Teaching Practice Department

Practicum II-
Guided Teaching Practice-
Individual Study
Course: TP 211/212

Mini Action Research

The Individual Study takes the form of a mini
action research in which final year teacher
candidates create, use and assess the
effectiveness of online and other teaching-
learning materials for a specific target group.
Teacher candidates must work in close
collaboration with their Personal Tutor during
the Guided Teaching Practice stint to complete
the practical aspect of this research. The written
component must be completed immediately
after.
Each teacher candidate must create a portfolio
(digital or hard copy) for this course.
TITLE OF ASSESSMENT
Practicum II- Individual Study
PURPOSE FOR THE ASSESSMENT
The aim of this research/ investigation is to create, test and evaluate the effectiveness of teacher-
designed materials with the support of appropriate 21st century teaching approaches. The teacher
candidates have an opportunity to plan four (4) lessons and execute these in a practical teaching-
learning situation. In addition, teacher candidates will also complete a written report.
GOALS OF THE ASSESSMENT
This assessment will:
⮚ Give teacher candidates an opportunity to explore teaching-learning strategies and
materials.
⮚ Develop teacher candidates’ ability in selecting appropriate teaching approaches for
their target group.
⮚ Develop teacher candidates’ ability to create and incorporate 21st Century Teaching
Approaches in their lessons.
⮚ Enhance teacher candidates’ practical teaching skills.
⮚ Enhance teacher candidates’ research skills and strategies.
⮚ Allow teacher candidates to peruse and analyse literature on Traditional and 21st
Teaching Approaches along with principles of education psychology.

ASSESSMENT
This assessment has two (2) components.

1. Individual Study – Guided Practice

In collaboration with your personal tutor:

a) Identify a weakness or problem affecting the target group and then select curriculum
area/areas in which the research would be conducted.
b) Select a general topic from the curriculum area/areas. If one curriculum area is to be
used, break this down into at least 4 sub-topics. Where two curriculum areas are used
ensure there is equal distribution of the sub-topics.
 c) Create general objectives (at least 3) for this study.
d) Select appropriate teaching-learning approaches, strategies and materials that would be
used during the study.
e) Create a Resource Unit and lesson plans for the Topic/Sub-Topics selected.
f) Execute each lesson.

2. Individual Study – Report

Individual Study Report – Portfolio (E-copy or Hard copy)

Chapter I

1.1 Identification of Curriculum Area for which Materials were Designed.

● Statement of Problem
● Identify the broad curriculum/subject area (Mathematics, Reading, Science, Physical
Education, Agricultural Science etc.)
● Identify the specific topic selected (Sets, Germination, Reading Strategies etc.)
● Identify the sub-topics deduced from the topic chosen.

1.2 Purpose and Justification of the Study

This must include:

● Why the subject/topic was selected

● What influenced the selection of the target group
● What influenced the selection of the Teaching Approaches, strategies and materials.

1.3 Objectives of the Study

In this section, the GENERAL or BROAD OBJECTIVES are documented as opposed to the
SPECIFIC OBJECTIVES used in the Resource Unit and Lesson Plan.

1.4 Assumptions and Limitations

 a) Assumptions refer to the researcher’s/investigator’s preconceived ideas prior to the
commencement of the study.
b) Limitations are all the factors that negatively influenced the conduct of the study.

Chapter 2 Literature Review

2.1 Description of the Target Group

Provide a brief description of the target group. This must include general characteristics of
the group for which the researcher is intended.

● Physical Development
● Social Development
● Cognitive Development

2.2 Teaching Approaches, Methods and Strategies used in the Study

Briefly describe teaching methods that were used during the practical stint of the study. Explain
why these were used in specific lessons.

● Identification and description of approaches, methods, strategies and materials used.

● The pros and cons of these approaches, strategies and activities. (This must be supported
by research).
● Suitability of the approaches, strategies and materials to the target group.
● How the approaches, strategies and materials were used during the study.
 CHAPTER 3 Design of Project (pages 22-26 of Student’s Companion
Individual Study Guide)

3.1 Overview of the Plan of Approach

3.2 Identification of Learners, Teachers & School Environment

3.3 Description of Construction of Materials (manual or Digital) Including Time Taken

for Constructing Materials

NB. For this chapter, teacher candidates have the option of presenting the information in
creative ways. Anyone of the following medium can be used:

● Vlog
● Tik-Tok Video
● PowerPoint Presentation with audio explanation
● Digital Story Board
● SmartArt Graphics
● Slideshow

OR ANY OTHER CREATIVE MEANS YOU KNOW

 Chapter 4 Reflective Analysis of Lessons

4.1 Reflective Teaching

Provide a brief explanation on the concept “Reflective Teaching”. Make reference to at least two
credible sources.

4.2 Reflective Analyses of Lessons

A detailed discussion on each lesson should be placed in this section of chapter 4. Use the
following guidelines to structure your reflective analysis:

The strengths and weaknesses of

1. The Teaching Act

(i) Content
(ii) Learning Approaches/Strategies (Online & others)
(iii) Learning Materials (Online & others)
(iv) Learning Environment
2. Development of Lesson – Introduction
Development
Conclusion
Closure

For lessons II, III & IV, discuss how the strengths and weaknesses of the previous lessons
were enhanced.
 Chapter 5 – Conclusion

5.1 Recommendations

Provide at least three or four solid recommendations. These should be based on your
analysis/evaluation.

5.2 Benefits of the Study

Briefly explain how the conduct of this study has benefitted you and the learners.

5.3 Proposed Use of Experience and Possible Areas for Development

Discuss how the experience garnered during this study would be used in your actual teaching
experience in your classroom.

NB. For this chapter, teacher candidates have the option of presenting the information in
creative ways. Anyone of the following medium can be used:

● Vlog
● Tik-Tok Video
● PowerPoint Presentation with audio explanation
● Digital Story Board
● SmartArt Graphics
● Slideshow

OR ANY OTHER CREATIVE MEANS YOU KNOW

 MINISTRY OF EDUCATION
CYRIL POTTER COLLEGE OF EDUCATION
TEACHING PRACTICE DEPARTMENT
PRACTICUM I- GUIDED TEACHING PRACTICE & INDIVIDUAL STUDY SCHEDULE

DATE ACTIVITY LOCATIO PERSONNEL

N RESPONSIBLE

February 6-10, 2023. Planning & Preparation for Guided Online or All teacher
Teaching Practice & Individual Study On Campus candidates &
personal tutors.
Weeks 1-2
February 13-17, 2023.

February 20-24, 2023.

In All teacher
candidates in
February 27-March 3, Preliminary Visits (One or Two)
collaboration with
2023.
Weeks 3-4 Proposed practicum
supervisors.

March 6-10, 2023.

Schools
All teacher
candidates in
March 13-17, 2023. Individual Study
collaboration with
practicum
supervisors.
March 20-24, 2023. Weeks 5-8

March 27-30, 2023.

April 3-5, 2023 Assessment of Individual Study Kits Centre All teacher
candidates &
practicum
supervisors.

All teacher
candidates in
April 17-21, 2023.
collaboration with
MOE officers and
Headteacher/Deputy
April 24- 28, 2023. Guided Teaching Practice Headteacher/Level
(External Assessments) Supervisor/Head of
Department.
Weeks 9-10
All teacher
candidates.
June 30, 2023 Submission of Individual Study Report

Conduct of the Practicum Visits & Assessments

Each Teacher Candidate will have five of their lessons assessed during this stint of practicum.
The visits and assessments would be conducted as follows:

1. Personal tutors would conduct one or two preliminary visits during weeks 3 & 4 of the
practicum. These visits would not be graded.
2. Each teacher candidate is expected to record one 15-minute Simulation video of any
lesson during weeks’ 3 & 4 (tutor must give permission for this to be done). This would
be graded.
3. Personal tutors would assess all Individual Study lessons during weeks 5-8 of the
practicum. All 4 lessons would be graded. However, only the two best scores would
be used.
4. A Ministry of Education official and the Headteacher/Deputy Headteacher/Level
Head/Head of Department would conduct a visit each during the 9th & 10th week of
the practicum. These would be graded.
Breakdown of 5 Assessments

Ministry Official – 1 Assessment

Headteacher/Deputy Headteacher/Level Head/Head of Department - 1 Assessment

Personal Tutor – 2 Assessments

Simulation Video – 1 Assessment

Note to Teacher Candidates

1. Please ensure that you submit your teaching timetable/schedule and a schedule of the school’s
activities for the term to the Teaching Practice Department and your personal tutor. Both
documents must be stamped and signed by the headteacher.

2. A teacher candidate must at all times have a completed Resource Unit (for the 8-weeks
period) and daily lesson plans for their time tabled classes.

3. Any instance of absenteeism must be reported to the Senior Lecturer- Centre for Student
Support Services and Heads of Centre. Medical certificates must be submitted in the cases of
illness.

4. Students must at all times be outfitted in the College’s uniform. Please note that the college’s
dress code is in full effect. Tutors will not assess any teacher candidate who is in breach of the
college’s policy on dress.