is
an important aspect of the placement experience. These interactions
should commence on the first day of the placement, if possible, and
should be consistent throughout the entire length of the placement. The
interactions should occur inside as well as outside the classroom during
the school day.
4. Interacting with Parents

Parents should be informed early in the semester that a trainee teacher
will be working in the classroom.
5. Professional Dress Code

Student-teachers should be familiar with their schools’ dress code. The
dressing should be professional, neat, clean and modest.
6. Timeliness
Punctuality affects the flow of good planning and classroom
management. Classroom activities run more smoothly if materials are
prepared ahead of time.
7. Attendance
Attendance is compulsory according to the practicum schedule. All
absenteeism must be accompanied by appropriate documentation (for
example, medical certificate, death certificate and other relevant
documents). All documents must be submitted to the school authority
and a copy also needs to be included in the portfolio.
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8. Restraint of Students
Occasionally, students’ misbehaviour will require adult intervention in
order to prevent further disruptions or injuries. In some cases, restraint
of students may be necessary. However, student-teachers should not
attempt to restrain students unless they have been trained to do so.
Severe misbehaviour should be reported to the school authority.
9. Taking or Posting of Photographs

Taking or posting of photographs as well as details of students and staff
members of the school or institution is prohibited. Disciplinary action will
be taken in the event of failure to comply.
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PART 4: PRACTICUM FOCUS AREAS BASED ON

PROGRAMMES
4.1 POSTGRADUATE DIPLOMA IN TEACHING (PGDT)
4.2 BACHELOR OF EDUCATION (TESL)
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4.1 POSTGRADUATE DIPLOMA IN TEACHING (PGDT)
POSTGRADUATE DIPLOMA IN TEACHING (PGDT)

HBEF4606 PRACTICUM GUIDE
PROGRAMME DIRECTOR: AP. Dr. Abdul Aziz Mohd Nor
[email protected]
0327732344
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4.1.1 PRACTICUM FOCUS AREAS
Learners are required to observe and garner information based on the four
main areas of management, curriculum, infrastructure and journal reflection
(refer to Table 1).
Table 1: Suggested Information on Management, Curriculum, Infrastructure

and Journal Reflection
Management Curriculum Infrastructure Journal

Reflection
 School vision, A. Core subjects:  School size  Daily (after
mission and  Timetable each
philosophy  School lesson)
 Syllabus location
 School  Weekly
organisational  Lesson plan  Physical (only one
structure arrangements journal per
 Classroom week)
 Units such as process  School field
the Parent-
Teacher B. Teaching and  Playing areas
Association, learning
School support:  Swimming
Management  Teaching- pool
Board and the learning
Disciplinary resources  Furniture and
Board equipment
 Subjects’ key
personnel  Indoor games
 General orders
meetings facilities
or circulars
(e.g. school
 Other related Services
attire, teachers’
information available:
Code of Ethics,
 Operation
student C. Co-curricular room
disciplinary activities:
actions)  Associations  Telephone
booth
 Functions of  Societies
management  Suggestion
staff  Clubs box
 Attendance  Sports or  Emergency
(teachers, games room
administrative
staff and  Uniformed  Learning
students) bodies or units corner
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 School’s  Gardening
academic areas
calendar
 Teachers’
 Curriculum room
planning and
implementation  Restrooms
 Teachers’  Counselling
record books room
 Syllabus  Cafeteria
 Textbooks  Bulletin or
notice boards
 Finance and
expenses
(if applicable)
 Staff meeting
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4.1.2 TEACHING HOUR REQUIREMENTS BASED ON MODES
Student-teachers must adhere to the number of teaching hours based on the

teaching modes (refer to Table 2).
Table 2: Required Number of Hours and Weeks in Practicum
Number of
Teaching Placement in
Practicum Number of Hours Per
Mode Public or Private Schools
Duration Week (Hours)
or Institutions
(Weeks)
1 4 10 or more  Primary school
2 8 6 or more  Secondary school
3 12 4 or more  International school
 College
 University
Please note that student-teachers are not allowed to do their practicum in any
tuition centres or enrichment centres. You should provide the timetable with
the number of lessons per week based on the mode of your practicum unless
you are in a single mode programme. Holiday or examination week is not
considered as teaching and learning week, and you may need to extend your
practicum week.
Mode 1 Practicum Schedule
Student-teachers in Mode 1 with more than one year of formal teaching

experience in a public, private or any teaching institution will need to adhere
to the practicum process as shown in Table 3.
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Table 3: Mode 1 Practicum Schedule
Week Practicum Process Portfolio Documentation

1  Report to school authority  Timetable
 SOP  Housekeeping
 Start of portfolio documentation
 Journal entry
2  SOP  Lesson plans
 Classroom teaching  Teaching materials (examples)
 First observation by
 Completed first Observation
co-teacher
Form by co-teacher
 Portfolio documentation
 Journal entry
3  SOP  SOP report
 Classroom teaching  Lesson plans
 Second observation by
 Teaching materials (examples)
co-teacher
 Completed second Observation
Form by co-teacher
 Journal entry
4  Classroom teaching  Lesson plans
 Observation by OUM  Teaching materials (examples)
appointed supervisor
 Completed Observation Form by
 Complete sign-off form
OUM supervisor
 Submit completed portfolio to
OUM  Journal entry
 Appendices
 Completed Practicum Sign-off
Form
 Completed portfolio
documentation
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Student-teachers in Mode 2 with less than one year of formal teaching

experience in a public, private or any teaching institution will have to adhere

1  Report to school  Timetable
authority  Housekeeping
 SOP
 Journal entry
co-teacher
 Completed first Observation Form by
co-teacher
 Journal entry
 Journal entry
 First observation by  Teaching materials (examples)
OUM appointed
supervisor  Completed first Observation Form by
OUM supervisor
 Journal entry
 Journal entry
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 Second observation  Teaching materials (examples)
by co-teacher
 Completed second Observation Form by
co-teacher
 Journal entry
 Second observation  Teaching aids
by OUM supervisor
 Completed second Observation Form by
supervisor
 Journal entry
 Submit completed  Teaching materials (examples)
portfolio to OUM
 Completed portfolio documentation
 Appendices
 Journal entry
 Completed Practicum Sign-off Form
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Student-teachers in Mode 3 with no teaching experience will have to adhere


principal  Housekeeping
 School orientation  SOP report
programme (SOP)
 Journal entry

 Journal entry

 Journal entry

 Journal entry

 Journal entry
6  SOP  Final SOP report

 Journal entry

co-teacher  Completed first Observation Form by co-
teacher
 Journal entry

 Journal entry
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 Second observation by  Teaching materials (examples)
co-teacher  Completed second Observation Form by
co-teacher
 Journal entry

OUM appointed  Portfolio documentation
supervisor
OUM supervisor
 Journal entry

 Third observation by  Teaching materials (examples)
co-teacher  Completed third Observation Form by
co-teacher
 Journal entry

 Final observation by  Teaching materials (examples)
OUM supervisor  Completed final Observation Form by
 Submit completed OUM supervisor
portfolio to OUM
 Journal entry
 Appendices
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4.1.3 TEACHING LESSON SUPERVISION
Number of observations by the supervisor and co-teacher
The supervisor and co-teacher will supervise learners (student-teachers)

based on OUM stipulated requirements as shown in Table 6.
Table 6: Student-Teacher Practicum Observation
Number of
Personnel for
Mode Teaching Experience Observations
Supervision
(Times)
1 More than one year Co-teacher 2

experience
Supervisor 1
2 Less than one year Co-teacher 2

experience
Supervisor 2
3 No teaching experience Co-teacher 3
Supervisor 2
4.1.4 LESSON PLAN
Student-teachers are required to prepare lesson plans and learning materials in

advance. Provide a copy of the lesson plan to the co-teacher and supervisor before
the observation commences. Refer to the lesson plan as shown in PGDT
HBEF4606_Appendix 1.
In addition, student-teachers are required to write daily reflections at the end of

every lesson. Table 7 shows some examples of a student-teacher’s daily
reflections. In addition, student-teachers are also required to write weekly
reflections (see PGDT HBEF4606_Appendix 2). The format for writing the two
types of journal entries is the same except that for the weekly reflections, you need
to elaborate further based on your experience in teaching and learning and/or the
school environment.
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Table 7: Examples of Daily Reflections
Observation Evaluation Short-term Action Long-term Action
Lesson 1:
Students did not Overestimated Provide enough Consider the
have enough time the number of time for each achievable goal for
to complete the activities for activity in each each activity; plan
activities. the lesson. lesson; envision activities well;
how much time is allocate enough time
needed for for each activity but
students to it is also important to
complete each be flexible; for
activity; drilling discussions to be
session should not productive, allocate
take more than five a few more minutes
minutes. for students to
summarise.
Lesson 2:
The same students The group size Assign special Identify the active
are always raising was too big. roles to the eager and passive
their hands (the beavers to be students in each
eager beavers) "helpers" in each classroom; assign
and trying to group. Teach them group members so
answer every to use expressions that everyone is
question. A quiet such as “That’s involved. This will
student who sat at interesting. Why do boost the students’
the back chose not you think that is confidence or
to answer the so?” and motivation.
teacher’s encourage them to
questions. obtain the answers
from their
classmates instead
of always providing
them. Provide shy
students the
chance to work with
different partners.
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Lesson 3:
Students read the The text was The text needs to Be more careful with
text aloud poorly more be edited further; I the choice of text
not fluent, wrongly challenging need to incorporate used; text needs to
pronounced words, than what the more active be re-edited;
etc. teacher approaches and conduct more
expected; the conduct more checks on students’
students had checks on their learning.
lower level of comprehension.
understanding
than expected.
Lesson 4:
Nearly half the My instruction Stop the class Plan instructions
class had was not clear when they show accordingly and
questions for the and very signs of confusion anticipate problems
given task. confusing for and go through the faced by students;
the students. instructions more test the instructions
carefully; check with other people or
students’ colleagues; write out
understanding of the instruction script
the task question; for self-reference.
attract their
attention towards
the important
points.
Lesson 5:
Disappointing Not sufficient Stop after two Vary the feedback;
feedback after the time was feedback items and sometimes, no
group discussion. allocated for encourage all feedback at all is
the students. groups to spend 10 required; treat
minutes to work on feedback as a
them. separate task that
has its own structure
and time.
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Lesson 6:
Students did not Students were Stop reading after Consider the choice
pay attention bored by the 15 minutes. of text used; vary
during the reading text; some reading strategies
of the textbook. students did and voice
not have the modulation; plan for
textbook with shorter reading
them. sessions; give out
the focus questions
before the start of
reading.
Source: Wright (2017)
Note: The number of daily journal entries depends on the number of student-
teacher lessons per day as stipulated in the timetable. If the student-teacher
has four lessons on the first day, this means that there are four journal entries
for that day.
4.1.5 REFLECTIVE JOURNAL
Reflective journals are writings about and reflections of the student-teacher’s

own thoughts. The process of reflecting on one’s thoughts, ideas, feelings and
own learning encourages metacognitive skills by helping student-teachers to
self-evaluate (Wright, 2017). This process helps student-teachers learn new
concepts and complex issues.
Reflective practice advocates learning by creating opportunities that allow

student-teachers to think about their learning, their own lives and their
surroundings. The process highlights problems, misunderstandings and
confusions. It also assists student-teachers in identifying new areas of
development, independent learning and taking responsibility for one’s learning
(Strong, Silver & Perini, 2001). Thus, when a student-teacher reflects on his
learning, he will transform his discovery of learning into plans for improvement.
The main idea is to show student-teachers how to transform their thinking into
writing; it need not necessarily be polished writing. A reflective journal brings
additional insights into how student-teachers value their own learning and
progress.
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4.1.6 WRITING THE REFLECTIVE JOURNAL
Student-teachers can take 3 to 15 minutes to write journal entries in their

portfolio about happenings before, during or after each lesson. The journal
entries can be developed based on the classroom setting or beyond the
classroom setting. Student-teachers should write about their personal
thoughts and feelings, and draw their own conclusions instead of repeating
what they think it is or should be. Journal writing should promote the
exploration of in-depth thinking. For example, consider the difference between
the following questions as shown in Table 8.
Table 8: Examples of Questions to Help Student-Teachers Write

Reflective Journals
What are your thoughts on the What did you learn from your first lesson
lesson? in class today?
What did you do in your lesson What happened in the classroom today
today? that made you feel delighted?
What do you want to learn? How can you apply some of your
achievements today to become a more
successful teacher?
The questions in the first column surround superficial facts and feelings. On
the other hand, questions in the second column ask the student-teacher to
explore assumptions and values. As such, the student-teacher will be able to
develop critical thinking skills and analyse his own ideas.
It is imperative for student-teachers to journaling regularly write in his personal

journal. Student-teachers may find journaling a difficult task to do at first.
However, with lots of practise it will become easier. Student-teachers should
make it a routine habit and learn to appreciate it.
The reflective journal will be assessed. Student-teachers may attach each

journal entry after each lesson plan. Student-teachers may follow the daily
reflection template for the weekly journal entry. See PGDT HBEF4606_
Appendix 2 for the daily journal entry form.
Different teachers may have different observations or problems that they

encounter in each lesson. You can write one or more observations for each
journal entry. These observations or reflections can be from the perspectives
of lesson, management or implementation, as well as classroom behaviour
management.
Copyright © 30
Your journal entry after each lesson should include the following:
(a) Observation;
(b) Evaluation;
(c) Short-term action; and
(d) Long-term action.
To assist you to perform the daily entry, which should be completed after each
lesson, you may follow the format as shown in Table 8. You can also use this
format for your weekly journal entry.
4.1.7 STUDENT FEEDBACK FORM
The focus of feedback is to emphasise the instructional aspect of feedback

rather than the correctional dimension in the learning process (Hattie &
Timperley, 2007). Student-teachers need to be actively involved in learning
what the feedback criteria mean and in understanding the goals and purposes
of the students’ feedback.
At the end of every lesson, student-teachers are encouraged to obtain

students’ feedback. Student-teachers should compile the feedback forms in
the portfolio. Provide examples (10 to 15 feedback forms) from different
lessons. There are separate feedback forms for primary and secondary
schools as well as other teaching institutions. See Student Feedback Form in
PGDT HBEF4606_ Appendix 3.
4.1.8 PRACTICUM PORTFOLIO SUBMISSION
At the end of the practicum, student-teachers are required to submit their

portfolios to OUM. The practicum portfolio should be well-organised and
documented. The portfolio content should include the SOP report, lesson plans,
teaching materials, supervisor and co-teacher’s feedback and observation forms,
self-reports, personal (reflective) journal entries, learner feedback forms as well
as photographs of school activities and samples of students’ work.
Student-teachers can divide the portfolio into several areas as mentioned in Table
1 when organising the portfolio documentation. The criteria will help student-
teachers to organise their portfolios.
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4.1.9 PRACTICUM CLOSURE: SIGN-OFF FORM
Student-teachers should get the completed Practicum Sign-off Form signed

and stamped by the school or institution authority upon completion of the
practicum.
Guidelines for the Practicum Sign-off Form are as follows:

(a) Student-teachers should present all documents related to the SOP and
teaching practicum to the co-teacher and supervisor. When these
documents are completed, the Practicum Sign-off Form should be
signed by the teaching institution authority.
(b) Student-teachers should obtain the acknowledgement of the portfolio
completion from the co-teacher and the supervisor.
(c) The co-teacher will forward the Practicum Sign-off Form to the principal
or head of institution to be approved.
(d) The approved Practicum Sign-off Form should be compiled in the
portfolio. Refer to PGDT HBEF4606_Appendix 4.
4.1.10 PORTFOLIO SUBMISSION
The completed portfolio should be submitted to OUM within two weeks after
the completion of the practicum and the approval of the Practicum Sign-off
Form.
Student-teachers should obtain an acknowledgement receipt from OUM
representative after submitting their portfolios. Please keep a copy of your
portfolio submission receipt (see PGDT HBEF4606_Appendix 5).
4.1.11 STUDENT-TEACHER PRACTICUM ASSESSMENT
Student-teachers will be assessed by an appointed supervisor. The marks

distribution will be based on several criteria. Table 9 shows the practicum
assessment marks distribution according to modality.
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Table 9: Marks Distribution According to Mode
Mode 1 Mode 2 Mode 3

Assessment
Marks (%) Marks (%) Marks (%)
School Orientation Programme 10 10 10
(SOP)
Teaching Supervisor 40 40 30
Observation
Co-teacher 20 20 20
Reflective Journal 20 20 30
Portfolio Presentation 10 10 10
Total Marks 100 100 100
REFERENCES
Brown, H. D. (2007). Teaching by principles. New York: Pearson Education.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of

educational research, 77(1), 81-112.
Parkay, F. W. (2013). Becoming a teacher. Kuala Lumpur: Pearson.
Rosinah Mahmood (2017). HBEF4606 Practicum Guide. Selangor: Meteor

Doc.
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Teaching what matters
most: Standards and strategies for raising student achievement.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Wright, T. (2017). How to be brilliant trainee teacher. London: Routledge

Taylor and Francis
Copyright
APPENDIX 1 LESSON PLAN FORMAT
Copyright © 34
APPENDIX 2 DAILY JOURNAL ENTRY FORMAT
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APPENDIX 3  STUDENT FEEDBACK FORM
Copyright © 36
Copyright
APPENDIX 4  STUDENT FEEDBACK FORM
Copyright © 38
APPENDIX 5 ACKNOWLEDGEMENT RECEIPT FORM
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4.2 BACHELOR OF EDUCATION (TESL)
BACHELOR OF EDUCATION (TESL) WITH HONOURS

HBEF4606 PRACTICUM GUIDE
COURSE LEADER: ASSOC PROF HAZIDI ABDUL HAMID
[email protected]
Copyright © 40
4.2.1 PRACTICUM FOCUS AREAS
Learners are required to observe and garner information based on the four
main areas such as management, curriculum, infrastructure and journal
reflection (refer to Table 1).
Table 1: Suggested Information on Management, Curriculum, Infrastructure

and Journal Reflection
Management Curriculum Infrastructure Journal

Reflection
 School vision, A. Core subjects:  School size  Daily
mission and  Timetable (after each
philosophy lesson)
 School location
 Syllabus
 School  Weekly
 Physical
organisational (only one
 Lesson plan arrangements
structure journal per
week)
 Classroom  School field
 Units such as the
Parent-Teacher process
Association,  Playing areas
School B. Teaching and
Management learning  Swimming pool
Board and the support:
Disciplinary  Teaching-learning
Board resources  Furniture and
equipment
 General orders  Subjects’ key

or circulars (e.g. personnel  Indoor games
school attire, meetings facilities
teachers’ Code
of Ethics, Services
 Other related
student available:
information
disciplinary  Operation room
actions)
C. Co-curricular
activities:  Telephone
 Functions of booth
management  Associations
staff
 Suggestion box
 Societies
 Clubs
Copyright
 Attendance  Sports or games  Emergency

(teachers,  Uniformed room
administrative bodies or units  Learning corner
staff and
students)
 Gardening
 School’s
areas
academic
calendar
 Teachers’ room
 Curriculum
planning and  Restrooms
implementation
 Counselling
 Teachers’ record room
books
 Cafeteria
 Syllabus
 Bulletin or
 Textbooks notice boards
 Finance and
expenses (if
applicable)
 Staff meeting
Copyright © 42
4.2.2 TEACHING HOUR REQUIREMENTS BASED ON MODES
Student-teachers must adhere to the number of teaching hours based on the

teaching modes (refer to Table 2).
Table 2: Required Number of Hours and Weeks in Practicum
Teaching Placement in
Number of Number of Hours
Mode Public or Private
Practicum Duration Per Week (Hours) Schools or
(Weeks)
Institutions
1 4 10 or more  Primary
 Secondary
2 8 6 or more  International school

 College
3 12 4 or more  University
Please note that student-teachers are not allowed to do their practicum in any
tuition centres or enrichment centres. You should provide the timetable with
the number of lessons per week based on the mode of your practicum unless
you are in a single mode programme. Holidays or examinations are not
considered as part of the teaching and learning week, and you may need to
extend your practicum week.
Student-teachers in Mode 1 with more than one year of formal teaching

experience in a public, private or any teaching institution* will need to adhere
*Please check with OUM or contact CESS directly.
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1  Report to school authority  Timetable
 SOP  Housekeeping
 Journal entry
2  SOP  Lesson plans
 Classroom teaching  Teaching materials (examples)
 First observation by co-
 Completed first Observation Form
teacher
by co-teacher
 Journal entry
 Second observation by co-
teacher
 Completed second Observation
Form by co-teacher
 Journal entry
 Observation by OUM  Teaching materials (examples)
appointed supervisor
 Completed Observation Form by
 Get sign-off form completed
OUM supervisor
 Submit completed portfolio
to OUM  Journal entry
 Appendices
Copyright © 44
Student-teachers in Mode 2 with less than one year of formal teaching

experience in a public, private or similar acceptable teaching institution* will
need to adhere to the practicum process as shown in Table 4.
*Please check with OUM or contact CESS directly.

authority  Housekeeping
 SOP
 Journal entry
co-teacher
 Completed first Observation Form by co-
teacher
 Journal entry
 Journal entry
OUM appointed
supervisor  Completed first Observation Form by
OUM supervisor
 Journal entry
 Journal entry
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co-teacher
 Completed second Observation Form
by co-teacher
 Journal entry
 Second observation by  Teaching aids
OUM appointed
supervisor  Completed second Observation Form
by supervisor
 Journal entry
 Submit completed  Teaching materials (examples)
portfolio to OUM
 Appendices
 Journal entry
Student-teachers in Mode 3 with no teaching experience will have to adhere


principal  Housekeeping
 School orientation
programme (SOP)  SOP report
 Journal entry
 Journal entry
 Journal entry
 Journal entry
Copyright © 46

 Journal entry
6  SOP  Final SOP report
 Journal entry
co-teacher
co-teacher
 Journal entry
 Journal entry
co-teacher
 Completed second Observation Form
by co-teacher
 Journal entry
OUM appointed
supervisor  Portfolio documentation
OUM supervisor
 Journal entry
 Third observation by  Teaching materials (examples)
co-teacher
 Completed third Observation Form by
co-teacher
 Journal entry
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 Final observation by  Teaching materials (examples)
OUM supervisor
 Completed final Observation Form by
 Submit completed
OUM supervisor
portfolio to OUM
 Journal entry
 Appendices
4.2.3 TEACHING LESSON SUPERVISION
Number of observations by the supervisor and co-teacher
Supervisor and co-teacher will supervise learners (student-teachers) based

on OUM stipulated requirements as shown in Table 6.
Table 6: Student-Teacher Practicum Observation
Personnel for Number of

Mode Teaching Experience Supervision Observations
(Times)
1 More than one year Co-teacher 2
experience
Supervisor 1
2 Less than one year Co-teacher 2
experience
Supervisor 2
3 No teaching experience Co-teacher 3
Supervisor 2
4.2.4 LESSON PLAN
Student-teachers are required to prepare lesson plans and learning materials in

advance. Provide a copy of the lesson plan to the co-teacher and supervisor before
the observation commences. Refer to the lesson plan as shown in BETESL
HBEF4606_Appendix 1.
Copyright © 48
4.2.5 STUDENT FEEDBACK FORM
The focus of feedback is to emphasise the instructional aspect of feedback

rather than the correctional dimension in the learning process (Hattie &
Timperley, 2007). Student-teachers need to be actively involved in learning
what the feedback criteria mean and in understanding the goals and purposes
of the students’ feedback.
At the end of every lesson, student-teachers are encouraged to obtain

students’ feedback. Student-teachers should compile the feedback forms in
the portfolio. Provide examples (10 to 15 feedback forms) from different
lessons. See Student Feedback Form in BETESL HBEF4606_ Appendix 2.
4.2.6 REFLECTIVE JOURNAL
Reflective journals are writings about and reflections of the student-teacher’s

own thoughts. The process of reflecting on thoughts, ideas, feelings and own
learning encourages metacognitive skills by helping student-teachers to self-
evaluate (Wright, 2017). This process helps student-teachers learn new
concepts and complex issues.
The practice of reflecting creates opportunities that allow student-teachers to

think about their learning, their own lives and their surroundings. The process
highlights problems, misunderstandings and confusions as well as assists
student-teachers to identify new areas of development, independent learning
and taking responsibility for one’s learning (Strong, Silver & Perini, 2001).
Thus, when a student-teacher reflects on his learning, he will transform his
discovery of learning into plans for improvement. The main idea is to show
student-teachers how to transform their thinking into writing. The writing need
not necessarily be polished. Reflective journals bring additional insights into
how student-teachers value their own learning and progress.
4.2.7 WRITING THE REFLECTIVE JOURNAL
Student-teachers can take 3 to 15 minutes to write journal entries in their

portfolio about happenings before, during or after each lesson. The journal
entries can be developed based on the classroom setting or beyond. Student-
teachers should write about their personal thoughts and feelings, and draw
their own conclusions instead of repeating what they think it is or should be.
Journal writing should promote the exploration of in-depth thinking. For
example, consider the difference between the following questions as shown in
Table 7.
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Table 7: Examples of Questions to Help Student-Teachers in Writing

the Reflection Journal
What are your thoughts on the What did you learn from your first
lesson? lesson in class today?
What did you do in your lesson What happened in the classroom

today? today that made you feel
delighted?
What do you want to learn? How can you apply some of your
achievements today to become a
more successful teacher?
The questions in the first column are surround superficial facts and feelings.
On the other hand, questions in the second column ask the student-teacher to
explore assumptions and values. As such, the student-teacher will be able to
develop critical thinking skills and analyse his own ideas.
It is imperative for student-teachers to regularly write in his personal journal.

Student-teachers may find it task to do at first. However, with practice it will
become easier. Student-teachers should make it a routine and learn to
appreciate it.
The reflective journal will be assessed. Student-teachers may attach each

journal entry after each lesson plan. Student-teachers may follow the daily
reflection template for the weekly journal entry. See BETESL HBEF4606_
Appendix 3 for examples of daily reflections.
Different teachers may have different observations or problems that they

encounter in each lesson. You can write one or more observations for each
journal entry. These reflections can be from the perspectives of the
management and implementation of the lesson, and/or classroom behaviour
management.
Your journal entry after each lesson should include the following:
(a) Observation;
(b) Evaluation;
(c) Short-term action; and
(d) Long-term action.
Copyright © 50
To assist you to perform the daily entry, which should be completed after each
lesson, you may follow the format as shown in Appendix 3. You can also use
this format for your weekly journal entry.
4.2.8 PRACTICUM PORTFOLIO SUBMISSION
At the end of the practicum, student-teachers are required to submit their

portfolios to OUM. The practicum portfolio should be well-organised and
documented. The portfolio content should include the SOP report, lesson plans,
teaching materials, supervisor and co-teacher’s feedback and observation forms,
self-reports, personal (reflective) journal entries, students’ feedback forms as well
as photographs of school activities and samples of students’ work.
Student-teachers can divide the portfolio into several areas as mentioned in Table
1 when organising the portfolio documentation. The criteria will help student-
teachers to organise their portfolios.
4.2.9 PRACTICUM CLOSURE: SIGN OFF FORM
Student-teachers should get the completed Practicum Sign-off Form signed

and stamped by the school or institution authority upon completion of the
practicum.
Guidelines for the Practicum Sign-off Form are as follows:

(a) Student-teachers should present all documents related to the SOP and
teaching practicum to the co-teacher and supervisor. When these
documents are completed, the Practicum Sign-off Form should be
signed by the teaching institution authority.
(b) Student-teachers should obtain the acknowledgement of the portfolio
completion from the co-teacher and supervisor.
(c) The co-teacher will forward the Practicum Sign-off Form to the principal
or head of teaching institution to be approved.
(d) The approved Practicum Sign-off Form should be compiled in the
portfolio. Refer to BETESL HBEF4606_Appendix 4.
Copyright
4.2.10 PORTFOLIO SUBMISSION
The completed portfolio should be submitted to OUM within two weeks after
the completion of the practicum and the approval of the Practicum Sign-off
Form.
Student-teachers should obtain an acknowledgement receipt from an OUM

representative after submitting their portfolios. Please a keep copy of your
portfolio submission receipt (see BETESL HBEF4606_Appendix 5).
4.2.11 STUDENT-TEACHER PRACTICUM ASSESSMENT
Student-teachers will be assessed by an appointed supervisor. The marks

distribution will be based on several criteria. Table 8 shows the student-
teacher practicum marks distribution based on modality.
Table 8: Marks Distribution According to Mode

Mode 1 Mode 2 Mode 3
Assessment
Marks (%) Marks (%) Marks (%)
School Orientation Programme 10 10 10
Teaching Supervisor 40 40 30
Observation
Co-teacher 20 20 20
Reflective Journal 20 20 30
Portfolio Presentation 10 10 10
Total Marks 100 100 100
REFERENCES
Brown, H. D. (2007). Teaching by principles. New York: Pearson Education.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of

educational research, 77(1), 81-112.
Parkay, F. W. (2013). Becoming a teacher. Kuala Lumpur: Pearson.
Rosinah Mahmood (2017). HBEF4606 Practicum Guide. Selangor: Meteor

Doc.
Copyright © 52
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Teaching what matters
most: Standards and strategies for raising student achievement.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Wright, T. (2017). How to be brilliant trainee teacher. London: Routledge

Taylor and Francis
Copyright
APPENDIX 1 SAMPLE TEMPLATE LESSON PLAN
Copyright © 54
Copyright
Copyright © 56
Copyright
Copyright © 58
Copyright
APPENDIX 2 STUDENT FEEDBACK FORM
Copyright © 60
APPENDIX 3 DAILY JOURNAL ENTRY FORMAT
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Copyright © 62
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Appendix 4 Practicum Sign-off Form
Copyright © 64
APPENDIX 5  ACKNOWLEDGEMENT RECEIPT FORM
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APPENDIX 6 PRACTICUM PLACEMENT FORM
Copyright © 66
Copyright © Open University Malaysia (OUM)

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STUDY GUIDE

Copyright © Open University Malaysia (OUM)

CLUSTER OF EDUCATION AND SOCIAL SCIENCES (CESS)

Prepared by: Rosinah Mahmood

Developed by: Centre for Instructional Design and Technology

First Edition, April 2012

Part Two: Practicum Procedures ............................................................... 8

Part Three: Roles and Responsibilities ................................................... 11

Part Four: Practicum Focus Areas Based On Programmes ..................... 16

4.2 Bachelor of Education (TESL) ......................................................... 40

PART ONE: INTRODUCTION

It will guide student-teachers through the school orientation programme (SOP)

The inclusion of this course in the programme is to provide student-teachers

The aim of this Practicum Guide is to familiarise student-teachers with the

1.4 COURSE OUTCOMES

By the end of the practicum, student-teachers will be able to:

(b) Demonstrate the ability to teach confidently in a classroom setting;

(c) Apply appropriate teaching techniques in classroom lessons; and

(d) Reflect on their teaching experiences for continuous improvements.

1.5 PRACTICUM PARAMETERS

Student-teachers are required to undergo their practicums at public or private

Specific requirements for each programme are outlined in the respective

1.6 PRACTICUM MODES

The practicum modes for student-teachers are based on previous teaching

1.7 IMPORTANT TERMS

Lesson plan: A lesson plan is a teacher's detailed description of the course

Classroom management: Classroom management is considered as the

Classroom organisation: Classroom organisation refers to how the student-

Curriculum: Curriculum refers to school experiences, both planned and

Practicum: A short-term field-based experience during which a student-

Practicum portfolio: A documented collection of a student-teacher’s

Practicum mode: The number of weeks a student-teacher needs to

Reflective journal: A student-teacher’s personal records of his learning

School orientation programme (SOP): A period of time at the beginning of

PART TWO: PRACTICUM PROCEDURES

Student-teachers are required to plan their respective teaching practicum

Figure 1: Teaching practicum flow chart

2.1 SCHOOL ORIENTATION PROGRAMME (SOP)

The following is the SOP guidelines for student-teachers:

2.2 PRACTICUM SCHEDULE

The teaching practicum duration will depend on the student-teacher’s past

It is important that student-teachers adhere to the following:

PART THREE: ROLES AND RESPONSIBILITIES

3.1 PRINCIPAL OR HEAD OF INSTITUTION

The principal or head of institution is the administrative leader, and as such,

The principal or head of institution shall provide support to the student-teacher

The following are the responsibilities of a co-teacher:

(d) Discuss the student-teacher’s performance with OUM’s appointed

The role of a supervisor is to develop the required skills and competencies in

The following are the responsibilities of a supervisor:

(a) Carry out teaching observation based on the student-teacher practicum

The student-teacher will assume assigned teaching responsibilities for a given

The student-teacher’s responsibilities are as follows:

Code of Ethics for Student-Teachers

1. Interacting with Administrators

2. Interacting with Co-Supervisors

3. Interacting with Students

4. Interacting with Parents

5. Professional Dress Code