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2017

Faculty of Education and Social Work

Master of Teaching
(Secondary)

Report from Professional Supervisor

Practicum Four
8 May to 9 June 2017


Preservice Teacher: Muhammad Ali


School: Aorere College


Mentor: Mrs Angela White


University Liaison Teacher: Claudia Rozas


Teaching Learning Area: Digital Technology


Classes and Levels: Year 11


Professional Supervisor: Associate Professor Dr Jill Smith


Date of Observation: 31 May 2017


PART ONE: NOTES FROM OBSERVATION OF THE LESSON

PROFESSIONAL SUPERVISOR MIGHT COMMENT ON: (suggestions only please comment on aspects which seem relevant)

Quality of lesson planning Use of routines Advance organization


Establishing a positive classroom Engagement Success in meeting learning


climate Majority of students outcomes

LESSON PLANNING:
Muhammads planning for lesson 9 in the Caf Unit he had planned was imaginative, engaging
and well-conceived for the year 11 digital technology students in this class. Todays lesson
focused on Website Design Palettes Colour and Font. Muhammad realized during the second
half of the lesson that his expectation for students to complete five activities (three on colour
palettes and two on colour fonts) was unrealistic. This was due to many students struggling
with the literacy component of activity 3. Muhammad is very receptive to advice and we
discussed some approaches that he could initiate to support both students literacy and
thinking, e.g. word banks on particular colours associated with cafs (pink = marshmallows,
milkshakes, iced buns, etc.). He plans to use this approach as the starter activity for his next
lesson.

CLASSROOM CLIMATE:
Muhammad has a strong teacher presence and a lovely sense of humor. His confidence had
blossomed since my previous visit. He knew students names (and personalities) and was
quietly assertive with individuals who strayed. The great majority of students were fully
engaged throughout the lesson.

NOTE: A comprehensive report of comments written during the period was given to Muhammad
for further reference. These identified his many strengths (using *) and minor points to keep
developing (using )
PART TWO: PERFORMANCE IN RELATION TO LEARNING OUTCOMES

Based on the observation on the day and on the lesson plans the preservice teacher has developed during
this practicum.

expectations

expectations
Developing
Learning Outcome

Meeting

Beyond
LO1 Collect, analyse and critically engage with information about learners to
inform, evaluate and enhance their teaching.

LO2 Demonstrates effective practices that are responsive to adolescents learning.


LO3 Use inquiry cycles to improve practice during a sustained period of teaching.
Please use the PSTs inquiry project as a starter for discussing LO3.

Post observation debrief on aspects of lesson observed in relation to learning outcomes.

STENGTHS
Thorough lesson planning with clear Success Criteria; imaginative and purposeful teaching
and learning activities; use clever examples of website branding that resonated with
students
Humorous approach relaxed, confident, and clearly enjoys teaching this subject and
these students
Displayed convincing technological knowledge and competencies; had clearly won the
respect of students
Had taken on board the following suggestions from observation #1:
- using a drip-feed approach, i.e. explaining only one activity at a time and completing
this before introducing next activity; transitions flowed more easily
- Using the board more to write up key words to aid discussion (the power of the visual)
- timing activities, then managing that time to keep students engaged and keeping the
momentum of the lesson
- noticing what all students were doing by moving around the classroom more (though
there are logistical problems in reaching all students)
- insisting on full attention during command/instruction giving times (used thanks as
an expectation)
- praising students
- rounding off the lesson with asking what 3 things students had learnt today
Had greatly improved his questioning techniques and use of prompts to support students
to give responses; engaged many more students in questioning

AREAS TO WORK ON
Becoming even more aware of students who are struggling (e.g. literacy needed for
written explanations of colour palettes)
Inviting students to share their work; encouraging peers to praise (e.g. clapping); adding
oral/verbal presentation opportunities to lesson planning
PART THREE: DISCUSSION IN RELATION TO FUTURE DEVELOPMENT

OBSERVED STRENGTHS

EXCEPTIONAL - covered above and in full report

SUGGESTIONS FOR DEVELOPMENT IN THE FUTURE

MINOR points and SUGGESTIONS - covered above and in full report

Associate Professor Jill Smith

PROFESSIONAL
Signed PST: Muhammad Ali Date: 31/5/2017
SUPERVISOR:
AAssociateAsso
ciate Prof Jill
Smit