Assessment Details

Course Code: EPC 1403

Course Name: Practicum 1a
Course Maryam Al Shamsi & Dr. Brante Dashiell
Teacher:
Task Title: Assessment - Interview
Task Students demonstrate the ability to comment on experience and to
Description: make links to both other course content and to the Teaching
Practice competences for this practicum. This should be evidenced
with reference to the content of the Practicum e-portfolio/blog.
Special Students will answer questions relating to:
Instructions:
1. Professionalism and understanding

2. Planning, implementing and managing activities

3. Reflecting on teaching practice & strategies learned or observed

4. Collaboration and communication with school staff

5. Teaching practice tasks performed

Students should use theories learned in Semester 1 and use their

eportfolios to support the discussion.
Weighting: 30%
Duration/Word 10- 12 Minutes
Limit:
Due Date: Week 15 (submit the papers on 16th April 2017)
Grading/ Your grade will be determined using the relevant criteria from the
Marking attached rubric.
Criteria:
(to be
determined by
the teacher
using the
attached
criteria matrix)
Late Penalty: Unless special circumstances are agreed with the course teacher
regarding late submission, work submitted 1 working day late will
be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.
Academic Breaches of Academic Honesty will be treated with the utmost
Honesty: seriousness. You are reminded the penalties for cheating or
plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student
Regulations, HCT Academic Honesty Policy, Student Handbook)

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 HCT Graduate Outcomes Addressed
1. Communication and Information Literacy

2. Critical and Creative Thinking

3. Global Awareness and Citizenship

4. Technological Literacy

5. Self-Management and Independent Learning

6. Teamwork and Leadership

7. Vocational Competencies

8. Mathematical Literacy

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 ASSESSMENT COVER PAGE
Course Name: Practicum 1a Course Code: EPC 1403

Instructor Name: Maryam Al Shamsi & Dr. Brante Dashiell

Task Title: Assessment - Interview

Due Date: Week 15 (submit the Date Submitted:

papers on 16 th April 2017)

Student Name: Hind Saeed Alsuwaidi

Student ID: H00355016 Section: 12ABECE(01)

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late
submission, work submitted 1 working day late will be deducted 10%, 2 days late 20%, 3
days late 30% and any work submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are
reminded the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic
Honesty Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other
sources in the text and listed those sources at the end of the assignment. I have not
previously submitted this work to the HCT. I understand that I may be orally examined
on my submission.

INTERVIEW QUESTION TYPES

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Professionalism and Understanding
Please give a brief description of the school, i.e.
boys/girls, size, location. Curriculum and texts used
What different subjects are taught?
1 What did you enjoy most about your practicum?
What challenges did you face?
What did you do to show your commitment to your
job as a teacher in the school?
How did you collaborate with your MST and other
teachers in the school?
Describe a typical day in your school.
Planning for Learning
What did you learn about planning during the
practicum?
2 teachers expectations as well as i
What challenges did you face when preparing
your two activities?
Explain how you used ADEC Learning
Outcomes to guide your planning.
Implementing and Managing Learning
What strategies did you see your MST use to
manage the children?
Which were the most effective strategies you
3 contain pictures and one word, and
observed?
Describe a activity you taught and what you
learned about managing student behavior and
learning while teaching.
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HOW DEMONSTRATED (write your
notes here and bring this to your
interview )
The school is kindergarten school, its
located in Sharjah Alqarayen and its
mixed school, girls and boys. The size is
spacious enough for the students and the
other teachers. The curriculum and text
depends on the class, like KG1 takes
everything in Arabic and no english class
is given, while KG2 takes both Arabic and
English classes.
I enjoyed most being surrounded by
students and asking me to play with them.
The challenge that i faced was when we
went to a field trip and we had to settle
down for about 20 students and its my
first time to go in s trip with this amount of
children, it was quiet challenging.
I tried to act like one, and whenever they
asked me for something with no hesitation
ill do it.
We collaborated through many things,like
if they want to do an event they ask us for
ideas and before one day, well work with
organizing the place.
When all students arrive they go out for
the assembly, and then they head in for
the class, after that they go out for a break
to play after playing they eat at the
classroom, after that they play in the
corners and then leave.
That planning is something
important, you need to plan ahead of
time for a lesson in order to go well.
It was challenging while preparing my
activities i wont deny, because it was
my first teaching practice and i don't
have that much experience, and i
was afraid that i wont meet the
will get negative feedback, my mind
was full of negative thoughts but it
turned out well later.
I used learning outcomes in order not
to mess with my planning, i followed
it well and i applied my learning
outcome on the students to see if
they understood well.
She used many strategies for the
children, like for example if they want
to move to corners she will start
singing a song regarding the corners
and they will obediently move.
When she reads them a story, she
reads it from cards not from books
and that catches my attention as well
as the students also, because they
she makes up the story.
The activity that i taught was when i
brought a box and had things inside
and asked what was inside, that let
them think and motivated them to
answer.
 Monitoring, Assessment and Evaluation
How did your teacher monitoring students when
they were working in pair/small groups?
4
Did you ever see a student having trouble with
her/his work? What did the teacher do to help?
Critical Reflection
What was the most important professional
feedback you received from your mentor
teachers?
What would you like to improvement based on
reflections of school-based activities?
What are you most proud of from your teaching
5 practice experience?
Were you able to make links between what you
did at college and what you observed or
experienced during TP? Give an example.
What do you think are important things to study
at college to ensure that you are well prepared
for TP?
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She monitored them really well, she
try to to go to each group and help
whos still lacking in his work.
Yes there are students who had
trouble in her\his work, she guided
them and taught them the right way
to do the work.
There was one comment that she
gave me and i was absolutely happy
to hear that comment it was the day
for my evaluation where the MCT will
come, she told me that when you
presented in front of the class it was
as if it wasnt your first time
presenting.
I would improve the activities for the
students in the physical education
class.
I was proud that i got a positive
response and feedbacks from my
MCT and MST.
Yes, when we studied about the
domains, the social-emotional
domain can be applied when they are
in the corners playing or in the circle
time.
To study about students with
disabilities and how to handle and
teach them.
How to be patient as well.
 GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not
meet requirements

Significantly Below
below course course
requirements require
ments Achievemen
GRADING/ Assessm Clearly Achievement Achievement
achieve Achievement t that is
ent has does that that is
MARKING ment that minimally
satisfactorily significantly
outstanding
CRITERIA not not that meets the relative to
been meet meets the above the
narrowl course the course
submitt the course course
y does requirements requirement
ed at requir requirements requirements
not s
all, is ements meet
not- the
existent require
or not ments
carried
out

Letter B
F D D+ C- C C+ B- B A- A
Grade +

GENERAL CRITERIA (1-10)

3. Explanat Explanation and Some Explanation All All
Explanation, ion and reasoning is not explanation and explanation explanation
description, reasonin easily and reasoning reasoning is reasoning is and
and/or g is discernible, is discernible, generally fully-formed, reasoning is
justification wholly complete or though not well-formed, complete fully-
Logical lacking. logical. Main always complete and and wholly formed,
reasoning, May points lack complete and/ logical. Most logical. Most complete
well demonst support. or logical in main points main points and wholly
supported rate a places. Key are backed- are backed- logical. All
and critical total points may be up, though up with main points
thinking: misunde significantly not always sufficient are backed-
compare and rstandin lacking in with supporting up with
contrasts g of the support. sufficient evidence and sufficient
performance task. supporting examples, as supporting
with previous evidence and required. evidence
experience. examples, as and
Provides required. examples, as
specific required.
examples
from
practicum
experience.
May use
elements of
eportfolio to
support
discussion.

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 5. Subject Unable Limited Some evidence Generally Accurate Complete
knowledge to knowledge of of accurate extensive and full
Understandin evidence subject. understanding understandin understandin understandin
g and or Information may key aspects of g of key g of subject. g of subject.
application of articulat be significantly the subject, aspects of Minor Extensive
subject e basic irrelevant, but details are the subject. irrelevancies evidence of
knowledge principle incomplete and/ lacking. Some Some and appreciation
and s and or inaccurate irrelevancies irrelevancies inaccuracies of the
underlying knowled making and and relative
principles ge information hard inaccuracies inaccuracies significance
with specific related to follow of all
emphasis on to the logically. relevant
the roles and subject. aspects of
responsibilitie Informat the subject.
s of the class ion may
teacher, be
curriculum irrelevan
and strategies t,
used to incompl
manage ete and/
learning. or
Connecting inaccura
experiences te.
to theories
from
Semester 1.

7. Reflection Consiste Sporadic Some evidence Adequate Reflection is Reflection is

Management nt lack evidence of of insight and evidence of comprehensi complete
of learning of reflection not thoughtful insight and ve with only and has led
through evidence followed through reflection. thoughtful a few lapses to
critical of consistently. Developing an reflection. and has led substantial
reflection. reflectio Incomplete awareness of Generally, to insight.
Discusses n for awareness of strengths and has an noteworthy Strengths
learning learning. personal weaknesses awareness of insight. Has have been
experiences No strengths and strengths and a good built on and
and the role awarene weaknesses weaknesses awareness of weaknesses
of critical ss of strengths and mitigated
friends, MST personal weaknesses
& MCT in strength
shaping their s and
development. weaknes
ses in
relation
to task

PRESENTATION CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR)

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 18a. Spoken Speaks Speaks slowly Usually Usually Usually Fluent,
language very using simple maintains flow maintains fluent and flexible and
(Applied slowly connectives but of speech but fluency, but shows a coherent in
Bachelor) with with numerous with some with some range of use of
Fluency and poorly pauses, areas of correction, discourse discourse
coherence, linked repetitions and disfluency. repetition or markers, markers,
Lexical ideas. self-corrections. slower speech. topic topic
resources, Frequentl Some breakdown Sufficient vocabulary vocabulary,
Grammatical y unable in vocabulary to Reasonably and style and
range and to convey communication. talk about wide range of paraphrase. paraphrase.
accuracy, message. topics but with vocabulary
Pronunciation Vocabulary limited with some The range Accurate
Only limited to flexibility and paraphrase. and control and flexible
simplest familiar topics only occasional of simple use of
vocabular and rare paraphrase. Limited and complex
y and paraphrasing. complex complex sentences
sentence Sentence Mostly sentence sentences and
structures structures very accurate in structure and and pronunciatio
attempte limited in range simple some pronunciati n features.
d. and accuracy. sentences. mispronunciati on features
Inaccurac Errors and on, but can is Easily
ies cause frequent Errors and usually be reasonably understood.
serious mispronunciation mispronunciati understood. accurate.
misunders cause difficulty on can cause
tanding. for the listener. misunderstandi Message is
Pronuncia ng. always
tion understood.
problems
cause
speech to
be often
unintellig
ible.

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