Guidelines on Field Experience (FE) Learning Activities ^

5-year full-time BEd programmes (BP II)

Introduction

The five activities of the FE e-portfolio are designed to give students ample opportunity to demonstrate their accomplishment of the ten
FEILOs. The finished portfolio will allow students to provide evidence-based reflection on all the parts of Activities 1-4. Activity 5 is optional,
allowing students to showcase further reflection on any of the ten FEILOs or any other aspect of their learning while on FE.

The FE e-portfolio activities for both BP I and BP II, or the FES, address four domains of learning and teaching: About Your BP School;
About Your Students; Initial Stage of Reflection; and Final Stage of Reflection. Learning on FE should be progressive from BP I to BP II, or
throughout the FES. Students must complete activities for each of the four domains (or an optional fifth) in both BP I and II or the FES. The
design of the portfolio activities should be followed closely, but the questions for consideration are intended as a guide only. Addressing
issues beyond the scope of the given questions is allowed.

The activities are designed to help students to progress from cognitive understanding to gradual involvement and participation in the
respective areas. For example, in BP I or stage I of the FES, students are asked to identify some behaviors but when they progress to BP II
or stage II of the FES, they have to give reasons and critically analyze them. The demands on students’ reflective ability also increase as they
develop themselves through FE.

Students should also remember that in all their undertakings at schools, including the conduct of the professional portfolio activities, they
must adhere to the expected standards of professional teachers. As stated in the preamble to the FEILOs:

In all their endeavors, student should conduct themselves as professionals. They work in the service of schools for the best possible education
of their students. They make every effort to continually improve their subject knowledge, teaching skills and positive working relationships
with teaching colleagues, and they maintain the highest standards of integrity and moral conduct.
 Guidelines on Field Experience (FE) Learning Activities ^ – Writing the Reflective Journal
5-year full-time BEd programmes (BP II)

Activity 1 – Learning about Your BP/Serving School

Recommended
Parts Questions for consideration Format Possible Evidence FEILOs
Timeline
1.2 Implementation of the school philosophy • Can you cite 3-5 examples to show how a member of • Written report School pamphlet, FEILOs
Observe and explain how one staff member the school staff tries to implement the school supported by school magazine, web 1, 2, 3, 4
(e.g. principal, vice principal, panel chair, philosophy? artifacts/ documents materials, observation
BPII: teacher or other staff member) implements the • How does the school philosophy, goals, policies and notes, interview notes,
Week 1-2 school’s philosophy, goals, policies or practices relate to you as a teacher in the school? • About 400 words in information about
practices. • Do parents have any role in the implementation of the English or 600 words Parent-Teacher
school philosophy (e.g. through Parent-Teacher in Chinese Association, etc.
Association or Home-School Collaboration
activities)?

Activity 2 – About Your Students

Recommended
Parts Questions for consideration Format Possible Evidence FEILOs
Timeline
2.2 (A) Providing learning support • What are your key learning, teaching or assessment • Written report Student class work, FEILO 3
Taking into account students’ learning strategies to facilitate students’ learning in your major supported by homework, student
characteristics, plan and provide learning support assigned class? artifacts/ documents test, exam results,
for them. • How do you support individual students’ learning in observation notes, etc.
BP II: the assigned class, including any student(s) with • About 500 words in
Week 2-4 specific learning needs? English or 700
• What family characteristics should be considered words in Chinese
2.2 (B) Providing discipline/guidance when providing learning support? FEILO 4
Describe how a staff member provided discipline • What discipline or counseling guidance does the staff
or counseling guidance to one student with due member give to the student?
consideration for the learning characteristics of the • Did Home-School Collaboration contribute any
class. guidance or suggestions?

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 Guidelines on Field Experience (FE) Learning Activities ^ – Writing the Reflective Journal
5-year full-time BEd programmes (BP II)

Activity 3 – Initial Stage of Reflection

Recommended
Parts Questions for consideration Format Possible Evidence FEILOs
Timeline
3.2 Reflection on a unit plan/series of 3-5 related • What was/were the problem(s) in your own teaching • Written report Observation notes, FEILOs 3,
lessons and/or in your students’ learning that adversely supported by supervision form, lesson 4, 5, 6, 7, 8,
A teacher’s role in planning, teaching and affected students’ achievement of a/the learning artifacts/ documents plans, worksheets, 10
evaluating one’s own teaching for further objective(s)? student work, lesson
improvement is a continual problem solving • What were the resources you considered (e.g., • About 700 words in videos, etc.
process. Reflect on how you applied this problem learning theories, pedagogical models, review of your English or 900
solving process in your planning, teaching and teaching through videos, your own reflection, words in Chinese
evaluation of a unit of 3-5 lessons. consultation with others)?
• What were the possible solutions?
A problem solving process often involves the • Which of these solutions did you choose? Why?
following 5 stages: • What change(s) did you make to the unit plan, the
1. Identify a problem and the causes of the learning objectives, the learning approaches/activities,
problem in your teaching and/or in your the assessment strategies etc. as a result of the
BPII:
students’ learning. solution you chose?
Week 3-5 2. Consider all/different possible solutions • How did the implementation of your chosen solution
through research, review, reflection and/or work? What formative and/or summative
consultation with others. assessment strategies did you use to evaluate the
3. Choose, based on a rationale, a possible / effectiveness of your solution?
feasible solution to the problem, taking into • When you teach the same unit next time, how would
consideration the above (i.e., the causes and you do it differently to make it work (even) better?
the possibilities).
4. Plan and implement the solution and observe
carefully if the solution can solve the problem
or which aspects of the problem it can solve
and which not, and why or why not.
5. Review the whole process (from 1-4 above) and
the outcomes to think about how effective the
solution was; consider different/better ways to
deal with a similar problem in future.

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 Guidelines on Field Experience (FE) Learning Activities ^ – Writing the Reflective Journal
5-year full-time BEd programmes (BP II)

Activity 4 – Final Stage of Reflection

Recommended
Parts Questions for consideration Format Possible Evidence FEILOs
Timeline
4.2 Reflection on becoming a teacher • What have you achieved from your Block Practice? • Written report Observation notes, FEILOs 9,
Based on your overall experience in the school, • What have you observed as your strengths and supported by supervision form, lesson 10
reflect on your ability as a new teacher and your weakness as a new teacher? learning artefacts/ plans, worksheets,
capability to become a professional teacher • Identify specific actions to enhance your roles to documents student work products,
according to the four domains, i.e., School become a professional teacher. etc.
Development, Student Development, Teaching • How can I better meet my professional needs in • About 800 words in
and Learning, and Professional Relationship and respond to the three teachers’ roles as expounded in English or 1000
Development. “T-Standard+”, i.e., caring cultivators, inspirational words in Chinese
co-constructors and committed role models, regarding for 4.2
at least one of the following domains:

School Development
• How did the schools’ educational philosophy, goals,
BPII:
policies and practices facilitate/impede your decision
Week 5-6 making in learning and teaching (for example, to
create a harmonious, inviting and supportive
environment conducive to students’ motivation to
learn, to accommodate students’ diverse and special
educational needs, etc.)?
• What action did/would you take to respond to the
situation? In what way you would like to be done
differently in future?

Student Development
• How did your characters, strengths and weaknesses
impact your decision making in meeting your
students’ needs (for example, to nurture students
holistically through character building, to chaperon
students in their journey of understanding self and
unfolding potential to stand up for changes and
challenges, etc.)?

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Guidelines on Field Experience (FE) Learning Activities ^ – Writing the Reflective Journal
5-year full-time BEd programmes (BP II)

• What action did/would you take to respond to the

situation? In what way you would like to be done
differently in future?

Teaching and Learning

• In your lesson planning and teaching, explain the links
between theory and practice you have made during
your Block Practice. How did it impact your decision
making in learning and teaching (for example, to
develop students’ generic skills, to engage them in
deep learning, and to design and implement
instructional strategies appropriate to their needs and
abilities, etc.)?
• What action did/would you take to respond to the
situation? In what way you would like to be done
differently in future?

Professional Relationship and Development

• In school context, how does this experience cultivate
your three teachers’ roles?
• How would you consider your own values as a
professional teacher and your comfort level in acting
on those values on making decision in learning and
teaching (for example, to pursue continuing
professional development individually in order to
enhance change readiness and contribute to the
sustainable development, to uphold ethical practices,
etc.)?
• How will you build up your professional relationship
within the field after the BP?
• What conscious choice can you make to make a
difference?

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 Guidelines on Field Experience (FE) Learning Activities ^ – Writing the Reflective Journal
5-year full-time BEd programmes (BP II)
Activity 5 – Optional Activity
Recommended
Parts Questions for consideration Format Evidence FEILOs
Timeline
• __________________________________________ • Written report Observation notes, _________
5.2 (Title of the task): _________________________________________? supported by Supervision form, lesson _________
BPII: • __________________________________________ artifacts/ documents plans, worksheets, _________
Week 1-6 (Description): _________________________________________? student work, etc.
• __________________________________________ • About 500 words in _________
_________________________________________? English or 700 words _________
in Chinese _________

Guidance and Instructions on Preparing your Reflective Journal and Related Documents
1. Margins – 1 inch
2. Font – Times New Roman 12
3. Line spacing – 1.5 line spacing
4. File Name* –Student No_ Educational Level+Subject Short Form
e.g. S10003627_ P3GS _Reflective Journal
(W2 = Week 2; P3GS = Primary 3, General Studies)

*Throughout the BP, use the same file name system for naming your lesson plan, artifact, worksheet, student work, etc:
Student No. _Week No._Educational Level+Subject Short Form_File Nature_Date
e.g.
S10003627_W1_S4LS_Lesson Plan_05 Jan 18
S10003627_W1_S4LS_Artifact_05 Jan 18
S10003627_W2_P3EL _Worksheet_05 Jan 18
(W1 = Week 1; S4LS = Secondary 4, Liberal Studies)
5. All full-time BEd are required to upload all lesson plans onto the e-Portfolio.

Remarks:
^ Contents of the guidelines are subject to change.

Last update: 18-08-2022

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