Practicum 4b (Internship)

EPC 4909

Implemented PDP plan

For Year 4
Anood AlShehhi (H00249845)

Introduction

In this plan, I will talk about my professional development plan (PDP) that
contains three goals which are;
1. Create at least four interested activities for educational videos to enhance
the understanding of ESL
2. Improving classroom management using variety of behaviour
management strategies
3. Participate in professional development activities especially conferences
and workshops attendance.
PDP Plan

Goal
Description
Rationale/
objectives:

Goal 1
Create at least four interested activities for educational
videos to enhance the understanding of ESL.
Personal:
Related to the UAE vision of 2021, the ministry of
education has focused in engaging using technology
on students curriculum. As a future teacher in the
UAE, it will be useful to use educational videos as a
way of teaching methods, but I always fall in the
challenge of planning the suitable activities for
enhancing the video/lesson aim.
Students:
The activities after the video will be helpful for
kinaesthetic students since they couldnt be focus
like the auditory and visual types of students.
It will support students to apply what they learned
from the video into the activities, show what they
understood and why they do their work on that way
without having so many mistakes on their tasks.
It will motivate the students to focus on the video
and be active during the activities rather being in a
sleepy mood after the video.

Competency
area:

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Implementing and Managing Learning (Language

and delivery).
TC: From my point of view, the way of teaching is have
to be in a way that the students will like and consider it
as fun by applying what they learned instead of having
the information as lecture and only memorize it for
exams. To add, Students should learn by doing instead
of observing and memorizing informations only in
classes (Stiegler & Hiebert, 1999).

Monitoring and Assessment

TC: From this goal, I will be observe and analysis the

students development and knowledge to make sure
that I will plan for better post-video activities that will
make them understand the information better.
Reflection
TC: In this goal, I will try to develop myself through the
reflection and discussions I will have with MST or MCT
and self-reflection journals to apply using technology
and activities in classes in an effective way.
Semester 1
Semester 2
Title: Instructional verbs
Title: Rhythm song about
video made by a student.
the lesson (vocabulary)
-

Implantation
strategies
retroactive:
G1. Strategy
(1)

Activity: reorder making

pizza pictures and put the
suitable instructional verbs to
each picture
Interaction pattern: Group
Work
Type of Post Activity:
writing skills and making
models (posters)

G1. Strategy
(2)

Activity: students will

match the key terms (wrote
it in plastic eggs) from a bag
then match it to a correct
picture.
Interaction pattern:
whole class
Type of Post Activity:
vocabulary skills

Target Date: 24 February

2016

Target Date: second week

Title: Regular -ed past verb

video

Title:A video (depend on the

lesson)

Activity: write a words or a

sentence using a verb with
-ed then draw it on dishes.

Activity: depend on the

lesson

Interaction pattern:
Individual Work
Type of Post Activity:
Sketching (drawing),
designing and writing skills

Interaction pattern:
groups
Type of Post Activity:
reading comprehension
skills
Target Date: fourth week

Target Date: 20 March 2016

G1. Strategy

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Title: Regular and Irregular

verbs video

Title: a video (depend on

the lesson)

(3)
Activity: making a Rapunzel
booklet from 3-4 pages - do a
cover has a title and a
drawing of the main
character, write the words
that will be said on the story
and have regular and irregular
past verbs and draw an
ending for the prince problem.

Activity: depend on the

lesson

Interaction pattern: Group

Work

Target Date: seventh week

Interaction pattern:
individual (differentiation
activity)
Type of Post Activity:
listening skills

Type of Post Activity:

Listening, writing, drawing
and critical thinking (through
problem solving and
imagination) skills.
Target Date: 24 March 2016
Resources:

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MCT: I will discuss

about the suitable
activities to do after
videos.
MST: observe the types
of activities applied for
the videos played.
Web resources: find
suitable videos that
met the goal of the
lesson using YOUTUBE
website such as:
https://www.youtube.com/
watch?v=a0qq0h4xN34
https://www.youtube.com/
watch?v=jxl28KQOHy4
https://youtu.be/IrhSy63N
6iU
Pinterest Blog
application: search for
previous experience
using some activities to
modify it into my lesson
plan.

MCT: I will discuss

about the suitable
activities to do after
videos.
MST: observe the
types of activities
applied for the videos
played.
Web resources: find
suitable videos that
met the goal of the
lesson in video
websites engines like;
http://www.teachertub
e.com and
http://youtube.com.
Books: Reading about
books that support me
planning for activities
linked to videos such
as
1. Instructional
Technology and
Media for Learning
by Sharon E.

Evidences

MCT:
Reflection about
planning an activity for
a video.
Reflection about
students reaction
toward the activity.
Observation journals:
Daily journals about
students learning
progress.
Evaluating students
understanding of the
video and the activity.

Evaluation (for
the whole goal)

Page | 4

Smaldino, Deborah
L (2015).
2. Music Videos in the
Classroom - Young
People Exploring
the World By
Philipp Kock
(2009).
3. A Crash Course in
Lesson Planning by
Laurie Powell
(2015).
MST reflection:
MST reflection toward
the students
engagement in the
activity and any other
comments.
MCT reflection:
Reflection about
planning an activity
for a video.
Reflection about
students reaction
toward the activity.
Observation checklists
with reflection:
I observed the
students into some
areas like;
understanding level,
students
engagement, etc. for
each student.
Reflected into the
general lesson about
students interest in
the video and the
activity.
Resources:

For 1st semester in Year 4, the

planned activities for this goal
didnt achieve my aim of
improving EFL skills. Thats
happened because all the

Buck, Jemma; Wightwick,

Christopher. (2013).
Teaching and Learning
Languages: A practical guide

activities used were only

focused on grammar skills
especially verbs. Thats had
produce some sense of boring
moments for the students to
have always the same
grammar activities after each
video they saw. My MST also
had reflect in the same issue
that Im linking videos into
one skill which made students
dont want to see more videos
since they know they will had
another grammar or verbs
lesson.
In the other hand, for the first
activity that had been done
(Look at G1. Strategy (1))
students had enjoyed the idea
of seeing one of their friends
on the video making a pizza
and giving instructional verbs.
After that day I received
videos from half of the class of
making a pizza with using
instructional verbs. That made
me happy as a teacher to see
that students had apply what
they learn into their real life.
When students practice doing
things in the activities, that is
the key major for a successful
and interesting class (Buck &
Jemma, 2013)
For next planning activities, I
want to add a variety of EFL
skills like vocabulary, reading
comprehension and others to
break the idea of if there is a
video there is a grammar
lesson and to make it more
interesting to them. In
addition, I will try to choose
videos that suitable with
students interests and level.

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to learning by doing.
Routledge. Retrieved from
http://www.myilibrary.com?
ID=425465

Goal
Descripti
on
Rational
e/
objective
s:

Compete
ncy
area:

Page | 6

Goal 2
Improving classroom management using variety of behaviour
management strategies.
Personal:
In some semesters, I faced some challenges with
dealing with students because of the gab in my
classroom management skills. So I decided to focus
more in students behaviour to manage the class,
improve myself and my ways of teaching.
Students:
It would improve students focus and will let the
students to give more creativity and critical thinking.
From my pervious TP, if the classrooms were managed
and flexible, the students were more active with giving
great answers.
It will motivate students to behave well and be better
on their studies and learning because of the strategies
reinforcements. Skinner reflected that students could
be encouraged to learn if there were some
reinforcements (Lieberman, 2000).
It will affect the improving of the students level from
low to a higher level since they will change their habits
into a better one.
-

Planning for Learning

TC: In this goal I plan to apply the teacher strategies first with
building it up then make new strategies considering students
reflecting and behaviour with using the strategies of the MST.
Applying MST strategies will be only for one week then I will
start doing my own strategies until the last day at TP in both
semesters.

Implementing and Managing Learning (classroom

management)
TC: In this goal, I will use different equipments and strategies
that will help students to challenge them becoming better into
higher levels. I will also make my own rules and routines to
help me move smoothly between an activity to another
without losing students focus.

Monitoring and Assessment

TC: Through this goal, I will try to use technology methods to
communicate with students parent and students themselves
to let them see their achievements and their developing.
Moreover, What make children happy about their
achievements that the parents opinion and attention over
their outcomes.

Semester 1
Title: Friends mail
Implanta
tion
strategie
s
retroacti
ve:
G2.
Strategy
(1)

G2.
Strategy
(2)

Time to put letters and check

it:
At the last 5 minutes of
Wednesday 4th period (2nd class
for them at the same day)
Type of Strategy :
Positive / students write good
things for their friends behaviour
and questions/ answers for me (the
teacher).
Target Date:
21 February 2016
until 23 March 2016
Title: Rapunzel of the day (The little
teacher)
Interaction pattern: Groups or
lines
Time: The whole English class time
Type of Strategy:
Positive and negative/ Positive since the
students names who participate well will
be written. While the other students
names who not behaving well and talk in
Arabic will be written too.
Target Date:
28 of February 2015 until 16 March
2016

Semester 2
Title: Storyteller
Activity: The student who gets
more points with dojo points for
each week will choose a story
and read it aloud.
Interaction pattern: whole
class
Type of Strategy :
Positive/ students will get
encouraged to do well in the
class to read their own stories.
Target Date:
From second week until the
ninth week.
Title: Class Dojo web (points)
Type of Evaluation: for each
student.
Time: The whole English class
time
Type of Strategy :
Positive and negative/ Positive
since the students names who
participate will get points.
While the other students who
not behaving well will take
minus points.
Addition: posting students
achievements on the web to let
family see their progress and
comment.
Target Date:
The whole TP practice

Title: Class Dojo web (points)

G2.
Strategy
(3)

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Type of Evaluation: for each

student.

Time: The whole English class

time
Type of Strategy :
Positive and negative/ Positive
since the students names who
participate will get points. While
the other students who not
behaving well will take minus
points.

Resourc
es:

Evidence
s

Target Date:
16 February 2015 until 23 March
2016
MCT: I used some of the
strategies that I learned
from college and modify it
more.
MST: observe how the MST
use her strategies for a
classroom management and
who students reflects for
each.
Web resources: find
suitable strategies that met
the class situation like;
Pinterest.com
.

MCT:
Reflection about the
effective of the strategy for
the classroom management.
MST:
Reflection about the
effective of the strategy for
the classroom management.
Behaviour management
checklist:
Recording students
behaviour in the website
and evaluate their progress

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MST: observe how the

MST use her strategies
for a classroom
management and who
students reflects for
each.
Web resources: find
out some samples of
strategies that I could
use or get me inspired
such as Pinterest web
and educational
teachers blogs.
Journals: Reading about
different experiences
toward some strategies. I
will be using HCT Eric
engine to find good
journals.

MST:
Reflection about the
effective of the strategy
for the classroom
management.
Behaviour management
checklist:
Recording students
behaviour in the website
and evaluate their
progress through (Dojo)
website.

through (Dojo) website.

Reflective journals:
Writing daily journals
after each class used
with the strategy to find
out the effectives of it
and plan for better
classes.
Evaluati
on (for
the
whole
goal)

For semester 7, I was blessed to

have few students changed their
behaviour to be better. However, I
wasnt that satisfying in my
classroom management skills since
some challenges faced me while
using the strategies.
For the second activity (Look for
G2. Strategy (2)), the students
who were responsible for writing
students names in the behaviour
table were not honest. Some of
them were wavering for their own
feelings and taking friends sides.
One of the students was arguing
before the class with another girl
and when she got to write students
names, she put the arguing girl
name under misbehaving five
times while she did nothing. That
let me thought about making sure
to plan tighter to make students
more honest and have good
morals for the class. Glassar had
talked about how good morals
could exchange the bad
behaviours in students and make
them better inside and out
( Mohamadi et al., 2014).
As for the first activity about the
friends mail, students started to
behave well and be friendlier for
one to another but some students
later get bored to write things and
some of them started to say
negative things for their
classmates. I decided to do this

Page | 9

Resources;
Mohamadi, Sahar,M.A.,
C.T.R.T.C., & Sahebi, Ali,
PhD,M.A.P.S., C.T.R.T.C. (2014).
CONSTRUCTION OF AN
ENGLISH VERSION OF THE
QUALITY OF MARITAL
RELATIONSHIPS (QMR) SCALE
BASED ON THE GLASSER'S
'SEVEN DEADLY HABITS'.
International Journal of Choice
Theory and Reality Therapy,
33(2), 52-72. Retrieved from
http://search.proquest.com/doc
view/1540197389?
accountid=1215

Shah, P. (2009). Motivating

Participation: The Symbolic Effects
of Latino Representation on Parent
School Involvement. Social Science
Quarterly (Wiley-Blackwell), 90(1),
212-230.

activity again after developing it

since it changed a three to five
students from misbehave students
with low levels to become polite
and get into the middle level. One
of the ways to develop it to make
students share some mails each
week and check their mails before
putting it into their friends
envelopes to avoid negative
writings.
For the last activity I used which is
DOJO website was a successful
experience for me and for my MST
who started to use it after finishing
my training. The students react
very well to get more points and
get motivated. Some of the
students were doing their best to
do well in the class even if they
didnt know the answers just to
have extra points. One of the
students was crying because she
didnt want to have negative point.
The problem with this strategy that
the families wasnt aware of their
children progress and werent
aware what students did in the
school. Because of that I want
them to know how their children
behave and be proud of them.
Parents could be an impressive
solution for changing students
behaviour in school since students
are seeking to get attention from
their parents especially for being
better (Shah, 2009).

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Goal
Descripti
on
Rational
e/
objectiv
es:

Goal 3
Participate in professional development activities especially
conferences and workshops attendance.
Personal:
It helps to build up leadership skills that I as a teacher
needed when I teach. This leadership will help with
building trust between me with the other teacher and
the students which will increase the motivation to all of
us.
Students:
It would let the students know how to interact with real
life skills. Having outdoor workshops will let the
students taste the reality of learning from the

Compete
ncy
area:

P a g e | 11

surroundings (Edwards, 2003).

It will help students to feel comfortable near their
teacher outside and inside the classes.
It will reveal the students core behaviours and
characters outside the classroom environment.
Professionalism and Understanding
TC: In this goal, I will participate in the school activities and
workshops which are focus in improving students learning and
life skills to learn how to plan workshops apply it and get more
real teaching experience inside the classroom and outside it.
Implementing and Managing Learning (classroom
management)
TC: From this goal, I will make a bond with students and
teachers through communication and I will get to know my
students interests more.

Implanta
tion
strategi
es
retroacti
ve:
G3.
Strategy
(1)

G3.
Strategy
(2)

Semester 1
Activity:
Attending two different workshops
on the school; One had organized
by policemen (Traffic Safety) and
the other one had organized by
Etisalat company (Internet Safety).
Interaction pattern:
Whole class.
Placement :
The library and the assembly space
hall.
Target Date:
1- Traffic Safety:
28-29 February 2016.
2- Internet Safety:
21 February 2016.
Activity:
Participate with Islamic studies
teacher and an ART teacher to
make a water bottle keeper and a
recycling food ban to give it later
for animals.
Interaction pattern:
Whole school.
Placement :
In each hallway on the second
stairs have one water keeper bottle
and one recycling ban.

G3.
Strategy
(3)

Target Date:
14 March 2016 until 22 March 2016
Activity:
Doing a reading workshop for
grade 1 about Pyjamas, colours
and expressions (happy, sad and
angry).
Interaction pattern:
Whole class (grade1)
Placement :

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Semester 2
Activity:
Doing an event with the help of
one of the government
departments to enhance a
skills a students need.
Interaction pattern: one
whole class or two classes from
the same grade.
Placement :
The library, school hall or
assembly space (depend on the
school)
Target Date:
Third or fourth week of the TP
Activity:
Doing a reading workshop for
one grade of students then
make a performance with it.
Interaction pattern:
One class (better to do it with
small group of low level
students).
Placement :
In a classroom and the school
hall
Target Date:
Third week and eighth week

________________________

The Library centre

Resourc
es:

Evidence
s

Target Date:
01 March 2016
Etisalat Company:
Observe how to do
workshops from specialize
people and what it needs it
to do it.
Policemen department:
Observe how to make
procedures and contact
government departments to
make a workshop for the
school.
Teachers (general
subjects): Help the school
teachers in doing activities
to gain experience.
Peers:
Doing an activity with peers
to practice doing an event or
workshop.

MST:
Reflection about the
effectiveness of the
workshops and the events.
Peers:
Reflective journals about the
weakness and the strengths
of doing workshops for
difference grades and
students.

Government
departments: contact
with government
departments to make
events collaborating with
them such as;
firefighters, other
schools, education
government and others.
Activity teacher: Plan
activities with the
activity teacher.
Students: find out
students interests to find
suitable activities for
them.
Teachers (general
subjects): Help the
school teachers in doing
activities for school to
gain experience like;
assemblies, meetings
and others.

MST:

Reflection about the

effective of the event

Students:

Students evaluating
sheets to see their
satisfying and
effectiveness.

Reflective journals:
Writing daily journals
after each event about
weakness and strengths
of the events.
Evaluati
on (for
the

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For the first work shop that

policemen and Etisalat company
had did had taught me how to link

Resources;
Ana Cristina, T. T., & Basurto

whole
goal)

the workshop concept into the

people who do it. I thought that as
a teacher I could give any
workshop like sewing, cooking and
others but I learned that each
specialized worker should do what
he/she knows the best. I discussed
with the policeman about how to
do a workshop for kids and he said
that it should be simple and
interesting. He added that students
wouldnt understand the workshop
without experiencing the thing,
making models and giving
instructions which are important
for the learners. Letting the
students understand the
instructions and apply what they
learn and model it help them be
more confidence and creative
towards their work (Ana & Basurto,
2014).
For my second workshop, it was
interesting to work with different
teachers since it developed my
team work and leadership work.
One of the teachers was asking me
to get responsible about checking
water on bottles and guiding
students to do what they were
require. The only problem for me
was I didnt know how to plan a
workshop or collecting participants
to it.
For the third workshop, students
were excited for the event, so
many girls were trying to sit in the
front and some of the quite
students started to share their
personalities which were the
opposite inside the teaching
classes. Planning for a workshop
for reading with peers was hard at
first since we couldnt divide the
work between us but after listing

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Santos, N.,M. (2014).

Pronunciation instruction and
students' practice to develop
their confidence in EFL oral
skills. Profile, 16(2), 151-170.
Retrieved from
http://search.proquest.com/doc
view/1677198443?
accountid=1215

what we have to do and put it into

a mind mapping we did a satisfying
event but not the best.
For next workshops or events, I
think I will try to do it with other
staff in the school or bring parents
to participate and share advices to
enhance students participation.

Resources:
Edwards, A. (2003). Researching pedagogy: a sociocultural agenda. In D. Scott (ed.), Curriculum
studies: major themes in education (pp.7-31), V. 3. Pedagogy, RoutledgeFalmer, London & NY.
Retrieved from; http://lsg.ucy.ac.cy/girep2008/papers/DEVELOPING%20OUTDOOR
%20PHYSICS%20PROJECTS.pdf
The Ministry of Education Strategy 2010 2020; Aiming in accomplishing a score of 10/10 in
all of its initiatives. (2010). Retrieved March 15, 2016, from
http://www.dubai.ae/SiteCollectionDocuments/UAE_Education_Strategy_2020_En.pdf
Lieberman,A.(2000).Networksaslearningcommunities:Shapingthefutureof teacher
development. Journal of Teacher Education. Retrieved from
https://www.academia.edu/9268508/Classroom_Management_A_Critical_Part_of_Educationa
l_Psychology_With_Implications_for_Teacher_Education

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