Practicum Briefing for

PGDE Sec/JC July 2013 Intake

and

PGDE PE July 2012 Intake

Student Teachers (Part 1)

by

A/P Ivy Tan (Sub-Dean, Practicum)

January 2014

Briefing Overview

1. What? Why? Who?

2. How?

a. Administrative information

b. E-portfolio

c. Reflective practice

d. Focused conversations

e. Lesson observation and assessment

f. Preparation for practicum

3. Survival Tips

4. Practicum Office

5. NIE Wellness Centre

To be covered

next week

To be covered

next week

1. What? Why? Who?

Practicum

- the highlight of your learning journey

- the experience of learning from the practitioners

- the chance to flex your muscles

- the opportunity to make a difference

- the reality check!!

implementing a range of micro teaching skills

opportunity to put university-acquired knowledge into practice

a complex ‘professional thinking activity’

1. What? Why? Who?

1. What? Why? Who?

• Practicum, or field experience, is linked to your courses

and is critical to your growth and development as

teachers.

• It provides the opportunity to make critical connections

between theory and practice.

• It provides an opportunity for student teachers to practice

and at the same time, to reflect about their practice.

• It provides a platform for inquiry, for trying ideas and for

talking about teaching and learning in new ways

1. What? Why? Who?

'They may forget what you said

but they will never forget how you made them feel'.

- Anonymous

To teach is to touch a life forever.

2a. Administrative Information

• Practicum duration: 24 February– 09 May 2014

• Practicum details from practicum website

(Go to Student Teacher > Placement)

– School posting by mid-Feb 2014

– NIE Supervision Coordinator appointed by mid-Feb 2014

• School

– contact school to find out when the Principal would like to

meet you

– check date of staff meeting (if any) and make it a point to

attend

– update your email address/contact nos. with school

• NIE Supervisor (NIES)

– contact full-time NIES to set up pre-TP conference (dry run

of e-portfolio presentation)

– part-time NIES will contact you directly

– find out email address, office tel. and fax nos. of NIES

DO NOT fax/email materials for NIES to Practicum Office!

– first person to contact for TP-related problems

2a. Administrative Information

• Documents for CTs

– Letter to Cooperating Teacher(s) (CTs)

fill in the blanks in each letter before giving it to each of your

CT(s)

– Suggested guidelines for schools

subjects, class levels/streams and number of teaching

periods (MUST teach ALL subjects trained in)

observations of CTs’ & other teachers’ lessons (Wk 1)

school session – up to the school to deploy

CCA involvement

number of relief periods

– Roles of the CT, SCM, NIES

– Responsibilities of Student Teacher

– NEW Assessment of Performance form (APT)

2a. Administrative Information

PGDE PE(Pri)

•Details

– teaching periods: 9-10 hours (≈18-20 periods) per

week

– lesson observation (week 1)

– independent teaching (with reflection)(week 2 – 10)

– 6 formative assessments by CT(s)

– 2 formative assessments by NIES

− 3 Focused Conversations

2a. Administrative Information

PGDE Sec + PE(Sec)

•Details

– a total of 9 - 10 hours per week (about 14 - 16 teaching

periods per week, based on 35 - 40 minutes per period)

– lesson observation (week 1)

– independent teaching (with reflection)(week 2 – 10)

– 6 formative assessments by CT(s)

– 2 formative assessments by NIES

– 3 Focused Conversations

2a. Administrative Information

PGDE JC

•Details

– a total of 6-7.5 hours (≈8-10 periods, based on 45 minutes

per period) per week

– a maximum of 2 lecture periods (Each lecture period is

equivalent to 2 tutorial periods)

– observation of 1 Project Work (PW) lesson per week

– lesson observation (week 1)

– independent teaching (with reflection)(week 2 – 10)

– opportunities to teach only non-graduating classes

– opportunities to participate in collaborative, multi-

disciplinary work (example: GP, KI, or other enrichment

activities)

2a. Administrative Information

PGDE JC

•Details

− a maximum of 2 CTs, of which one is the main CT

− 4 formative assessments by CT(s)

If a student teacher is allocated lecture periods, 1 of the

4 formative assessments can be allocated to lecture but

the other 3 should be for tutorials.

The APT form will be used for both lectures and

tutorials. Depending on the nature of the lesson,

section(s) of the APT form can be left blank if the

process(es) cannot be assessed during the lesson.

− 2 formative assessments by NIES

− 3 Focused Conversations

2a. Administrative Information

• Documents for yourself

– Blank time-table

complete and hand in/fax/email one copy to your NIES (use

NIES’ office fax no./email) as soon as it is available

Do not use any other time-table formats

– Blank CV and Blank Subject List

complete and submit to principal

– Lesson Plan template

– Blank new APT form

photocopy and give CTs for each formal lesson

observation

2a. Administrative Information

• Maintain an updated Teaching Practice file

− all lesson plans and related materials

− APT reports from CT(s) and NIES

− school handouts

− photocopies of MCs

• Absenteeism

− only Medical Certificate or Leave approval letter from

Office of Academic Administration & Services (OAAS)

(applied at least 5 days in advance) accepted. Personal

letters not accepted.

− Original MCs to Student Services Centre (SSC),OAAS

(within 2 weeks), photocopy for school.

− all leave must be applied thru OAAS, not school.

− notify school and NIES early

2a. Administrative Information

• Civil servants can call in sick without MC on two

non-consecutive days

– Applies to NIE student teachers , excluding full-fee

paying student teachers.

– Student teachers have to email the SCM, cc NIES,

before the start of school for that day and obtain the

SCM’s written support.

– Student teachers have to attach the written support to

the completed NIE Urgent Private Affair (UPA) Leave

Form, downloadable from NIE Portal and submit it to the

Office of Academic Administration Services (OAAS), NIE

for onward transmission to MOE.

2a. Administrative Information

• All materials borrowed from the school will need to be returned on the last day of the TP.

• Thank the principal, vice-principal, CT(s) and all staff (including non-teaching staff) who helped you in one way or another during your TP.

2a. Administrative Information

• To be referred to as the

“Learning and Teaching Portfolio”.

• Both “Learning” and “Teaching” to highlight the

continuum in its purpose to chart the development of a

student teacher at NIE, his/her induction as a beginning

teacher and his/her eventual professional development

as a skillful teacher.

Pre-service training

Learning portfolio

• Practicum

• Induction of BT

Showcase portfolio

• Beginning Teacher

• Trained teacher

Teaching portfolio

2b. E-Portfolio

• Learning in NIE (15 mins)

– Using artefacts from your e-portfolio, prepare a presentation to

share about what you have learned in NIE

– Start with the generic before focusing on 1 - 2 specific aspects

– Will invite 3 student teachers to share in mid-Feb

– Have a dry run with your NIES and then share with your SCM

(FC1)

• Learning in School (15 mins)

– Using artefacts collected during practicum, prepare a

presentation to share about what you have learned in school

– Focus on your attainment of aspects of GTC

– Share with your SCM towards the end of practicum (FC3), and

with tutors, NIES and peers in early May

2b. Sharing of E-Portfolio

• Sample lesson plans

• APT forms from NIES and school

• Samples of pupils’ work (e.g., projects, bulletin

boards, artefacts)

• Evidence of appreciation from pupils and

parents

• Examples of involvement in school

programmes/events

• Samples of resources created by yourself

• Post-practicum reflections: How practicum has

shaped your teaching philosophy and

pedagogy

2b. Practicum Artefacts for E-Portfolio

2c. Reflective Practice

• Reflective Practice is “a deliberate pause to

assume an open perspective, to allow for higher-

level thinking processes.

• Practitioners use these processes for examining

beliefs, goals, and practices, to gain new or deeper

understandings that lead to actions that improve

learning for students” (York-Barr, Sommers, Ghere,

& Montie, 2001, p.6).

• To be used for lesson reflection and FC 2.

2c. Reflective Practice

Guided Questions:

1. What happened? (What did I do? What did others

do?)

2. Why? (Why did I think things happened this way?

Why did I choose to act the way I did?)

3. So what? (What have I learned from this? How

might this change my future thinking, behaviour and

interactions?)

4. Now what? (What do I want to remember to think

about in a similar situation? How do I want to act?)

(adapted from York-Barr, Sommers, Ghere, & Montie, 2001; Richardson, 2002)

Number Week Focus

FC 1

1 Portfolio Sharing – My learning in NIE

What have you learnt from the courses at NIE that

have influenced your conception of teaching and

learning? (15 mins)

- Start with generic before focusing on specifics

FC 2

3-6 Managing Teaching and Learning

You are encouraged to bring up topics on issues

encountered in your lessons / with your students for

discussion during the FC.

FC 3 9-10 Portfolio Sharing – My learning in school

With reference to the GTC, share how your practicum

experience helped to develop your teaching

competencies. (15 mins)

Presentations for FC1 + FC3 must be supported by artefacts extracted from E-Portfolio.

Record of FC (with comments from SCM) must be filed in student teacher’s practicum file.

2d. Focused Conversations

• Focused Conversation 2: Week 3-6 sharing with

SCM and fellow student teachers

Key focus 1: Classroom Management

You are encouraged to bring up issues on classroom

management which you encountered in your lessons /

with your students for discussion during this focused

conversation. For example, what seems to be going

well / not going well in the management of learning

experiences, management of students’ behaviours,

management of time.

2d. Focused Conversations

Key focus 2: Motivation and Instructional Strategies

You are encouraged to bring up issues related to

motivating students and instructional strategies which you

encountered / practised in your lessons for discussion

during this focused conversation. For example, what you

did to establish a positive learning environment where

students felt supported in their learning, how you motivated

your students, how you ensured clarity when explaining

concepts, giving instructions, dealing with student

confusions, and making connections during instruction.

•SCM will ask some guided questions based on the

“Reflective Practice Model” provided by NIE.

2d. Focused Conversations

• ... more committed, focused and directed as

they undertake their teaching practicum.

• ... good as student teachers were made to think

through and verbalise their reasons for

joining the teaching profession and record

their teaching philosophies and lessons

learnt from their NIE course.

• ... begin the habit of being reflective - which

plays a very important part in teacher's growth

and development”

SCM Feedback

• “… it has helped me to consolidate my thoughts

before I started my practicum and after I finished

my practicum and see the theory-practice link. I

can see parts in which I have grown and areas

which I need to improve upon.”

- Nur Zuhailah, Jul 2010

• “Preparing for FC4 was a good time for reflection

on the learning journey that had taken place over

the 10 weeks of practicum. Again, I have picked

up learning points such as how perspectives

have changed and how individuals have grown

in their personal and professional spheres of their

lives.” – Wayne, Jul 2010

Student Teacher Feedback

If a child can't learn the way we teach, maybe we should teach the way he learns.

Ignacio Estrada

Practicum

3. Survival Tips

Professionalism

Positivity Proactivity

Passion Perseverance

Professionalism

• You are a member of staff of the school

− involve in all aspects of school life

− conform to school ethos

− subject to school/MOE rules governing staff conduct

• You are a teacher

− dress and act like one (DO NOT CROSS the line!!)

− be PUNCTUAL for school and classes

− plan and prepare your lessons detailed lesson plans must be written for every lesson

confirmed lesson plans must be given to your CTs 1

working day in advance (office hour)

− mark and return students’ assignments promptly

3. Survival Tips

3. Survival Tips

MOE Dress Code Guidelines

• Ladies – Short- or long-sleeved blouses or shirts

– Knitted sweaters and cardigans

– Skirts, not shorter than 5 cm above the knee

– Well-cut, solid coloured pants

– Dresses with well structured cuts

– Jacket suits

– Court shoes with comfortable heels, open-toed

shoes, cling back shoes (not sandals/slippers)

MOE Dress Code Guidelines

• Gentlemen – Shirts, with either short sleeves or long sleeves

– Well cut plain coloured/pinstriped trousers worn

with/without belt

– Shoes (not sports shoes), no slippers

3. Survival Tips

Positivity

• Ready smile, genuine warmth

– student teachers have been faulted for being cold

and uncaring

• Willingness to learn from SCM, CT, NIES and peers

• Take criticisms in your stride

− it’s part of the learning process

− don’t come across as being defensive

• See problems as they really are, and not worse

than they need be

3. Survival Tips

3. Survival Tips

Proactivity

• Be anticipatory – ‘Anything that can go wrong will go wrong’ – Murphy’s law

• Take charge of situations − Ask for help if you don’t know where to get resources or

don’t know how to do something.

− It’s your students, your class and your lesson, NOT your

CT’s, so prepare your materials, brief the lab technician

and check the equipments.

− Nobody has to wake you up to go for staff meeting.

− Your CTs and SCM don’t owe you anything,

neither do your students.

Good teaching is as much about passion

as it is about reason. It's about not only

motivating students to learn, but teaching

them how to learn, and doing so in a

manner that is relevant, meaningful, and

memorable.

3. Survival Tips

Passion for the profession and passion for the students!!!

Perseverance

All the Best!