Bachelor of Education

EPC 1403 - Practicum 1a

Observation Task Booklet

Academic Year (2020 -21)

HCT Bachelor of EDUCATION Practicum Booklet 1a

Practicum Dates

Students enrolled in Practicum 1a must complete 15 days in their allocated schools:

(This could be changed according to the campus)

Monday 1 March, to Thursday 22 April

 Please note that student will be in school on Mondays, Wednesdays and

Thursdays.
 Students must attend lessons at college on Sundays and Tuesdays (ie. no
Practicum on these days).

1|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Support for student teachers

Each student teacher is supported by:

 An MST (mentor school teacher)

 An MCT (mentor college teacher)

Summary of Practicum

This booklet details tasks for student teachers to complete during the 15 days of the Teaching
Practicum. It is the responsibility of the student to ensure that tasks are completed in a
timely manner after each day in the learning environment.
There are several assignments that must be completed during TP:

1. Teach 2 activities to a small group of students and write 2 lesson plans in relation
to these.
2. Complete 10 TP Tasks and 10 related Reflections

Teaching Two Activities

 You will teach two activities with small groups of students under the direct
supervision of your Mentor School Teacher (MST). You must teach on two different days.
You may teach more often than proposed if your MST agrees to this.
 You should create/write the lesson plan yourself, with help from your MST.
o You must fill out the HCT Lesson Plan Template
o Provide all the information at the top of the lesson plan template and the
portion of the lesson you are teaching (eg. Guided & Independent Experience)
o The activities can be with a pair of students, a small group, or the whole class
o Contact your Mentor College Teacher (MCT) to schedule when she can observe
one of these teaching activities (for 15-20 minutes max)
o Email the lesson plan to your MCT at least 2 days before she will observe you
o After you teach, talk with your MST and MCT to discuss what you think went well
and what you would do differently

2|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

TP Tasks and Reflections

 TP tasks and reflections will be uploaded to a TP e-portfolio

 Each reflection must count at least 100 words (students can write longer
reflections if they wish to).

Week 1 Expectations:
 Student teachers will settle into the school, find out calendar/timetable and any other
important information about the school.

 Student teachers will focus on the roles of the teacher, how she organizes her
classroom and interacts with the learners.

 Student teachers will also begin to understand the needs of different types of learners
and how the teacher deals with these (e.g. differentiation).

 Student teachers will observe how the classroom is organized and the different
interaction patterns in the classroom. They will observe the environment and the
resources available to facilitate teaching and learning.

 They will closely observe the strategies used for managing the class.

Observation Task Overview: remember to write a reflection for each task

1. Introductions/Important information
2. Teacher roles and responsibilities
3. Mapping the learning environment
4. Planning and Preparation for learning
5. Learning styles (differentiation and inclusion)
6. Check in check out attendance
7. Classroom management and teacher talk
8. Attractive teaching backgrounds
9. Observation Task 9: Using Online Activities
10. Observation Task 10: Observing a lesson by MST or another peer (your
colleague) or teacher in your school

3|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Notes

 Students, should spend approximately 1-2 hours each day conducting observations and/or
completing set tasks.
 They should be given time during the school day to make immediate notes, records,
summaries from the observations. Task are then completed/finalized after the school
day has ended.
 On the first day, the student should also:
o Complete the Profile, for the learning environment
o Identify important dates (holidays, events, trips etc.) on the official calendar
o Map the themes to be studied, important school events, trips etc. during the placement
o Make a copy of the weekly/daily class timetables and note the starting and finishing times
o View the grade level curriculum
o Obtain a class/section list.

 The above documents will be inlcuded in a final portfolio

4|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 1: Introduction to the learning environment

Focus: The learning context
Procedures: (students can do this task with the help of MST)
1. Introduce yourself to your Mentor School Teacher. Tell him/her about yourself, the Bachelor
of Education Program, and your tasks for the day.

2. Artifacts – School Profile. The following items must be placed in your portfolio:
• A class list
• Student’s daily/weekly timetable
• School Calendar with important dates (holidays, school events, trips etc.)
• Curriculum map with the themes to be studied
• Weekly and daily class timetables for the MST

3. Share email addresses and mobile phone numbers with your MST. When the best time to
call her if you will be sick?

4. Table 1 - Complete the following:

o Name of School/ workplace:
o Tel:
o Location:
o Principal/manager:
o Mentor School Teacher:
o Teachers’ starting time: Finishing time:
o Learners’ starting time: Finishing time:
o HCT Students starting time: Finishing time:

Reflection 1:
o How did you feel on the first day?
o What did you do to show that you are a professional?

5|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 2 - Roles and responsibilities of the teacher

Watch the video and answer the below questions:

video: https://www.youtube.com/watch?app=desktop&v=AsHCK1LLGhc&feature=youtu.be

 Focus: The MST

 Objective: For student teachers to begin to understand the diverse nature of teaching
by observing a teacher for the day.
Procedure:
1. Using the checklist below, observe the teacher throughout the day.
2. Write down what her/his roles and responsibilities are on the blank table, and record
how many minutes the teacher spends on each activity.
3. Did the teacher do anything that does not appear on the checklists? Record what else
she did.
4. What activities did you do/help the teacher with today?

6|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Checklist Table 2 - What the teacher (MST) did…

Time
Roles and responsibilities…
spent

Reflection 2: Write a summary of what you

believe are the main roles and
responsibilities of a teacher. Also mention:
 What surprised you?
 What shocked you?
 What delighted you? (What made
you feel happy?)

7|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 3: Mapping the Learning Environment

Watch the video and answer the below questions:

Video: https://youtu.be/TCeGqs2ezyg
Focus: the learning environment

Objective: For student teachers to map the learning environment that exists in the classroom,
Including the layout of the seated area and learning centers
Supportive materials: MOE classroom example of learning environment checklist. This can be
discussed with students by the instructor before submitting this task and link it to the different
lessons they had for EPC 1403.

Procedure:
1. Draw a map of the learning environment within the classroom (you can use computer software).
2. List the functions of each of the activity areas (eg. reading corner, free play area, role playing area, etc.).
Choose 3 different areas that you believe should be in the classroom and link them to the different learning
domains (physical, cognitive, social and emotional, etc.) to state their importance when appropriate.
3. Provide pictures of the classroom including displays on the wall. Write under each picture a short
description (pictures of classroom rules, behavior management, motivation, attendance, agenda, etc.)
4. Think about why the classroom layout is organized as it is. Write your expectation of this organization and
link your ideas to the differentiation notion in the classroom. How are you going to organize your
classroom if you were teaching this lesson?

Classroom Map - Create a plan of classroom

Table 2 – Description of the Classroom map*

Area Function
e.g. water area Washing art equipment/organizing art activities
e.g. reading area

*Add as many rows as you need

Reflection 3:
Summarize what you have observed in relation to the classroom environment. Think about:
 The idea of learners being ‘active’ learners. Discuss how the classroom organization facilitates
activities for the learners. Give examples of activities you observed and the way in which the
8|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

classroom organization makes these activities accessible. Consider ease of movement within the
learning environment and the number of the students. Link your ideas to your EPC 1403 topics.
 How and where are materials stored in the classroom? Do the children/learners need to be able
to access and put materials away?
 Where does the teacher have her table/papers/materials?
 Are there areas that encourage independent learning? Give some examples. Why are these areas
important?
 What areas are missing and you think this teacher should include? And why?
The idea of learners being ‘active’ learners. Discuss how the classroom organization facilitates
activities for the learners. Give examples of activities you observed and the way in which the classroom
organization makes these activities accessible. Consider ease of movement within the learning
environment. The classroom organization makes the movement during the activity more easier because
the classroom is divided into areas . For example, math area or reading area. So if there Draw
classroom here are a math activity or reading activity the teacher divided the students into groups and
each group go to one of the areas.
 How and where are materials stored in the classroom? Do the children/learners need to be able to get
and put materials away? There is a room in each classroom just for the materials. The teachers only can
bring the materials for the students from this room.
 Where does the teacher have her table/papers/materials? In the classroom there are a corner for the
teacher .
 Are there areas that encourage independent learning? Give some examples. Why are these areas
important ?

There is a room in each classroom just for the materials. The teachers only can bring the materials for
the students from this room.
All the areas in the classroom encourage independent learning because each area are full of color and
things that encourage the students to study. For example, in each area, there is an equipment and
pictures and shapes, games and all these things encourage the students.

9|Page
HCT Bachelor of EDUCATION Practicum Booklet 1a

10 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 4: Planning and preparation for learning

Focus: The importance of planning and preparation
Objective: For student teachers to begin to understand the relevance of planning and preparation
as well as gain insight into how teachers do this.
Focus: Importance of planning and preparation (Refer to your course materials)
Video: A lesson https://www.youtube.com/watch?v=cjNv2dQCFEk
Supported materials: MOE lesson planning template
Procedure:
1. Before the observation: You have to notify the teacher and agree on a convenient time for
observation. (You will watch the video instead.)
2. During the observation, record and make notes on what the teacher and the learners are doing.
3. How do you think the teacher planned and prepared for the lesson from the video you observed?
(Write what she did prior the lesson)
4. After the observation – Arrange a time to discuss the following points with the teacher: (Refer
to your EPC 1403 materials and discussions with your instructor to answer the following
questions)
• How do KG teachers plan? Do they plan weekly, daily, as part of a team or individually?
• Do they do anything you haven’t planned to do?
• What is important to them when planning a lesson?
• Do they plan to do the same thing with all the children in the classroom? Why/Why not?
• Why is attend a planning session with the teacher/team is important for you as a student
teacher?

Table 4: Observing my MST

Example of notes during the observation
Teacher activity
Teacher arranges learners into groups to
work on an activity/task. She gives the
instructions and gives a quick demonstration
of how to do it.
Teacher starts the activity/task and walks
around the room and helps those who need it.
Learner activity Time
spent
Learners listen to the teacher, get into 4 mins
groups and watch the demonstration.
Learners start the activity, and talk 10 mins
together to finish it. Some students are
raising their hand asking for help.

Note: This is only an example. The aim here is to observe what is happening in the learning
environment you are in.

Reflection 4: Summarize what you have observed about preparation & planning
 Why is planning and preparation for learning important?
 What do you have to think about before you begin to plan for learning?
 What stages teachers go through in order to be prepared for teaching?

11 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 5: Different learning styles and differentiation

Focus: On a lower-level learner
Objective: For student teachers to gain an initial understanding of how learners are different.
Watch the video and answer the below questions:
Video: https://www.youtube.com/watch?v=Kg38A1ggYiE

Objective: For student teachers to gain an initial understanding of how learners are different.
• How many different activities did the learner do?
• What was the longest period of time the learners spent focusing on one activity?
• What did the learner’s attention span / interest during activities seem like?
• What did the learner seem to like doing the most / least during the class?

Here is an example of notes taken from observing a lower-level child:

Activity (what is the Notes (what happens during the activity?)
learner doing?)

Teacher shows a story Students are sitting on the carpet and listening to
book teacher

Reflection 5: Reflect on different types of learners

The following questions may guide your response:
 What have you noticed about learners from this video?
 What did you notice that relates to the theories we have been discussing?
 What interested or surprised you?

12 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Task 6: Check in - Check out

Objective: For student teachers to prove attendance during TP, she must provide everyday
screenshots of:
1. Teams log in and log out
2. Send to MCT “Good morning” messages in the morning and send
“Good afternoon” message when all the online sessions done. ( could
be by email or what’s app or telegram)
3. Write a short journal (25 to 50 words) what you did every day during
your TP day.
4. Make sure to write the day and date for the particular screenshots.

See below example:

13 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 7: Classroom management and teacher talk

Focus: Classroom Management

Watch the video and answer the below questions:
https://www.youtube.com/watch?v=0xF2rklvyFo

Procedure:
1. Record what the teacher says throughout the day. Fill in the table completely with her
exact words.

Table 7: Classroom management and Teacher Talk

Beginning and ending the day

Does the teacher arrive:
before the pupils ? yes

Punctuality at the
beginning of the lesson
Do learners arrive:
all learners arrive on time .

If you are not late or absent from class,

positive reinforcement you will receive a star next to your name.

Teacher’s response to
those who are late: What
does she say?
Starting the day:
 What does the teacher say?
 What does the teacher do?
If you are not late or absent from class, the
negative reinforcement star next to your name will not be
decreased
All students who are absent or are late to
punishment class will be in turn and the teacher will
put a black dot next to their name .
Starts the day with exercises Sports, all the staff teacher and children in
ground in circle area. Then, a teacher teaches the name of weekdays also the
name of this day. The teachers do this work with singing as a child. Teach
them to read Koran. After that, the teachers start the first hours about explain
the stories include the pictures about the transport. Also, ask the child if they
like this story or not, and the end ask them some questions about the story to
focus if the students understand this subject or not.

Lining up : location  On the playground: student search where is the card of their class, so they line
 How do the children line up behind it two by two.

14 | P a g e
HCT Bachelor of EDUCATION
up?
Teacher instructions for
lining up: What does the
teacher say? What does
the teacher do?
Ending the day:
 What does the teacher say?
 What does the teacher do?
Moving
Moving the children for a
new activity:
 What does the teacher say?
 What does the teacher do?
Moving the children:
How do they respond?
Misbehavior
When a child misbehaved:
 What was the learner
doing?
 What does the teacher say?
 What does the teacher do?
 How did the child respond?
 How does the teacher stop
the children during an
activity?
Reflection 7: Reflect on the Classroom Management strategies that you observed.
1. What worked well and why?
2. What useful tips and strategies did you observe?
3. What techniques do you think the teacher uses to manage the children and why?
Practicum Booklet 1a
 Outside class: the students make a line one by one so that they can move
outside the class in a good way.
 Inside class : the student stand one in a proper line.
The second hours the teachers give to students' how to know Letters of
the alphabet. She starts that with give to child story to be more focus on
the subject. For example, today the subject of the letter p, after
finishing the story give some questions about the name of the
characters, the places, with materials. If any students give a correct
answer, the teachers give something encourages children like, star
knowledge, ask the particular questions that need the strong thinking.
Small meet with the child-like, story, game, Pays tribute. The
distribution of portfolios if there is a duty. The distribution of securities
if there is a paper notebook (important events during the school day).
Now this is the end of subject, and we will move to do Several other
activities like corners which include different activity to do, also when
she do that, divided the children in a different part.
It’s depend to the child some of them move a quiet, some of them
move with do a lot of noisy, others move to other places slow motion.
Some boys are playing to hair other child, and be more noisy inside the
classroom.
The teachers see two boys, and Intolerance them why we do that, it was
a bad behavior. After that, she change the place two students in a
different place to reduce the noisy in the classroom.
They feel shy, Shame, and be more quiet. After that, both child come to
the teachers to Apology.
During an activity, the teach them why we do this bad behavior and the
teachers directing the behavior of the student not to repeat the act next
time.
15 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

4. Are there any children in the class with difficult or unusual behavior? How does the
teacher deal with these children?
5. Overall, is the teacher more negative or positive when dealing with management
issues? Why?

16 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Task 8: Attractive teaching backgrounds

The student-teacher should prepare a teaching area/teaching background for online teaching
at home.

Aim of this task: make student teacher ready for the online teaching.

You can see example of the attractive teaching backgrounds check this link:
https://youtu.be/4ytCNzAqGnA

1: Create your teaching area or teaching background. Add pictures here below.

2: Add screenshots or evidences of using these teaching background during teaching

practice time while teaching your lessons online.

Reflection 8:

 What are the benefits of creating attractive teaching background for your online class?

 What are the challenges that you faced while creating attractive teaching background?

17 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

 Observation Task 9: Using Online Activities

Observe your Mentor School Teacher (MST),

What kind of Educational Technology tools that your MST is using in her online classes to

assign students task to do during the class time.

 Add screenshots

 Or you can provide links of the online activities

See example of using wordwall website to create activity:

https://wordwall.net/resource/10163655/comparing

Example screenshot of the activity:

 Create two interactive activities that you can use with KG students online:

 You can use the below sites or other sites if you know to create activities for your

young learners.

https://wordwall.net/ar

https://www.liveworksheets.com/

Reflection 9:

 What are the benefits of creating online interactive activities for your learners?

 What are the challenges that you faced while using the online activities during the class

time?

18 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Observation Task 10: Observing a lesson by MST or another peer (your

colleague) or teacher in your school

Reflection Observation: observe a lesson taught by your MST or by another peer or teacher
in your school online.

Task: Write a reflection following this observation. Follow the ‘structure’ as per the headings
below. Your reflection must contain at least 200 words.

(i) Short Description

(Describe the circumstances – who, what, when, where, how - related to the observed lesson. List the
learning outcome(s) and describe the main parts of the lesson).

(ii) Analysis
(What were the strengths and weaknesses of the lesson?
What were the most important / interesting / useful strategies or interactions observed?
Do I agree/disagree with the planning/strategies/interactions? Why? Why not?
Can these be explained with theory? Can these be explained in comparison to other experiences?)

(iii) Outcome
(What have I learned from this observation?
What does this mean for my future practice?)

19 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Appendix 1: Lesson Plan (template)



LESSON PLAN Subject:

Trainee: Topic or Theme:

Class: Date & Duration:

Trainee Personal Goals

I am working on:

Lesson Focus

Lesson Outcomes

Students will be able to:

Links to Prior Learning

21st Century Skills

Key vocabulary

Possible problems for learners Solutions to possible problems

Resources/equipment needed


TASKS/ACTIVITIES
Resources
Introduction
& Time

20 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Students will: Teacher will:

Resources
Main activities
& Time
Students will: Teacher will:

Differentiation activities (Support)

Differentiation activities (Stretch)


Resources
Plenary/Conclusion
& Time
Students will Teacher will

Homework
Assessment
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection:

MCT/MST Observation Feedback Form (template)

21 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Course Code:
Trainee Name: School:
MCT/MST Name: Date:
The MCT and MST will use this form to formally observe the trainee’s performance and to give
feedback based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet
Commitment to the Profession F D C B A
Comments:

Planning for Learning F D C B A

Comments:

Managing Learning F D C B A
Comments:

Implementing Learning F D C B A
Comments:

Assessment F D C B A
Comments:

Reflection on Practice F D C B A
Comments:

Action Plan:

22 | P a g e
HCT Bachelor of EDUCATION Practicum Booklet 1a

Student Teacher’s Final Evaluation:

The student teacher’s Final Assessment Report will be completed by the Mentoring School
Teacher (MST), in consultation with the Mentoring College Teacher (MCT).
The report will be completed electronically (online). A link will be sent to the MST on the
final week of Teaching Practicum.

23 | P a g e