INTRODUCTION TO SCHOOL BASED

EXPERIENCE

Submitted to:

Puan Roslinda bt. Alias

Curriculum and Instruction (EDU 555)

Prepared by:

ANIS NABILAH CHE MAHMOOD – 2007143719

AQILAH OSMADI – 2007143721
AYUNI ARIFEN – 2007143725
NORFARIHAH MAIDIN – 2007143751
VILLERIE BINTI MENUIN - 2007143771

Date of Submission:

28 April, 2010
ACKNOWLEDGEMENT

Assalamualaikum we bid to all. As one of the requirements to complete ‘Curriculum

and Instruction’ course, we need to come out with this assignment. We would like to take this

golden opportunity to show our gratitude to many people around us who have contributed in

various ways in completing this particular report. First of all, we would like to express our

gratitude and gratefulness upon ALLAH the Almighty for all His blessings and mercy that

has made our way easier to complete this task. Secondly, we would like to convey special

acknowledgment to our respective Curriculum and Instruction (EDU 555) lecturer, Madam

Roslinda binti Alias for her guidance and advice in the production of this report.

It is a pleasure to express our gratitude to our friends who have been encouraging us

all of this while. Not to be forget, our families who have been motivating and supporting us

throughout the completion of this report. Their love and guidance has made it possible for us

to finish this report within the duration of time given. Finally, we would like to thank

everyone who has not been mentioned earlier as they have also played an important role in

order to make this report a reality.

Thank you very much.

Anis Nabilah Che Mahmood,

Aqilah Osmadi,
Ayuni Arifen,
Norfarihah Maidin,
and
Villerie Menuin.

Faculty of Education,
MARA University of Technology.
 Abstract

Faculty of Education, MARA University of Technology has been promoting TESL course for
quite some time. All of the students who are the future educators are well trained with
adequate knowledge and information on how to perform well in teaching and be an effective
teacher. The range of courses promoted for TESL students covered both English language
and teaching area. Both of these are given a very high emphasis as the aim of this faculty is to
produce graduates who are professional and versatile in the respective field.

Even so, there is still some space available for improvement to be made. One of the
areas which we found as still lacking of is in preparing the students before they go to school
for practicum. This is mainly because there are still some areas in which the students are not
well aware of and this situation may lead to certain problems. As to avoid this kind of
deficiency, we have come out with a course which can be implemented in order to prepare
the students physically and mentally to face challenges exist in school compound.

Introduction to School Based Experience is the name of the course. It is introduced as

to give the students exposure of real view of school situation before they enter the school as a
teacher on the next semester.
TABLE OF CONTENTS

1.0 Introduction

2.0 Rationale

3.0 Needs Analysis

4.0 The Curriculum

5.0 Administration

6.0 Conclusion
1.0 Introduction

1.1 Program Background

What is school based experience? It is an early exposure to school’s situation before

students from faculty of education going for their practicum. School based experience gives
the students’ firsthand experience of schools and schooling. It enables them to develop their
own understanding of the realities of working with teachers and children in every-day
situations. Students went for an observation in schools under the supervision of teachers. The
teacher who’s in charge of the student is asked to complete a short report upon the student’s
progress. School based experience enables them to relate the subject that they learn in the
course with what they find in schools, and also to develop the professional expertise and
understanding towards achieving some Qualified Teacher Status Standards.

1.2 Target group

This course will be conducted at Faculty of Education in Universiti Teknologi Mara

(UiTM) in Shah Alam, Selangor. The target group for this course is the TESL (Teaching
English as Second Language) students. The TESL students that are going to participate in this
course are from semester five. The reason of choosing semester five as the target group is
they will have an early exposure to the school situation before they proceed for their
practicum program. Furthermore, during their semester six, they will have a preparation
program for a few weeks only, and it will be conducted at the end of semester six. So, this
program will give the students the opportunity to have more experience in school.
1.3 Course Description

This program will be conducted for the whole semester, where the credit hour for this
course is 3 hours, 2 hours for lecture and 1 hour for tutorial. Students are also required to go
for observation at school for two times. The school will be selected by the faculty and some
teachers at the selected school will be the students’ supervisors. In this course, each students
will be given only one test and it carries 20% of their on- going marks. From the observation,
students will need to make two reports from it and each report carries 20% of their marks and
from teacher’s evaluation, there will be two reports too and it carries 10% for each of it.
Students will have to make a portfolio and it carries 10% and for another 10%, students will
get it from their participation in the class. There will be no final exam for this course as the
main focus is the results from students’ observation.
2.0 Rationale

2.1 A preparation program for pre- practicum and practicum students

The reasons of implementing this course are due to several issues regarding practicum
students from higher institution, especially students in IPTA. Research has shown that
practicum students go through a state of unrealistic confidence at the start of school
experience, quickly followed by reality shock since reality rarely matches their expectations.
The literature has shown that practicum students also mainly seek practical advice on
strategies and activities and help with classroom management. Their needs are situation
specific and they look for short-term teaching solutions to help them survive reality shock.
They also seek encouragement and confidence boosting. We need to provide the students
with the interpersonal skills to develop existing professional support systems and explore
alternatives.

Thus, the issue regarding practicum students can be avoided as this course is exposing
the students with the real situation at school. The students will not get shocked when they go
for their practicum later on as they already know the real situation and they might already
have their strategies to overcome any school’s issues.
3.0 Need Analysis

Proposing “Introduction to School Based Experience”, need analysis had been done. There
are two methodologies that were used in order to determine the need of this course. The
methodologies are:

i) Questionnaire

The questionnaire distributed consists of two sections. Section A requires students to provide
their demographic data that asked what semester they are in now, their gender and also age.
Section B provide list of Likert scale questions that consist of 17 questions. The
questionnaires were distributed to TESL students in the Faculty of Education. It was
distributed randomly to students in semester 1 to 6. The total numbers of samples collected
are 83 samples and only 60 samples chosen to be analyzed.
Data Analysis
Analysis of Each Question

Question 1-Do you agree if the faculty wants to organize programs that expose school
environment to pre-service teachers before they go for practical?

This question aims to find out the respondents’ perspective towards the idea of organizing
programs that expose real life school environment to pre-service teachers before they go for their
practical. From the data collected through the questionnaire, 82 percent of the respondents
strongly agree of the idea of organizing programs that expose real life school environment to pre-
service teacher. 15 percent agree and the remaining 3 percent disagree on the idea. None of the
respondent stated that they strongly disagree on the idea. This might be because the respondents
have never been exposed to teaching in school environment and they need the exposure to
prepare them for their practical.

Question 2-You were exposed to any type of responsibility as a school teacher.

This question asks about whether the respondents have ever been exposed to any type of school
teacher’s responsibility before. 45 percent of the respondents strongly agree and 27 percent agree
that they have been exposed to any kind of responsibility as a school teacher in school
environment. These respondents were exposed to microteaching and doing lesson plans. And it
does portray some responsibility that they will encounter when they go for their practical. The
remaining 11 percent disagree and 17 strongly disagree with this question, this might be the
response from the students who have not yet taken any methodology courses and experience
microteaching and doing any lesson plan.

Question 3-Pre-practicum is enough to prepare students for practical.

For this question, it aims to find out the respondents’ perception towards pre-practicum. Is it
enough to prepare them for the actual practicum? 58 percent of the respondents strongly disagree
and 25 percent disagree that pre-practicum is enough to prepare them for their practicum. The
remaining 12 percent agree and 5 percent strongly agree. The data collected for this question
shows that the one week pre-practicum is not enough to prepare students for their practicum. 17
percent of the respondents agree that it is enough, this might be because they were excellent in
their microteaching and also lesson plan.

Question 4-During your practical, you believe that you can handle any kind of disciplinary
problem by the students without any help or exposure of school based environment programs?

This question asked the respondents’ agreement on they are able to handle any disciplinary
problem by school students without any help or exposures from real school setting. 67 percent of
the respondent strongly disagree and 25 percent disagree that will be able to handle disciplinary
problem by school students. The remaining 8 percent agree and no respondents strongly agree
with this statement. This shows that majority of the respondents are not ready to handle any kind
of disciplinary problem by school students, they might have no exposures at all to handle this
kind of situation.

Question 5-In training to be an effective teacher, meaningful learning is better than rote learning.

This questions aims to gain the respondents’ insight on meaningful learning is better than rote
learning when learning to be an effective teacher. 74 percent of the respondents strongly agree
and 15 agree that meaningful learning is better than rote learning while learning to be an
effective teacher. 8 percent of the respondents disagree and 3 percent strongly disagree on the
statement. A total percentage of 89 percent believes that meaningful learning is better than rote
learning, this means that majority of the respondents believes that in order to learn to be an
effective teacher, they should be exposed to the real teaching and learning situation in school
because the exposure will make the lesson a meaningful learning.

Question 6-Learning only teaching theory is enough to become a good teacher.

For this question, it aims to gain students’ agreement of learning only teaching theory is enough
to become a good teacher. 52 percent strongly disagree and 38 percent disagree on this
statement. 10 percent of the respondents agree on this but none of them strongly agree. This
shows that, learning only teaching theory is not enough to become a good teacher. It should be
associated with practical and also observation on the real teaching process by experienced
teachers.

Question 7-Microteaching is enough to prepare you to tech real students.

This question asks the respondents’ agreement on microteaching is enough to prepare pre-service
teacher to teach real students during practicum. 70 percent of the respondents strongly disagree
and 22 disagree on this statement. The remaining 5 percent agree and 3 percent strongly agree
that micro teaching is enough to prepare pre-service teacher. Majority of the respondents in total
percentage of 92 percent disagree that microteaching is enough. Microteaching does not expose
pre-service teacher on a real classroom setting where it is full with teenage students and
unexpected incidents may occur.

Question 8-The time allocated for practicum is enough to prepare you to become a good teacher.

This question aims to find out the respondents’ agreement on whether the time allocated for
practicum is enough to prepare them to be a good teacher. 45 percent of the students strongly
disagree and 38 percent disagree that the 12 weeks time allocated is enough. On the other hand,
17 percent agree and none strongly agree that it is enough. This shows that more time and
exposure is needed to prepare pre-service teacher before they become a real teacher.

Question 9-Teaching ethics can be studied in higher learning institution without exposure from
real school and teaching environment.

This questions aim to gain insight of whether the respondents agree with the statement ‘teaching
ethic’ can be studied in higher learning institution without exposure from real school and
teaching environment. 56 percent of the respondents strongly disagree and 17 percent disagree
that ‘teaching ethic’ can be studied only in higher learning institution. 16 percent agree and 11
percent strongly agree that it can be studied only in higher learning institution. Majority of the
respondents disagree with this statement because ethic is something that a teacher do or show for
example dressing code and the respondents thinks that anything that should be practice
physically by the students, will require them to be exposed to it in real life situation.

Question 10-Pre-service teachers will know how to manage teaching resources including
material through descriptions and lectures from lecturer, effectively.

This question asked the respondents’ agreement on pre-service teacher will know how to manage
teaching resources including material through descriptions and lectures from lecturer, effectively.
85 percent of the respondents strongly disagree on this statement and 8 percent disagree. The
remaining 5 percent agree and 2 percent strongly agree to this statement. Majority of the
respondents strongly disagree on this statement probably because, without exposures on real life
school students’ proficiency choosing materials and resources will be hard. The materials can
sometimes be too easy or too hard.

Question 11-School based experience will help you to become a good teacher in the future

Based on the pie chart, we can see that the majority of the students which the survey was
distributed are 52 per cent of the students which are the majority number of the students strongly
agree with the statement that says the school based experience will help them to become a good
teacher in the future. We can see that 7 per cent of the students who strongly disagree with the
statement and did not think that school based experience will not help them in becoming a good
teacher. This shows that the majority of the students strongly agreed that through the school
based experience they will learn to become a better teacher since they are exposed more and
better towards the school environment.

Question 12-School based experience will help you to prepare yourself better for your practicum

For question number 12, the majority of the students which is 60 per cent of the students strongly
agree that school based experience will help them better to prepare themselves for their
practicum. From the pie chart, we can see that, 2 per cent of the students who are strongly
disagree with the statement. This shows that school based experience is accepted by the majority
as something which can help them to prepare themselves better before they officially do their
practicum.

Question 13-All the courses listed in the course outline are enough to prepare you to become an
effective future teacher

From the pie chart we can see that 42 per cent of the students and 53 per cent of the students did
not agree with the statement that their current course outline is adequate for them to become an
effective future teacher. Only 5 per cent altogether from the students’ number that agrees their
current course outline is enough for them to prepare themselves to become a future teacher. This
proves that the students feel that their current course outline is not enough for them to become an
effective teacher and enable them to become a good teacher and something needs to be done to
improve the situation.

Question 14-You are exposed to a real life classroom setting through microteaching

According to the pie chart, we can see that majority of the students number which is 73 percent
of the students are opposing this statement. Only a number of 2 percent of the students who think
that through micro teaching, they are being exposed to real life classroom setting. This shows
that the micro teaching does not provide adequate real classroom setting experience to the
students and the current method does not provide them with the experience that they really need
to become an effective teacher.

Question 15-Lectures and assessments are enough to teach you about classroom management

For question number 15, we can see that the majority number which is 60 percent of the total
number of the students are opposing the statement that stated lectures and assessments is
sufficient for the students to teach them about classroom management. We can see that only 7
percent of the total subjects agreed to this statement and only a number of 5 percent of the
students that feels strongly agreed towards this statement. This shows that, even through contact
with lecturers through lectures and assessment does not guarantee that it can teach the students
very well on how to manage a classroom. It is important that to become a teacher, the students
know how to manage and control classroom.

Question 16-You do not need any real life exposures to learn how to manage a classroom
effectively

Based on the pie chart, we can see that 46 percent of the students do not think that they will need
any real life exposure to learn on how to manage a classroom effectively. However, the number
of students who oppose this statement is 37 percent which shows that the students is not really
objecting the idea that, real life exposures that also can contribute to them the experience on how
to manage a classroom effectively. This shows the mixture of both opinion that agree and
disagree with the statement with only a little differences.

Question 17-You can learn how to teach better when you are able to observe a real life teaching
and learning in school setting
From question number 17 we can see that 66 percent of the students agree that they can learn
better when they are able to observe a real life teaching and learning in school setting. There are
only 3 percent which does not agree with this statement and. This proves that many of the
students thinks that through observing by their own, they are able to teach better since they have
the hands on experience which is have contact with the teacher and students in real classroom
setting.
Conclusion

From the need analysis that had been done through questionnaire, we can conclude that
pre-practicum only is not enough to prepare the respondents for their practicum. Since pre-
practicum is only done for a week, pre-service teacher do not really know what to expect and
how teaching will be during their practical. Several questions were asked about their agreement
of organizing other programs that expose school environment that will prepare them for
practicum, and majority of the respondents agree to it. This agreement shows that, programs as
such are needed to prepare them more. The respondents disagree that microteaching only is
enough to prepare them to real life teaching in an actual school environment. This is due to the
fact that, microteachings were done in their classroom, where their classmates whose proficiency
is far better than school students’ proficiency. Pre-service teacher will not know what to expect
when they teach real school students in a real classroom. This sometimes can cause very bad first
lesson and gives a bad impression of the pre-service teacher to the school students. The
questionnaire also reveals that the respondents think that ethics and material managing technique
is better to be learnt practically with real school students, before they went for their practicum.

This clearly shows that pre-service students need a course that will expose them to a real school
setting before they actually went for their practical. The course should be able to expose teaching
and learning in school environment to them so that they will know what to expect from the
students. Expectation will include the students’ discipline, classroom management, choosing
teaching materials and resources and also cooperation from real school students.
Based from the lecturer

Most of the lecturer at the faculty agreed that there is no better way to acquire experience except
for facing the condition which provides the students or training students that will help them to
gain experience and insight on the life and responsibilities of becoming future teacher. This is
because, through the learning of theoretical approach in classroom. The students might be able to
understand the theory but did not have the opportunity to actually be in the environment which
allows them to evaluate and associate it with all the theories learned in class. The school based
experience have been conducted and implement in teacher training institutions, however, the
faculty still haven’t implement the course though it is proven that many students and lecturers
agreed that through the exposure in real school experience, teacher training (students) are well
prepared to face their practicum semester in semester 7.

Based from the teacher at school

Teacher at school agreed that UiTM students are well trained. However, according to them they
face a bit of culture shock as they arrived at the school in the beginning of their practicum
semester. Only after that the students are able to adapt to the new environment. Based from their
explanation, the teacher does think that school based experience is a good approach to exposed
future teachers to the real life situation of teacher in school before they undergo their practicum
semester. This is because through the school based experience, the students are well prepared
and generally have the idea as what to expect during their practicum semester. They also support
the idea and agreed to give cooperation if the students wanted to come to school and being an
participant observant in classroom during the teaching and learning process.
4.0 The Curriculum

4.1 Philosophy

This program aims for the development of a reflective and reflexive learner who learns
through situational inquiring, theorizing, hypothesis, testing, experimenting, analyzing, and
justifying. Such development has to be built around the searching and identification of oneself as
a teacher based on one's personal theory of teaching and learning. While cooperating teachers
can help by engaging in dialogues and interrogation with student teachers, student teachers need
also to carry out a personal reflection on their own self as a person of feelings, emotions, values
and beliefs so as to embark on a transformation of their vision of what sort of teacher they would
like to be.

Moreover it will produce students that can bring quality teaching and learning at the same
time develop well balance individuals in terms of mind, physical, emotional and spiritual thus
give chance to the individual to be responsible not just to the community and country but also the
world.

The program put high priority in faith, knowledge, culture, civilization, humanity, social
and nationality. It will ensure success not just for the present but also future to come, in every
activity run in the program.
4.2 Vision and Mission

Vision

This program is dedicated to provide the highest quality educational training program with the
cornerstones of value learning, self-worth among students and staff, quality performance
among students and staff, and transition for students to a productive and responsible
participation in society at large.

Mission

To produce excellent educators who have academic leadership that will bring betterment to the
future generation and world development align with the 2020 vision.

Motto

"Quality teachers bring brighter future for the country".

4.3 Goal
General aims of this course are as below:

1. Provide school based experience to students as preparation for their pre-practicum and
practicum.
2. Give students the opportunity to have an overview and idea of real situation at school.
3. Give chance to the students to observe the usage of all the methods, techniques,
strategies and media thought throughout the course to develop a quality teacher with
good well being physically, mentally and emotionally align with the National Education
Philosophy.

“Education in Malaysia is an ongoing process towards further effort in developing the

potential of individuals in a holistic and integrated manner; so as to produce individuals
who are intellectually, spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and competent, who possess high moral
standards, and who are responsible and capable of achieving a high level of personal
wellbeing as well as being able to contribute to the betterment of the society and the nation
at large”.

4.4 Objectives
Introduction to school based experience program will give students chance to:

1. Associate the theories learned in lectures and tutorial classes with the observation done in
school.
2. Recall and apply the theories on classroom management and pedagogical theories in the
test conducted.
3. Compare and contrast the pedagogical theories learned in classroom with the teacher’s
teaching practice or instructional practice through submission of observational reports.
4. Describe the characteristics of effective English teacher.
5. Critique and evaluate instructional material for use in different areas of English language
skills.
4.5 Content

Main Topics

Chapter Topic

1 Introduction

2 The Learner

3 The Lecture

4 Teaching Skills and Strategies

5 Classroom Management

6 Materials and Resources

Students will have tutorial classes for eight weeks. For that purposes, six topics have been
selected as to be the areas in which the students will be exposed to through teaching and learning
process before they go to school for observations. The topics that the respective lecturer needs to
cover on are ‘Introduction, The Learner, The Lecture, Teaching Skills and Strategies, Classroom
Management as well as Materials and Resources.
Subtopics

These are the subtopics which will be covered in every main topic taught to the students:

Topic Subtopics

Chapter One - Introduction ~ Observation as a Learning Tool

Chapter Two – The Learner ~ Attending to the learners

~ Learner Motivation

~ Learner-centered

~ Learner position
Chapter Three – The Lecture ~ Lesson preparation

~ Set induction and closer

~ Lesson segments and shifting

~ Lesson breakdowns
Chapter Four – Teaching Skills and ~ Presenting
Strategies
~ Eliciting: teacher prompt

~ Eliciting: teacher reactions

 ~ Giving commands

~ Dealing with error

Chapter Five – Classroom ~ Managing classroom communication
Management
patterns of interaction

~ Managing pair and group work

~ Teaching and learning roles

~ Timing and pace

~ Classroom power
Chapter Six – Materials and Resources ~ The board as resource

~ The learner as resource

~ Task analysis

~ Task design and evaluation

Sources: Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers
(Cambridge Teacher Training and Development), by Ruth Wajnryb.
Scheme of Work

Week Topic Reading Notes

Assignment
1 Introduction to the course Assigned topic
Course Outline and Assessment

2 Observation as a Learning Tool Assigned topic

3 Attending to the learners and Learner Motivation Assigned topic

4 Learner-centered and Learner position Assigned topic

5 Lesson preparation and Set induction and closer Assigned topic

6 Lesson segments and shifting and Lesson breakdowns Assigned topic

7 Observation 1 Assigned topic

Semester Break
8 Eliciting: teacher prompt, Eliciting: teacher reactions and Assigned topic
Giving commands

9 Dealing with error, Managing classroom communication Assigned topic Test

patterns of interaction and Managing pair and group

work

10 Teaching and learning roles, Timing and pace and Assigned topic
Classroom power

11 The board as resource and The learner as resource Assigned topic

12 Task analysis and Task design and evaluation Assigned topic

13 Observation 2
14 Submission of observation reports
15 Study Leave
16-18 Final Examination
4.6 Methodology

The techniques selected in order to carry out the teaching and learning process involved
the involvement of both learners and teacher. There are some parts of the learning sessions will
be carried out by the students themselves and some other parts will be guided by the teacher. For
teacher, they will make use of projected instructional media such as LCD to conduct
presentation. Most of the topics stated above will be covered by having power point presentation
from the teacher. Demonstration type of instructional method will also be applied for certain
topic which requires the teacher to demonstrate the techniques used. Tutorials will also be
provided as the students will receive some manuals related to the topics that they are learning
from the teacher.

As for the students, a small group discussion will be formed as to brainstorm certain
topics before they move on in details. One of the examples of discussion is telling the whole
class the conclusion that they can form from learning a topic at the end of each topic. Besides
that, cooperative learning technique will also be employed in which the students will learn form
one another as they need to produce a portfolio at the end of the semester. Simulation type of
method is really crucial in this course in which the students will be given the opportunity to
experience on their own a real life version of theory that they learn in the classroom. This can be
acquired through observation part which will be carried out in school.

Teacher-centered Learner-centered

Presentation Discussion

Demonstration Cooperative Learning

Tutorial Simulation
4.7 Evaluation

Grading Policies

The grading scale as explained in the course catalog will be used:

80-100% =A
75-79% = A-
70-74% = B+
65-69% =B
60-64% = B-
55-59% = C+
50-54 =C

Assessments for the course:

Observation 1 - Report Students will make two 20%

observations in English 10%
- Comment language classroom and 20%
Observation 2 - Report write reports. 10%

- Comment
Quiz Students will demonstrate 20%
their knowledge in one test.
Portfolio Students will compile all 10%
information regarding this
course in an organized way.
Participation & Attendance Students will participate in 10%
classroom discussion and
attend class.
Total 100%
Learning Activities and measurable Outcomes
Learning Unit Assessment
1. Students will be able to observe Students will make two
English language classroom and thus, observations in English
come out with written reports based on language classroom and
the findings. write reports. There are two
observations conducted and
students are required to
produce two written reports.
2. Students will be able to recall and During the tests, students
apply the theories on the teaching will demonstrate knowledge
techniques, approaches and of what school based
management. experience is, the models,
skills and techniques used.
their ability to apply the
knowledge, the students
will be bale to apply the
Expected Outcome
A score of 50.1-60%
will show an excellent
observation which is
done through a fair
critique. Each strength
identified from the
findings which are in
accordance with
theories.
A score of 40.1-50%
will show an adequate
evidence for support
and suggestions for the
improvement.
A score of 20.1-40%
will show a simple
evaluation.
A score of 0-20% will
show poor evaluation.
Exemplary (Score 18-
20%)
Students will recall
substantial information
on the techniques,
approaches and
management. Besides
are able to critique and
provide original ideas.
Proficient (Score 14-
17%)
Students will have an
idea of the theories and
knowledge.
Adequate (Score 10-
13%)
Students will be
familiar with the basic
theories and
 application.

3. Students will be able to produce a Students will compile all A score of 8.1-10% will
portfolio which contains all the detail information regarding this show a well combined
of information throughout the course. course. portfolio and organized.
A score of 6.1-8% will
show adequate
combined portfolio.
A score of 5.1-6% will
show minimal effort
and preparation of
portfolio.
A score of 0-5% will
show a little or no
preparation for the
portfolio.

4. Students will be able to participate in Students will participate in A score of 8.1-10% will
the class discussion by giving opinion classroom discussion and show a well
and sharing ideas. Students will come attend class. participation in class
to each and every class. and pattern of
attendance.
A score of 6.1-8% will
show adequate
participation and
pattern of attendance.
A score of 5.1-6% will
show minimal effort in
participating and
attending class.
A score of 0-5% will
show a little or no
participation and poor
attendance.
Observation Report Evaluation

Students will be assessed based on these requirements:

Segments Prerequisites Maximum

Marks

Part A • Specific 10

Describe in details the techniques, theories and • Detail description 30

communication patterns used in the observation.
Classroom management aspect must also be • Good organization 10
included.

Part B • Good pattern of 20

discussion by
Use at least three valid sources
integrating different
-One interview and two evidences to support sources
points
• No direct copying
being detected

Part C • Specific discussion by 20

integrating theories
Discussion using significant concepts
learned in class
highlighted in the course.

Part D 10

Graphics and pictures

Total 100
Portfolio Evaluation

Students will be evaluated based on these elements:

Segments Prerequisites Maximum

Marks

Part A -Specific and 25

organized
Combination of all notes based on the topics as well as 25
subtopics learned in the classroom. -Clear and detail

Part B -Reliable 20

Extra notes form sources like articles, websites or journal -Beneficial 15

which are related to the topics.

Part C -Attractive 15

Creativity and effort in producing the portfolio.

Total 100
5.0 Administration

Duration of the course / program

Duration of the program is for 14 weeks. It is offered as one of the core subjects for
Semester 5 students which is compulsory for the Semester 5 students to have at least a credit (C
+ and above) for this course before they can continue their studies in Semester 6.

Venue

The venue which this course is going to be conducted is at the Faculty of Education. The
contact hour with the lecturer will be conducted at the place which is provided by the Faculty.
The facilities provided are classroom and lecture halls.

Facilities

Facilities which are compulsory are TEC (Technology Enable Classroom) room. This is to
ensure that the students are exposed with present technology and can familiarize themselves in
managing TEC rooms.

Supervisors

Supervisors or lecturers needed for this course must be a graduate from certified Faculty of
Education registered with MQA (Malaysian Quality Agency). The lecturers or supervisors
should possess at least second upper degree and have Master that is interrelated with
pedagogical, classroom instruction and management. This is to ensure that the quality of
students produced or passes this paper is not compromised.
6.0 Conclusion

On the whole, we can conclude that school based experience is a program that provide

students an early exposure or overview of real situation at school. This program is implemented

specially for semester five students as the semester six students will have a preparation program

for few weeks before they carry on with their practicum. Based from the need analysis, this

program is highly needed for the students and it is highly recommended for education students

who are going for practicum later on. This program needs to be implemented due to the issues

related to pre- service teachers. Many school teachers complained that the practicum or trainees

teachers from our faculty who came to the school did not aware of the issues in school, or tend to

experience culture shock on their first meeting with students. Some trainees are too dependent

both on their supervisors and teachers that monitor them. There are also some pre- service

teachers who seek for short- term solutions to help them survive the reality shock.

This program focuses on the importance of having experience of the real situations in

school setting before the students are sent for their practicum. It needs to be introduced in order

to make students aware of the issues at school rather than having a reality shock during their

practicum, and also to practice students to be independent as they will are the one who will face

the situation later on so that they do not rely too much on the supervisors and teachers at school.

This program also may boost up the students’ confidence level, where they will feel comfortable

and confident during their practicum as they have an early exposure of the real situation at

school.
 COURSE SYLLABUS

Course Information

Course : Introduction to School Based Experience

Semester : 05

Core Person/ :
Instructor

Course Description

This course will expose the students with the correct and effective methods for conducting
teaching and learning session. It will help the students to be aware of the real phenomenon and
situation that takes place in school. They can see clearly how the theories part that they learn in
the classroom is being put into practice by conducting observations.

Course Outcomes

Upon completion of this particular course, a student will be able to:

1. Associate the theories learned in lectures and tutorial classes with the observation done in
school

2. Recall and apply the theories on classroom management and pedagogical theories in the test
conducted.

3. Compare and contrast the pedagogical theories learned in classroom with the teacher’s
teaching practice or instructional practice through submission of observational reports.

4. Describe the characteristics of effective English teacher.

5. Critique and evaluate instructional material for use in different areas of English language
skills.
The course will be organized into four main units:
Learning Unit
1. Students will be able to observe
English language classroom and
thus, come out with written reports
based on the findings.
2. Students will be able to recall and
apply the theories on the teaching
techniques, approaches and
management.
3. Students will be able to produce a Students will compile all
portfolio which contains all the information regarding
detail of information throughout the
course.
Assessment Expected Outcome
Students will make two A score of 50.1-60% will
observations in English show an excellent observation
language classroom and which is done through a fair
write reports. There are critique. Each strength
two observations identified from the findings
conducted and students which are in accordance with
are required to produce theories.
two written reports. A score of 40.1-50% will
show an adequate evidence for
support and suggestions for
the improvement.
A score of 20.1-40% will
show a simple evaluation.
A score of 0-20% will show
poor evaluation.
During the tests, Exemplary (Score 18-20%)
students will Students will recall substantial
demonstrate knowledge information on the techniques,
of what school based approaches and management.
experience is, the Besides their ability to apply
models, skills and the knowledge, the students
techniques used. are able to critique and
provide original ideas.
Proficient (Score 14-17%)
Students will have an idea of
the theories and will be bale to
apply the knowledge.
Adequate (Score 10-13%)
Students will be familiar with
the basic theories and
application.
A score of 8.1-10% will show
a well combined portfolio and
this course. organized.
A score of 6.1-8% will show
adequate combined portfolio.
A score of 5.1-6% will show
minimal effort and preparation
of portfolio.
A score of 0-5% will show a
little or no preparation for the

4. Students will be able to participate
in the class discussion by giving
opinion and sharing ideas. Students
will come to each and every class.
portfolio.
Students will participate A score of 8.1-10% will show
in classroom discussion a well participation in class
and attend class. and pattern of attendance.
A score of 6.1-8% will show
adequate participation and
pattern of attendance.
A score of 5.1-6% will show
minimal effort in participating
and attending class.
A score of 0-5% will show a
little or no participation and
poor attendance.

Grading Policies

The grading scale as explained in the course catalog will be used:

80-100% =A
75-79% = A-
70-74% = B+
65-69% =B
60-64% = B-
55-59% = C+
50-54 =C
Assessments:

Observation 1 - Report Students will 20%

- Comment make two 10%
Observation 2 - Report observations in 20%
- Comment English language 10%
classroom and
write reports.
Quiz Students will 20%
demonstrate their
knowledge in one
test.
Portfolio Students will 10%
compile all
information
regarding this
course in an
organized way.
Participation & Attendance Students will 10%
participate in
classroom
discussion and
attend class.
Total 100%
Scheme of Work
Wee Topic Reading Not
k Assignmen e
t s
1 Introduction to the course Assigned topic
Course Outline and Assessment

2 Observation as a Learning Tool Assigned topic

3 Attending to the learners and Learner Motivation Assigned topic

4 Learner-centered and Learner position Assigned topic

5 Lesson preparation and Set induction and closer Assigned topic

6 Lesson segments and shifting and Lesson breakdowns Assigned topic

7 Observation 1 Assigned topic

Semester Break
8 Eliciting: teacher prompt, Eliciting: teacher reactions and Assigned topic
Giving commands

9 Dealing with error, Managing classroom communication Assigned topic Test

patterns of interaction and Managing pair and group
work

10 Teaching and learning roles, Timing and pace and Assigned topic
Classroom power

11 The board as resource and The learner as resource Assigned topic

12 Task analysis and Task design and evaluation Assigned topic

13 Observation 2
14 Submission of observation reports
15 Study Leave
16- Final Examination
1
8
 UNIVERSITI TEKNOLOGI MARA
KAMPUS SHAH ALAM

This questionnaire is required to acquire data to analyze the needs of constructing a new course:
Introduction to School Based Experience. This research is done by The Curriculum Developer
Team of Faculty of Education. The objective of this research is to find out the needs of a new
course which will emphasize on exposing school environment to pre-service teacher to prepare
them and give an overview of how their practical semester will be. This questionnaire consists of
two sections. Section A requires students to provide their demographic data that asked what
semester they are in now, their gender and also age. Section B provide list of likert scale
questions that consist of 17 questions.

Conducted by:

1. Professor Doctor Norfarihah Binti Maidin.

2. Professor Doctor Villerie Binti Menuin

3. Associate Professor Doctor Ayuni Binti Arifen

4. Doctor Anis Nabilah Binti Che Mahmood

5. Madam Aqilah Osmadi.

Section A: Demographic Details

Semester :…………………..

Gender :Male / Female

Age :………………….

Section B: Circle only one (1) number which represents you best.

1: Strongly disagree 2: Disagree 3: Agree 4: Strongly agree

Do you agree if the faculty wants to organize programs that expose school
1. environment to pre-service teachers before they go for practical? 1 2 3 4

2. You were exposed to any type of responsibility as a school teacher. 1 2 3 4

3. Pre-practicum is enough to prepare students for practical. 1 2 3 4

During your practical, you believe that you can handle any kind of
4. disciplinary problem by the students without any help or exposure of school 1 2 3 4
based environment programs?

In training to be an effective teacher, meaningful learning is better than rote

5. 1 2 3 4
learning.

6. Learning only teaching theory is enough to become a good teacher. 1 2 3 4

7. Microteaching is enough to prepare you to tech real students. 1 2 3 4

8. The time allocated for practicum is enough to prepare you to become a good 1 2 3 4
 teacher.

9. Teaching ethic can be studied in higher learning institution without exposure 1 2 3 4

from real school and teaching environment.

10. Pre-service teacher will know how to manage teaching resources including 1 2 3 4
material through descriptions and lectures from lecturer, effectively.

11. School based experience will help you to become a good teacher in the 1 2 3 4
future.

12. School based experience will help you to prepare yourself better for your 1 2 3 4
practicum.

13. All the courses listed in the course outline are enough to prepare you to 1 2 3 4
become an effective future teacher.

14. You are exposed to a real life classroom setting through micro teaching. 1 2 3 4

15. Lectures and assessments are enough to teach you about classroom 1 2 3 4
management.

16. You do not need any real life exposures to learn how to manage a classroom 1 2 3 4
effectively.

17. You can learn how to teach better when you are able to observe a real life 1 2 3 4
teaching and learning in school setting.

=Thank You for Your Cooperation

 Questions for Interview (Lecturer)

• In your opinion, do the students in our faculty are well prepared before they go for

practicum?

• Do all the courses teach enough to produce effective teacher?

• What do you think of school based observation? Is it good to be implemented as one of

the courses?

• Do you agree that exposure to school environment before going for practical is

necessary?

• Do pre-practicum adequate enough for students to prepare themselves?

• What do you think of learning by observing?

• Students can get to know how the theories part that they learned being put into practice as

they observe other teachers. Do you agree?

• Students in IPG are exposed to such a situation and not our students. Why is it so?

• IPG has been implementing this type of courses nearly for every semester as to give

students exposure on how teaching and learning session is conducted. By this statement it

is clear that it does bring benefits to students. Do you agree with it?
 Questions for Interview (School Teacher)

• What is you opinion on UiTM students who come to your school for practicum?

• Do you think that the students are well trained?

• Can the students manage classroom well?

• How about their interaction with students? Is it the effective one?

• Do you think the techniques used for teaching is effective?

• If you are given the chance to make any improvement, what would you suggest?

• What is your opinion on school based observation?

• Do you think that it is beneficial?

• Can it improve students’ practicum if being implemented?