Aisha Ahmed Yahya H00272762 EPC 4403

Assessment 1: Evidence of PDP After implementation

Name: Aisha Ahmed Yahya (H00272762)

Course Code: 4403

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Goal 1: Improving transition between the activities

Strategy 1: Using signal words:

I didnt use the words and tools that I planned for it in my PDP plan because it will
change students routine and might cause chaos in the classroom as my MST replied
when I discussed with her.

Instead, I used my MSTs words like First table ready when the times of the activity up
and I need them ready to listen to my next instruction. Also, when the activity begins I
will say Start and stop when the activity finishes.

Strategy 2: Giving specific time for each activity:

I gave a specific time for each activity like You have 10 minutes to finish your activity
with counting at the end of the task. In this way, students will know the time they are
expected to finish their tasks as well as making the lesson smoother.

An example of my MSTs evaluation.

Strategy 3: Ringing the bell:

At the beginning, I rang the bell and after each activity finishes to get students attention
as some students dont listen to my counting. However, this strategy wasnt useful
because the students were used to the counting rather than ringing the bell.

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Strategy 4: Counting backward:

Counting was the most useful strategy for improving the transition, I use it in all lesson
stages. At the beginning, the students respond negatively to the strategy. I thought the
strategy wasnt effective because my voice wasnt clear. However, my MST noticed that
I need to slow down while counting. When I slowed down, students respond effectively.

Goal 2: Improve students collaboration in the group activities.

Strategy 1: Specifying roles for each member:

When I planned for the activity, I thought about giving all group members a task in and
be clear with my instruction.

When I did the activity, I explained to them the instruction slowly so students understand
their tasks with writing them on the board so it can be obvious to them.

Strategy 2: Using fun games in each lesson that engage all students:

I used many games to motivate the students to lead them to stick to their activities. This
strategy helped the students to be all actively engaged and learning successfully.

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Strategy 3: Giving table points for the tables who collaborate effectively:

I was always reminding the students about the rules of collaborating by praising the
most collaborative group. In this case, all groups started to collaborate to deserve the
points of teamwork.

Strategy 4: Monitoring the members:

When the students are working in groups I started to check their roles in their groups by
giving feedbacks and remind them about the rules of working together. Also, as I
noticed when I started walking around the groups the members are actively worked on
their tasks.

Goal 3: Reducing teaching talking time

Strategy 1: Timing myself:

My plan is to use my phone timer as a guide. Though the school didnt allow teachers to
use the phone in the lesson so I follow this rule and I started consistently looking at the
clock while my teaching. At the beginning, I went over the time. However, I started to
put specific time for each part which helped me to teach less in every lesson.

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Strategy 2: Asking leading question with involving group discussion:

In the carpet time, I encouraged discussion between the students with leading questions
but the noise started to go up. My colleague said that I need to decrease the time of the
discussion because when I increase the discussion time the students will tend to not
stick to the subjects which leads them to misbehave.

Strategy 3: Using constructivism strategy:

I used the materials that guide the students to learn the new information independently
with teacher guidance like active learning in math lesson or when I encouraged students
to find new adjectives in the dictionaries in English lessons to develop their vocabulary
by themselves.

An Example of my MST evaluation

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