Planning for Learning
The second competency is:
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CLO2- Plan, implement and evaluate lessons within the curriculum of the teaching practicum setting.
As evidence for achieving this competency I will use sub-outcome (2 and 3) to demonstrate my growth in CLO2.
Evidence-1
Figure 1: My differentiated lesson plan (level 7)
Figure 2: My MCT feedback (level 7)
Description Figure 1
The two figures represents the differentiated lesson plan that I apply in my training practice in year 4 semester 1. The lesson was a revision of the animals groups names and writing a description of a favorite animal.
Description Figure 2
Figure 3 shows my MCT feedback in the same lesson that she observed me.
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Justification
I applied differentiation once or twice a week to give the students the chance to work on something according to their ability. Teachers can differentiate the lessons in any way they prefer. They can differentiate the topic, materials or even the objectives. In my lesson I differentiate the worksheets depend on students level (high, middle & low). The purpose of differentiation is to provide the students with activities meet their strengths and end with the same learning outcome. (Marshall, 2016). It is important for students to do the work without feeling frustrated. I wanted them to feel comfortable when they work because they know that they are able to finish their work. Especially, low level students will complete the activity with confidence because they are able to answer the questions.
In addition, the comment from my MCT demonstrate that I implemented differentiation in my lessons.
References
Marshall, K. (2016). Rethinking differentiation-Using teachers’ time most effectively. Phi Delta Kappan, 98(1), 8-13.
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Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. (3rd ed.). Boston:MA. Heinle & Heinle.
Evidence-2
Figure 5: My MCT comments after talking to my MST about planning together (level 7)
Figure 3: Whats App screenshot of planning with my MCT (level 7)
Description figure 3
Figure 5 and 6 shows that I plan together with my MST in year 4 semester 1. In the screen shot I was discussing with my MST about "writing an e-mail worksheet." I asked her what should I put in the word bank to help students remember the main elements. Sometime we plan at the school and sometime in Whats App.
Description figure 4
This pictures shows the email that I send it to my MST in week 5 of internship to check the summative exam that I prepared it for grade 7 students.
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Description figure 5
This is a comment from my MCT mentioning my MST feedback about planning together.
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Justification
It is important for student teachers to plan together with their School Mentor because we are in TP to learn from them. They are more experience and they know more about their students because they teach them for a whole year. Also, when I was planning with my MST she gave me suggestions and change the worksheets to meet the students level. Planning is very crucial for the teacher because it help her to know what to do next and is like a record of what they did in the class. (Celce-Murcia, 2001).
For example, the summative exam I did was very long and have some challenging questions, she advised me to make it shorter and delete the difficult questions so that students will be able to finish the exam in one hour. So I changed what she mentioned and send it for her to check it again.
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Figure 4: E-mail between me & MST about Summative exam (Level 7)
