Practicum 4a – EPC 4403

Professional Development Plan _ Draft 1

Prepared for Dr. Allan Mutambo

Fatema Saeed Alshehhi

H00271530
 Importance of Teacher’s Led PDP

Teacher’s Led PDP is important as it builds the teacher’s capacity in terms of

developing his skills, knowledge and expertise to teach even in a better manner. It
also gives the teachers an opportunity to show cast their knowledge and experience
and receive feedback from other teacher peers on how to better take an outlook of a
certain aspect of teaching.
It is as well a great source of teamwork and collaborations. As with PDP
meetings, it creates a sense of community where teachers can interact with each other
and talk with each other about common issues they face. It makes the teachers be
more engaged towards each other and towards the school as through the PDP
meetings, they get to talk with each other, share their resources and engage more with
each other (Janssen, et.al., 2013).
Goal 1 During year four I would like modeling the activity before asking students to do it
themselves.

Rationale - Enhances student engagement through reducing student confusions and increase
understanding instead (Kaiser &Maaß, 2007).
- It supports literacy learning and make learning more effective for the students as the
scope of the content becomes clearer both for the teacher and the student (Loh,
2009).
- The teacher does not have to do a lot of work in the classroom as with modelling, if
done effectively it can allow the students to do the work independently without
requiring any help from the teacher (Tyler, 2015).

Teaching - Managing learning: Providing clear instructions and display examples for students
competencies
help to avoid their misunderstanding and keep the time and make students on task,
which manage the learning.
Implementation What? How? When? Why?
strategies
- I will write Write "learning Whole weeks in TP - It will be clearer to
learning objectives" and under as a routine in the the students on what
objectives of it, I will write what I beginning of each is expected to be
the lesson on lesson. learnt for the lesson,
expect students
the board and which can help them
I will achieve by the end of gain more clearance
mention the lesson as a points. on why they are
them to the learning certain
students. concepts within the
lesson (Acito, 2002).
- It will help the
students remain
focused within the
lesson in terms of
getting back to the
learning objectives
to identify whether
they have
understood that
certain objective or
not before moving
forward (Adam,
2006).
- I will write In the lesson plan, I In the first week of - It will help in
sequenced will write more internship, in every facilitating the
instructions details about each lesson, I will write level of
with full the instructions for understanding
step for the lesson
details in the the teacher’s and that the students
lesson plan. and I will provide students’ tasks. can attain from
clear instructions for the lesson
what students have to (Wandberg
do to understand &Rohwer,
well. 2010).
- It will avoid
bringing up any
forms of
conflicts or
confusions that
can prevent the
students from
understanding
better the lessons
(Graham,
Gillespie
&McKeown,
2013).

- I will use I will use visuals to From first week of - It will help
visuals such introduce new my teaching, I will maintain the
as pictures, concepts or words use visuals as each interest and
videos and lesson needs. focus level of the
and to let students
models in my students as it will
teaching. discover the idea or kill the
point from it like the monotony or
title of our lesson or boredom that the
what the message students would
they get from it. be having
without visuals
(Shabiralyani,
Hasan, Hamad
&Iqbal, 2015).
- Using visuals
like videos and
pictures
enhances the
level of
understanding
amongst the
students and it
also allows them
to retain the
information for
longer periods of
 time (Pateşan,
Balagiu
&Alibec, 2018).

- I will model I will use ppt to Whole weeks in TP. Modeling reduces
activity or explain each step of If I have activities student mistakes, save
task step by activity from need to model to time and positively
step facilities it .
beginning until end. I impact the realize
will make sure that importance of a
students understand task(Salisu& Ransom,
for it by asking for 2014).
.feedback
Resources  Kaiser, G., & Maaß, K. (2007). Modelling in lower secondary mathematics
classroom—problems and opportunities. In Modelling and applications in
mathematics education (pp. 99-108). Springer, Boston, MA.
 Loh, J. K. K. (2009). Teacher Modeling: Its Impact on an Extensive Reading
Program. Reading in a foreign language, 21(2), 93-118.
 Taylor, B. K. (2015). Content, process, and product: Modeling differentiated
instruction. Kappa Delta Pi Record, 51(1), 13-17.
 Acito, A. (2002). Learning Objectives-A Practical Overview. Praxis Learning
Networks.
 Adam, S. (2006). An introduction to learning outcomes.
 Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance,
development, and instruction. Reading and writing, 26(1), 1-15.
 Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of Visual
Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan.
Journal of education and practice, 6(19), 226-233.
 Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language
education. In International conference KNOWLEDGE-BASED ORGANIZATION
(Vol. 24, No. 2, pp. 356-361). Sciendo.
 Wandberg, R., & Rohwer, J. (2010). Active teaching strategies and learning
activities. Teaching Health Education: In Language and Diverse Classrooms
Learning. Jones & Bartlett.(p: 162186). Retrieved in the, 5.
Evidences Figure 1: slide of ppt from a lesson about tree and students had to discover the title of the
lesson. (See below)
Figure 2: student’s worksheet from a lesson about how we can save tree and students sorted
pictures into two groups.(See below)
Figure 3 : MCT report.(See below)
Figure 4: learning objective written on the board.(See below)

Figure 1: slide of ppt from a lesson about tree and students had to discover the title of the lesson.

Description:

In this activity "Figure 1", I displayed that slide of ppt without letters and I asked the
students to look at pictures and identify each picture to discover what they are
going to learn about in that lesson. The students were answering the name of
picture and then the letter was showing up one by one. Finally, they got the title of
the lesson which was tree.

Justification:

This activity was made to motivate students to think about what are they learning
about and it was a fun way to start with the lesson.
 Figure 2: student’s worksheet from a lesson about how we can save tree and students sorted
pictures into two groups.

Description:

In this activity "Figure 2", students were sorting pictures into two groups. They
sorted according to which pictures are help to save tree and which pictures can hurt
it.

Justification:

This activity supported one learning style which is visual learning. They had a
major opportunity of remembering information that is provided to them in the
pictures.

Figure 3 : MCT report

Description:

This picture "Figure 3", display MCT report of one observed lesson. According to
my MCT, I did detailed lesson plan.

Justification:

This feedback is great evidence by MCT that i achieve my goal. My MCT observed
that i did lesson plan well with full details which made lesson went well.
 Figure 4: learning objectives were written on the board.

Description:

In this picture "Figure 4", every lesson I write learning objectives on the board and I
mention them to students in the beginning of lesson. According to this picture, I
said “today we are going to do dictation first, and then we are going to learn about
the parts of tree.

Justification:

This routine I do in every beginning of lesson helped me to let students aware

about what they will learn in that lesson and helped me to check if the learning
objectives are achieved in the end of lesson or not.

Reflection -
My first goal was to model the activities step by step to the students. This technique
worked well with grade three. Modeling make learner feel comfort in engaging in a
new task (Salisu& Ransom, 2014).in addition, I found out that students feel
confidence and motivate to do their activities after I showing them what they have
to do. When students got clear picture of what have to do, that helps me to smooth
transition through the lesson. In next practice, I would to focus on other types of
modeling like scaffolding technique, thinking loud and brain storming to extend a
supportive learning environment for learners.
 Goal 2 In level 7 I would like to create high level thinking questions to extend student
thinking and check their understanding all through the lesson.
Rationale - Allows students to think more analytically and to encourage critical thinking
(Krathwohl &Anderson, 2009).
- Allows students to grow more intellectually and become smarter through learning
about different concepts in a more effective manner (Kastberg, 2003).
- Allows the teacher to learn more about his students on which level of intellectual
capability they are, and how this skill can be used more effectively (Forehand,
2010).

Teaching - Assessment: I use questioning to evaluate students' understanding during lesson.

competencies

Implementation What? How? When? Why?

strategies
- I will prepare During prepare the In every lesson I - It helps clarify
a list of lesson, I will make would teach the objectives in
questions for list of questions that throughout my which the
each lesson. internship (3 weeks) teacher needs to
meet the objective
fulfill by the end
learning of lesson. of the lesson
(Trim, 2009).
- It assists the
students in
identifying what
is required from
him at the lesson
and what he
needs to learn
through the
lesson
(Blanchett,
Powis &Webb,
2012).

- I will ask If student answer From the first week - It will give a
students unclear or short of internship, in clearer picture to
more answer or closed every lesson. the teacher on
questions to the level of
answer such as yes or
justify their understanding
answer or no and I need to that the students
give example make sure his have had on the
to extend understanding. And lesson (Nappi,
their answer. when I try to 2017).
encourage him to - It will avoid any
keep answering to get forms of
plagiarism or
full answer.
cheating that
students may
partake in as it
will force them
to engage in
discussions and
not just give
blank answers
(Almeida, 2012).

- I will use exit I will give each I will use this - It will help the
ticket at the student exit ticket method once a week. teacher in
end of the that has question on identifying how
lesson. much the
it. After they solve it,
students have
they can leave class. understood the
lesson of the day
(Leigh, 2012).
 - It will help make
the students
attentive during
the class so they
can answer the
questions
correctly and
leave the class.
This will help
the teacher in
maintaining the
attention and
focus of the
students
(Sterrett, Fiddner
& Gilman,
2010).

Resources  Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching,

and technology, 41(4), 47-56.
 Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
 Kastberg, S. E. (2003). Using Bloom's taxonomy as a framework for classroom
assessment. The Mathematics Teacher, 96(6), 402.
 Almeida, P. A. (2012). Can I ask a question? The importance of classroom questioning.
Procedia-Social and Behavioral Sciences, 31, 634-638.
 Blanchett, H., Powis, C., & Webb, J. (2012). A guide to teaching information literacy:
101 practical tips. Facet Publishing.
 Leigh, S. R. (2012). The Classroom Is Alive with the Sound of Thinking: The Power of
the Exit Slip. International Journal of Teaching and Learning in Higher Education,
24(2), 189-196.
 Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills.
Delta Kappa Gamma Bulletin, 84(1), 30.
 Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at Formative
Assessment: Using Math Exit Slips to Check for Understanding. Consortium for
Research on Educational Accountability and Teacher Evaluation (NJ1).
 Trim, D. (2009). How to create an effective lesson plan.

Evidences  Figure 1: the tree of puzzles for the lesson about importance of tree, the students were
picking the question and answer it orally. (See below)
 Figure 2: ticket exit that has one question on it which was tick √ for the sentence that
 tell us how to save trees.(See below)
 Figure 3 : MCT report.(See below)

Figure 1: the tree of puzzles for the lesson about importance of tree, the students were
picking the question and answer it orally.

Description:

In this activity "Figure 1", I pasted the tree puzzle and turned 4 questions on it. I
asked students to pick puzzle up and read it to answer it. There were four puzzles.
Which were, What am I? The puzzles were about the parts of tree .one example
was, a part of tree, I give you fresh air to breath. What am I? the anserThe students
picked them up and answer. They were so motivated.

Justification:

This activity was made to motivate thinking of students and it gets their attention by
studying in enjoying way.

Figure 2:ticket exit that has one question on it which was tick √ for the sentence that tell us how
to save trees
 Description:

In this activity "Figure 2", in the end of the lesson, student has answered the
question on the ticket exit and they left the class. I was check their answer when
give it paper for me.

Justification:

This activity encourages students to answer question as a Competition with their

classmate to leave class first. Therefore, they will focus well during answering .

Figure 3 : MCT report

Description:

This picture "Figure 3", display MCT report of one observed lesson. According to
my MCT, I did a range of effective assessment.

Justification:

This feedback is great evidence by MCT that i achieve my goal. My MCT observed
that I did a range of effective assessment.

Reflection
To achieve my goal i have used some strategies that helped me a lot to access it. First of all,
to achieve goal should be clear and attainable (Wolf & Akkaraju, 2014). Moreover,
questioning helped me to raise student's thinking through asking them justify, giving me
example and evaluate their answers .for example, when we discussed the ways that can save
trees, i asked learners to give me their own ideas can they do as kids to save tree. The
students came up with answers like, watering tree, plant tree, don’t cut down tree and don’t
make fire with wood. These ideas helped each student in the end of class to create their own
poster about save tree and we got great posters. Furthermore, puzzle is an important
educational learning way to kids.it helps to develop their thinking (Fox & Saracho, 2006 ).I
used "what am I‖ puzzle in the lesson about the parts of tree to discover name of parts by
mention to their functions and importance. Finally, I was keen on to ask appropriated
questions that match their abilities of understanding.
 Goal 3 In level 7 I would like to manage the time effectively of tasks and activities.

Rationale - It leads to effective learning as time will be utilized in the most efficient manner to
enhance the learning process of the students (Cemaloğlu &Filiz, 2010).
- It guides the teacher to use the time in a wise manner to appropriately cover all that
is required from the lesson (Shi, Bonk &Magjuka, 2006).
- If the students are involved in the time management process, it will enable them to
grow a sense of responsibility as they will also be more aware of the time and to
take care not to waste time in doing things which are not relevant (Nasrullah &
Khan, 2015).
Teaching - Implementing Learning: manage time during lesson makes the lesson goes smoothly
competencies and it help teacher to know how much time need to put into the task and activity.

Implementation What? How? When? Why?

strategies
- I will put During prepare the In every lesson I - It will help the
define time lesson, I will estimate would teach teacher maintain
for each step throughout my track of time on
a time for each task each part of the
in lesson internship (3 weeks)
and activity. lesson in order to
plan
avoid wasting a lot
of time on one
thing and not
covering all that is
expected to be
covered for the
lesson (Zafarullah,
Mumtaz, Murad,
Abida &Humera,
2016).
- It will help avoid
wastage of time
and passing a lot
of time doing
nothing. It will
also guide the
teacher and the
class in going at a
pace that is
effective for both
parties (McLeod,
Fisher & Hoover,
2003).
Resources  Cemaloğlu, N., & Filiz, S. (2010). The relation between time management skills and academic
achievement of potential teachers. Educational Research Quarterly, 33(4), 3-23.
 McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management:
Managing time and space, student behavior, and instructional strategies. ASCD.
 Shi, M., Bonk, C. J., & Magjuka, R. J. (2006). Time management strategies for online teaching.
International Journal of Instructional Technology and Distance Learning, 3(2), 3-10.
 Zafarullah, S., Mumtaz, K., Murad, P. U., Abida, S., & Humera, S. (2016). Teachers' Time
Management and the Performance of Students: A Comparison of Government and Private
Schools of Hyderabad, Sindh, Pakistan.
 Nasrullah_PhD, S., & Khan_PhD, M. S. (2015). The impact of time management on the
students’ academic achievements

Evidences  Figure 1: the picture shows part of my lesson plan, Turns out time I estimated for each activity
during my lesson.(See below)
 Figure 2: : MCT report.((See below)
 Figure 3 : MCT report.(See below)
 Figure 4: learning objective written on the board.

Figure 1: the picture shows part of my lesson plan, Turns out time I estimated for each
activity during my lesson.

Description:

In this picture ―Figure 1", I estimated the time for main activity of the lesson .15 minutes for
explain the lesson with students’ interacting with me during explanation. Then 8 minutes
for first activity that students did by themselves in groups .

Justification:

This defined time helped me to achieve my learning objectives in the end of the lesson
because I was able to define each task and activity how long it will be. I was comfortable to
how lesson was gone .manage time reflects positively on both students and teacher .
 Figure 2: MCT report.

Description:

This picture "Figure 2", display MCT report of an observed lesson. According to
my MCT, I did

Justification:

This feedback is great evidence by MCT that i achieved my goal. My MCT

observed that instruction given in appropriate time.

Reflection Time management one is the most important skill teacher need it to get successful
lesson (Shi, Bonk &Magjuka, 2006).I had problem with managing time in previous
practice. Sometimes I felt nervous and stress during lesson because of limit the
time that i was not able to cover all my learning objectives .i decided to use some
strategies that can help me to improve that skill. I planned for steps of the lesson. i
estimated the time for each step in the lesson including review , tasks,
explanation, activities and assessment.in addition, i benefited lessons from
previous experience .for example, sometimes i was waste time for giving students
extra details that don’t need it whether in explanation or in instructions. Now I’m
more expert to how avoid wasting time and more aware about how deal with
situations. in previous teaching practice, i was spend more time on review but i
improved my skill through thinking about how much time should spend in each
step of lesson. That helped me much to feel confidence and comfortable in
teaching and I gave appropriate time for every task and activity.
References:

Acito, A. (2002). Learning Objectives-A Practical Overview. Praxis

Learning Networks.

Adam, S. (2006). An introduction to learning outcomes.

Almeida, P. A. (2012). Can I ask a question? The importance of

classroom questioning. Procedia-Social and Behavioral Sciences,

31, 634-638.

Blanchett, H., Powis, C., & Webb, J. (2012). A guide to teaching

information literacy: 101 practical tips. Facet Publishing.

Cemaloğlu, N., & Filiz, S. (2010). The relation between time

management skills and academic achievement of potential

teachers. Educational Research Quarterly, 33(4), 3-23.

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on

learning, teaching, and technology, 41(4), 47-56.

Fox,B., & Saracho,O. (2006). Emergent writing: young children solving

the written language puzzle.56(1), 1-90

Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance,

development, and instruction. Reading and writing, 26(1), 1-15.

Janssen, S., Kreijns, K., Bastiaens, T. J., Stijnen, S., & Vermeulen, M.

(2013). Teachers' beliefs about using a professional development

plan. International Journal of Training and Development, 17(4),

260-278.

Kaiser, G., & Maaß, K. (2007). Modelling in lower secondary

mathematics classroom—problems and opportunities. In Modelling

and applications in mathematics education (pp. 99-108). Springer,

Boston, MA.

Kastberg, S. E. (2003). Using Bloom's taxonomy as a framework for

classroom assessment. The Mathematics Teacher, 96(6), 402.

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning,

teaching, and assessing: A revision of Bloom's taxonomy of

educational objectives. Longman.

Leigh, S. R. (2012). The Classroom Is Alive with the Sound of Thinking:

The Power of the Exit Slip. International Journal of Teaching and

Learning in Higher Education, 24(2), 189-196.

Loh, J. K. K. (2009). Teacher Modeling: Its Impact on an Extensive

Reading Program. Reading in a foreign language, 21(2), 93-118.

McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of

classroom management: Managing time and space, student

behavior, and instructional strategies. ASCD.

Nappi, J. S. (2017). The importance of questioning in developing critical

thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30.

Nasrullah_PhD, S., & Khan_PhD, M. S. (2015). The impact of time

management on the students’ academic achievements.

Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in

language education. In International conference KNOWLEDGE-

BASED ORGANIZATION (Vol. 24, No. 2, pp. 356-361). Sciendo.

Salisu,A.,& Ransom,E. (2014). The role of modeling towards impacting

quality Education. International Letters of Social and Humanistic

Sciences, 32, pp 54-61

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of

Visual Aids in Enhancing the Learning Process Case Research:

District Dera Ghazi Khan. Journal of education and practice, 6(19),

226-233.

Shi, M., Bonk, C. J., & Magjuka, R. J. (2006). Time management

strategies for online teaching. International Journal of Instructional

Technology and Distance Learning, 3(2), 3-10.

Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at

Formative Assessment: Using Math Exit Slips to Check for

Understanding. Consortium for Research on Educational

Accountability and Teacher Evaluation (NJ1).

Computers & Education, 50(4), 1411-1422.

Taylor, B. K. (2015). Content, process, and product: Modeling

differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17.

Trim, D. (2009). How to create an effective lesson plan.

Wandberg, R., & Rohwer, J. (2010). Active teaching strategies and

learning activities. Teaching Health Education: In Language and

Diverse Classrooms Learning. Jones & Bartlett.(p: 162186).

Retrieved in the, 5.

Wolf,A., & Akkaraju.S. (2014). Teaching Evolution: From SMART

Objectives to Threshold Experience. The Journal of Effective

Teaching, 14(2), 35-48.

Zafarullah, S., Mumtaz, K., Murad, P. U., Abida, S., & Humera, S.

(2016). Teachers' Time Management and the Performance of

Students: A Comparison of Government and Private Schools of

Hyderabad, Sindh, Pakistan.