Transcript Nipissing University Powerpoint Presentation Template

PRACTICUM
BINDER
WORKSHOP
Organizing your Practicum experience…
Responsibility
• It is the Teacher Candidate’s responsibility to maintain a current
and comprehensive binder including materials pertinent to the
practicum. The Associate Teacher and the Faculty Advisor may
request to view the practicum binder at any time.
• Keep your Practicum Binder with you at all times.
• Refer to pages 12-13 in the Practicum Handbook.
What is a Practicum Binder?
• A Practicum Binder is a tool Teacher Candidates can use to
document their Practicum experiences.
• Teacher Candidates will add new items to the binder throughout
the year, and it is important that the binder stays current.
• The practicum binder is a great way for Teacher Candidates to
record their observations in the classroom, and it allows
candidates to organize lesson plans and other resources.
• Plan ahead… Stay organized!
SOURCE: 2007 Ontario Government
Five Required Sections
• Your Practicum Binder should have the following 5 sections:
1.
2.
3.
4.
5.
TEACHING TIMETABLES
OBSERVATIONS OF CLASSROOM
ROUTINES AND MANAGEMENT PLANS
LESSON PLANS
OTHER MATERIALS
SOURCE: 2007 Ontario Government
1) Teaching Timetables
• First Page…
Grand Erie District School
Board
• Includes the following:
• Name of the School
Board
• School Address
• School Phone Number
• Principal
• Associate Teacher
• Grade Level
• Classroom Number
SOURCE: 2007 Ontario Government
King George Public School
265 Rawdon Street
Brantford, ON
N3S 6G7
Phone: 519-752-7486
Principal: Tom Smith
Associate Teacher: Linda Smith
Grade: 4
Classroom: 110
Teaching Timetables
• Second Page…
• Includes a weekly schedule of when classes occur with subject, titles
and times. Teacher Candidates will highlight or outline the classes they
will be responsible for teaching. If such a timetable doesn’t exist,
Teacher Candidates should create one.
SOURCE: 2007 Ontario Government
2) Observations
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7.
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When Teacher Candidates are not teaching they will be observing associate teachers and
will make observation notes. Use the categories below and organize your observations
by putting each heading on a separate page with date entries. Observation notes include
reflections and analysis of the observations.
Teacher Candidates must prepare these sheets themselves, and use the following
headings:
Management Strategies
Instructional Strategies
Program Organization
Student Organization
Instructional Materials
Methods of Assessment and Evaluation
Responsibilities of the Teacher outside of the Classroom
Provisions made for Exceptional Learners / Differentiation
SOURCE: 2007 Ontario Government
Observations:
Management Strategies
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Establishment and maintenance of a positive classroom climate
Expectations for student behaviour in the classroom, halls, lunchroom, on
school property
Routines- particularly transitions
Procedures for attendance, opening exercises, washroom, dismissal
Use of positive reinforcement
Method of dealing with unacceptable behaviour
Quiet signal and other signals
Effective discipline techniques
Student directed management strategies
SOURCE: 2007 Ontario Government
Observations:
Instructional Strategies
• Describe teaching strategies such as learning centres, discussion,
lecturing, games, research and teacher-directed lessons,
programmed learning, etc.
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Ask yourself:
How does the Associate Teacher meet the needs of different learning styles?
How does the Associate Teacher introduce concepts?
List the variety of teaching strategies that are used
SOURCE: 2007 Ontario Government
Observations:
Program Organization
 School schedules and classroom daily timetable, program routines,
subject integration, timetabling, routines and teaching
responsibilities for special classes
 Team teaching; role of assistants and classroom volunteers
SOURCE: 2007 Ontario Government
Observations:
Student Organization
 Class list, seating chart
 Grouping procedures: whole class, small groups, independent
study, peer learning
 Provisions for combined grades
SOURCE: 2007 Ontario Government
Observations:
Student Organization
 Class List: include a list of all the names of the students in the class
(first names are sufficient if confidentiality is an issue)
 Also include a current seating plan, as applicable
TIP: Your
Associate Teacher
may be able to
provide you with a
class list.
Just ask!
SOURCE: 2007 Ontario Government
Observations:
Instructional Materials
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Use of chalkboard, bulletin boards, audio visual equipment, computers,
books, kits, concrete materials, manipulatives
Location of materials and access to supplies and resources
SOURCE: 2007 Ontario Government
Observations:
Methods of Assessment &
Evaluation
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Assessment strategies such as tracking, anecdotal records, student
work folders, assignments, projects, presentations and tests
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Describe the use of recording strategies such as rubrics, anecdotal
notes and rating scales
TIP: Keep copies of
assessment tools.
They may be helpful in
the future!
SOURCE: 2007 Ontario Government
Observation: Responsibilities of the
Teacher Outside of the Classroom
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Communications with parents, etc.
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Supervision duty (yard, lunch, bus, etc.)
Get involved! Accompany your Associate
Teacher during supervision duty and
extra-curricular activities if permitted.
If appropriate, attend meetings too.
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Extra-curricular activities
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Curriculum and staff meetings
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Health and Safety Issues (e.g. students with allergies, policies governing
administration of medication, procedures during inclement weather, bomb
threats, etc.)
SOURCE: 2007 Ontario Government
Observations:
Provisions Made for Exceptional
Learners
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Accommodations of students with learning exceptionalities
 Other learners who need attention with the regular classroom
TIP: Discuss this with your Associate
Teacher and/or Mentor. Ask if there are
any students with exceptionalities, or who
require additional attention. Become
familiar with the accommodations used.
SOURCE: 2007 Ontario Government
3) Routines and Management Plans
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Lesson Plans are NOT needed for routines.
Teacher Candidates will make a record of the various routines and categorize the routines
into two categories:
1) MANAGEMENT-RELATED: e.g., opening exercises, entry/dismissal, fire drills, lockdown
drill, nutrition break/lunch/yard/bus duties, washroom, pencil sharpening, absence and
lateness, signals to focus attention.
2) CURRICULUM-RELATED: e.g. taking up homework, teaching a new song/fingerplay in
circle time, spelling dictation, Show and Tell/Current Events, daily cursive writing/printing,
bellwork, Problem of the Day, storytime/USSR/DEAR.
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In each category, state the PURPOSE of the routine, and the PROCEDURE for the routine.
Then indicate whether the routine is management-related, or curriculum-related. Some
routines are focused on management of the class and others are related to meeting
curriculum expectations.
SOURCE: 2007 Ontario Government
Routines and Management Plans
ROUTINE:
PURPOSE:
PROCEDURE:
TYPE:
DEAR Drop Everything And Read
Students can develop literacy skills through independent reading. They also have the opportunity to
navigate a variety of texts and media that are of personal interest.
Students select a novel or text to read independently. The first 15 minutes of Language are allocated to
DEAR.
Curriculum-related
ROUTINE:
PURPOSE:
Attendance
All students need to be accounted for, and absences must be tracked. The teacher and office need to be
aware what students are absent.
PROCEDURE: The teacher takes attendance each morning after “O Canada”, as well as after the first Nutrition Break. At
this time, she also asks for bus changes, notes, money to be collected, etc. To take attendance, the teacher
says the first student’s name, followed by “GO”. The next student says their name aloud and this continues
until the role call is complete. For fun, the class times themselves each day and they try to beat their record.
The student runner takes the attendance folder to the office.
TYPE:
Management-related
SOURCE: 2007 Ontario Government
Sample Routines Chart
Routine:
TIP: Consider
organizing your
routines using a
consistent
format. A chart
is a great
example!
Purpose:
Procedure:
Routine:
Purpose:
Procedure:
Routine:
Purpose:
Procedure:
SOURCE: 2007 Ontario Government
4) Lesson Plans
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See pages 22-28 in Practicum Handbook
Lesson plans include a daily organizer and will be located immediately before the
lessons for a particular day. Teacher Candidates will put the most recent day at the
beginning of the binder and will include all handouts, answers to a quiz, overheads,
etc., used for the lesson. The handouts will follow right after the lesson.
Include all the lesson plans the Teacher Candidate has implemented throughout each
term.
Reflections on each lesson are very important and should be recorded as soon as
possible after the lesson is taught, particularly if the Teacher Candidate is teaching
more than one lesson a day. The strengths and/or areas for improvement of each
lesson should be noted. Think about how the lesson progressed and what could be
improved.
A daily organizer is required when teaching consecutive days in April (e.g., the weekly
plan or day plan, clearly indicating the lessons to be taught and their times).
TIP: Discuss your reflections with your
Associate Teacher and Mentor.
What went well?
What might you change next time?
Did students demonstrate the expectations?
SOURCE: 2007 Ontario Government
5) Other Materials
• Additional teaching strategies, photographs of bulletin boards,
classroom layouts, handouts, etc.
• Photographs of students should not be taken without specific
written permission of parents. Please check with your
Associate Teacher before taking any photographs/videos in
the school.
• It should be noted that all materials maintained in the Practicum
Binder need to be professional in content and will be reviewed by
the Associate Teacher.
• All Teacher Candidates must keep the original copy of their
Police Vulnerable Sector Check and Workplace Education
Agreement in their Practicum Binder at all times.
Practicum Binder and Evaluation
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All Year 1 Teacher Candidates will be evaluated by their Associate Teacher (see pg. 52-23 in the
Practicum Handbook).
The Evaluation will focus on the following areas:
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Commitment to Students and Student Learning
Professional Practice
Professional Knowledge
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In each area, Teacher Candidates will be deemed ‘Successful’ or ‘Unsuccessful/Needs
Improvement’.
Be familiar with Year 1 Practicum Expectations (see pg. 10 in the Practicum Handbook)
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Let’s consider how each of these areas fit into the Practicum Binder.
Commitment to Students and
Student Learning
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Shows initiative
Displays courtesy and respect for learners
Displays enthusiasm
Is accepting of constructive criticism
Is punctual and dependable
Is professional in appearance and deportment
Professional Practice
Communication skills with Associate Teacher and Mentor within the classroom:
•Expresses thoughts clearly and fluently
•Uses appropriate vocabulary
•Listens attentively
•Works with an individual student effectively
•Works with small groups of students effectively
•Conducts an established routine
•Captures and maintains interest of students
•Participates and works collaboratively with mentor on planning, implementing
and assessing
Professional Knowledge
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Practicum teaching binder reflects the classroom setting
Promotes student self-esteem by reinforcing positive behaviour
Recognizes the role as teacher
Recognizes and reflects on the importance of Mentorship
Questions?