EPC 4406 - Practicum 4a

Table of Contents

Introduction of the PDP (Professional Development Plan) Settings:..............................................2

Justification of professional development goals:.............................................................................2

Justify your professional development goals for this semester.......................................................3

Collaborative learning with MST and MCT..................................................................................10

References:....................................................................................................................................11

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Introduction of the PDP (Professional Development Plan) Settings:

The objective of PDP is to improve knowledge and core competencies for facilitating

individual based, and educational institution wide improvements for the intention of elevating

student achievement. For every educator, it is mandatory to attain personal development that

facilitates the educational activities suitable for students on individual basis. On external basis, it

elevates the motivation to perform various duties. PDP is able to facilitate students in

meaningful and organised manner [ CITATION Urb17 \l 16393 ].

Students can improve themselves and become knowledgeable students, as their teacher,

their mentor is developing effective plans step by step. Through the implementation of PDP, the

teachers can guide the pupils to become moral, self- confident, independent and problem-solving

students. Furthermore, PDP enhances general core competencies, revision of personal objectives,

and encourage to practice hope, resilience and optimism.

Justification of professional development goals:

I personally believe that I constitute highest standards and protocols of teaching methods

and tactics; this is because due to my aspiration to learn more and implement contemporary

methods of teaching and educational protocols. As a result, I can deal effectively little learners.

Being a kindergarten instructor, it is mandatory for me to have PDP so that I can have clear cut

explanation of regarding the needs of the learners and being a teacher as well. Hence, there

should be a performance evaluation of the learners and the teacher to fulfil the requirement of

the PDP [ CITATION Day00 \l 16393 ].

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I look forward to prosper in my career hence this encourages to improve my core

competencies. I have developed three objectives that have to be attained within the PDP plan.

Initially I must enhance and fill gaps within my differential activities, and make them

accordingly to the student’s individual levels. Secondly, there should be utilization of

constructive formative assessments to assess the students on individual basis. Thirdly, through

implementing different strategies, maintain classroom management.

The following illustrations will clarify on which core competencies and procedures will be

needed to attain these above mentioned three objectives.

Justify your professional development goals for this semester.

Previously stated development needs

MCT recommendation MST recommendation

Do not finish your lesson before the You must finish your lesson
end of the lesson on time.

Professional Goal 1: To improve my skill in differentiation activities

Development to be appropriate to students' levels
Target (aligned Goal 2: To use formative assessments to assess students.
with TP Goal 3: To improve my classroom management using
competency) different strategies appropriate for students

Concise Reflections on practice

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Goal One Improving my core competencies in teaching students at differentiative levels –

design and plan activities and resources for each student’s level.
Actions: For attaining the attention of the
o The lesson is introduced.
students in the class room, I played the
o Using real-world examples while
YouTube video which followed by a
explaining lessons.
thrilling game. The morning song was
o Making use of motivation cards.
played by which the learners became
o Creating a concise lesson plan for
more active and enthusiastic.
students.

o Involve students in maintain

I provided students with effective
classroom etiquettes.
classroom activities to gain their
o Using voice modulation to make
attention. Worksheets were provided
them understand moral stimuli.
to the students during the class lesson.
(Promethean, 2020).
The objective of the worksheet was to
o Encouraging students to participate
evaluate their knowledge.
in healthy competitions.

o Making models with students for

In each teaching session there are
better understanding of concepts
three different groups. Each of the
(Promethean, 2020).
group has a colour to distinguish them

from others.

Green is the highest-level group, the

blue is the medium, and finally the

yellow is the low group. I publish a

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 EPC 4406 - Practicum 4a

file for each group.

Desired time Semester Seven and Eight.

frame:
Any support With consistent guidance provided by
o Making use of websites and
needed the MSTs, I attained knowledge about
multimedia files.
critical skills & strategies for engaging
o Making use of working models.
the learners throughout the class
o Making use of stories that exhibit
lessons. I uploaded educational games.
the lessons taught in class
The link was sent in the chat. Every

student was able to post their score.

Data collection Critical tactics were applied as to keep

o Star Charts.
tools to be used the students involve during the
o Evaluation Sheets.
to provide lessons. I provided worksheets and
o Graphs.
evidence of the evaluated the performance of students
o Observation Charts.
success of the on individual basis.

action
Evidence (after

implementation

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 EPC 4406 - Practicum 4a

Concise Reflections on practice

Goal 2: Use formative assessments to assess students.
Actions: o Ask questions during the
I started the class with motivating
lesson
students by taking part in the
o Monitor students while
morning rhymes and songs.
they are working
Daily review of numbers through
o Share notes on what
video. The questions are asked in
they've worked on (Peer,
the middle of the lesson by the
n.d.).

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 EPC 4406 - Practicum 4a

students. I provide opportunity to

the students to solve problems at

the end of the class.

While conducting the online

activity, I used the formative

o Carry out regular
assessments. At the end of the
comparative evaluations.
assessments there was option to
o Take interactive picture
illustrate the answers. There was
tests. (University, n.d.)
also option to solve particular pages
o Asking students to
of the student books.
visualize what they
I pray and hope that the pandemic
learned from the lessons
will end soon. The previous routine
taught.
will be sustained and life will
o Encouraging students to
become normal again.
create connections
Throughout the class the students
between lessons and their
share their assessments with their
daily lives.
peers as to share ideas and learn
o Forming small groups of
form their mistakes.
students to solve puzzles This boosts self confidence among
and riddles. the children.
Desired time Semester Seven and Eight.

frame:
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 EPC 4406 - Practicum 4a

Any support Feedback from my MST and With the support of MCT and

needed MCT. MST, I attained knowledge

Use some strategies regarding test formatives that can

Pre-observation from my further help the learners.

colleagues. Appropriate assessments were

provided to the students in

accordance to their group level.

Data collection Question cards When Chapter eight will start, I

tools to be used Lesson plans and formal will implement these tactics and

to provide assessment assignments. return back to real life teaching

evidence of the methods, as soon as the COVID

success of the pandemic ends.

action
Evidence (after

implementatio

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Concise Reflections on practice

Goal Three: Improving classroom management strategies according to the needs of the students.
Actions: o Create a detailed lesson
This is my first experience in terms of teaching on
plan of time for each
a digital interface; although it is challenging to
class.
adapt.
o Split time to match
The educational plan was implemented through
lessons.
images and short videos of the lessons. The rules
o Using the meter during
of the class room were displayed.
the lesson is connected to

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 EPC 4406 - Practicum 4a

The instructions were shared so that every student

the internet on the board.
could access them.
o Timetable for each class.
The lesson plans were presented through Power
o Take attendance before
point presentations. As the lecture ended, I
the start of the lesson.
provided each student with attendance certificate.
o Give the lesson

directions before class

starts (Resilient

Educator, 2020).

o Engage students by

making lessons more

interactive and practical.

(Verner, 2016).

o Establish a reward

system for students.

(Resilient Educator,

2020).

o Encourage students to

praise.

o Encouraging students to

be competitive during

lesson time. (Verner,

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 EPC 4406 - Practicum 4a

2016).
Desired time

frame: Semester Seven and Eight.

Any support As the lesson was illustrated through power point
o Take advantage of
needed presentation, each aspect of the lesson was
sashes, stickers, and
provided with a time frame. Hence, time
more as a bonus.
management was effective throughout the lesson.
o Utilize learning tools to

make learning a more

practical experience.

o Use MST rules and

strategies if working in

the classroom.
Data collection o Lesson pan
tools to be used
o Time schedule
to provide
o MST feedbacks
evidence of the
o Student’s feedbacks
success of the
o Students finish their
action
work on time.

o Students understand the

lesson well

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 EPC 4406 - Practicum 4a

Evidence (after The constructive feedback provided by the teacher

implementatio clearly mentioned that my lesson plans were

n systematic, organised and well managed. They

were simple and motivated the students on

individual basis. Students were encouraged to ask

questions throughout the lessons.

I gained the attention of the students through the

presentations presented. They were colourful and

engaging.

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Collaborative learning with MST and MCT

The benchmark standards have been followed as directed by professional instructor MST

working at the Al – Afaq School. With the facilitation of MST, I was able to develop effective

teaching strategies and plans. It led to many guidelines that improved my teaching methods at all

possible levels. The indicators also facilitated my learning in practical training. The MCT

communicated effectively and precisely. She offered constructive feedback and conducted my

performance evaluation. I comprise of good attention catching skills while I practice in the

classroom settings. The teacher shared lesson plans with me as to facilitate me for preparing the

daily teaching plans for mathematics. On the other hand, the teacher consistently monitored the

way I was teaching the students.

References:

Day, C. (2000). Teachers in the twenty-first century: Time to renew the vision. Teachers and

teaching, 6(1), 101-115.

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 EPC 4406 - Practicum 4a

Frey, Nancy, Sep 2012, Making Time for Feedback, Article Educational Leadership, Volume

70, Pages 42-47, 7-9-2020 Retrieved from https://eric.ed.gov/?id=EJ1002439

Guido M, 2016, 20 Differentiated Instruction Strategies, website prodigy game, 7-9-2020

Retrieved from https://www.prodigygame.com/main-en/blog/differentiated-instruction-

strategies-examplesdownload

Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling

21st-century skills with preservice teachers. Teacher Education Quaterly, 44(4), 27-50.

Promethean. (2020, February 24). Differentiation in the classroom - 7 methods of differentiation.

Retrieved September 21, 2020, from

https://resourced.prometheanworld.com/differentiation-classroom-7-methods-

differentiation/

5 Time Management Tips for Teachers: Resilient Educator. (2020, May 12). RetrievedOctober

15, 2020, from https://resilienteducator.com/classroom-resources/five-time- management-

tips-for-teachers/

University, C. (n.d.). Formative vs Summative Assessment - Eberly Center - Carnegie Mellon

University. Retrieved September 13, 2020, from

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Verner, S. (2016, January 28). Taking Time In: 7 Simple Ways to Make Classroom Time

Management Work for You. Retrieved October 15, 2020, from

https://busyteacher.org/15547-make-classroom-time-management-work-7-simple-

ways.html

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What Are The Elements of a Good Professional Development Plan (PDP)? (n.d.). Retrieved

October 15, 2020, from https://k12teacherstaffdevelopment.com/tlb/what-are- the-

elements-of-a-good-professional-development-plan/

What Is Differentiated Instruction? (n.d.). Retrieved September 21, 2020, from

https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-

instruction/

Veenman, S., Benthum, N., Bootsma, D., Dieren, J., & Kemp, N. (2001, November 26).

Cooperative learning and teacher education. Retrieved December 06, 2020, from

https://www.sciencedirect.com/science/article/abs/pii/S0742051X0100052X

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