EPC 2903

Teaching Practice
Booklet

Table 1: Differentiating Centers

Observed learning Centers

Description:

Resources:

(include photo):

International
Learning
Outcome:

Differentiated Ability
Levels:

(list only what

you consider to
be the primary
goals)
The children
count the
stickers, They
have to stick
only 10
different
stickers that
they choose.

Lady bug
picture.

To let them
count until 10.

Stickers.

Recognize.

Glue.

Mastery
Count and let the
high student help the
week student how to
do it.
Recognize number
10.

Developing
As the activity said
that they have to
stick 10 piece of
stickers.

Emerging
Let them count first
then start to stick the
sticker.

Reflections on Observation Task 1: Differentiating Centers

EPC 2903

Teaching Practice
Booklet

Read the questions below and write your answers

1. What are classroom learning centers?
They teach them as a whole class but they let them sit week and high student beside each
other.

2. What is the purpose of classroom learning centers?

To give help to the week student and raise their level.

3. What is the role of the students while engaged during learning centers?
Helping each other.

4. What is the role of the teacher as the students are engaged during learning
centers?
Encourage them using positive word or something interesting.

5. Do you feel it is important to offer tasks that are developmentally appropriate

for all student ability levels? Why / Why not?
Yes, because this will help to improve their levels.

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Special Educational Needs (SEN)

EPC 2903

Teaching Practice
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Focus: Identifying types of learning support needed for SEN students

Objective: To encourage student teachers to support and included the learning needs of identified
SEN students in the classroom

Procedure: Identify two children who have SEN and complete table 2 to highlight their needs and
identify support that is offered which facilitates their learning. If your class has no SEN students
you will need to go to a class that has SEN students in order to complete this task.

Table2: SEN Support for Students

Name

Evie

Age

4yrs
11mths

IEP

Area of Focus

Possible ADHD: target to

try and sit still on the carpet
for an agreed amount of
time (5 minutes)

Type, range and frequency of support

provided / needed.

Daily Teacher Support with advice from

Learning Enhancement Teacher:

Sit child in space by the teacher

at every carpet time;
provide a manipulative e.g.
squeezy ball;
use a movement cushion to
enable unobtrusive mobility on
the carpet;
Complete Reward Chart every
day.

EPC 2903

Teaching Practice
Booklet

Table 2: SEN Support for Students

Name

Age

Mubark

5 years

IEP

Area of Focus

Let them move after each

activity.

Type, range and frequency of support

provided / needed.

Write names on the board.

Use encouragement system by saying

positive word or use the star chart.

EPC 2903

Teaching Practice
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Reflections on Observation Task 2: Identifying Children with Special Educational

Needs (SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?
Private information.

2. What accommodations were made for the identified SEN students in the
classroom?
The class helper with special need

3. Was there any assistive technology, other equipment or materials used with
the identified SEN students? If yes, please describe the equipment that was
used and what it was used for.
No

4. What teaching strategies did your MST use with the identified SEN students?
Give each one time to explain more for them

5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student.
No

6. Do you think that SEN students should be included in the classroom or taught
in class specifically for SEN students? Why / Why not?

Yes, because they dont have a big problem.

EPC 2903

Teaching Practice
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Observation Task 3: Supporting Learning through the Performing Arts: Music and
Movement

Focus: Understand the importance of using performing arts in the classroom to link with
academic subjects

Objective: To encourage student teachers to identify different ways that performing arts can be
used in academic subjects

Procedure: Identify two music and movement activities students performed in the classroom and
complete the table

Table 3: Music and Movement (Example)

Observed learning Centers

Description:

Objective

(include photo):

(Music & Movement)

First I start to put the

flash card on the board
and ask them about the
name of it.

Music:

I start tell them the name

of each instrument and
the say it after me.

Pitch: sing togather

When we fished this part

we move to visual
instrument.
I hold each instrument
and ask them about the
name again.

Appreciation: do it as a whole class together.

Rhythm: students replicate the rhythm of a song using a drum or

clapping
Notation: students write music or make their own music
Conservation: students remember the melody of a song
Movement:
high-low

Then I let them hear each

instrument voice and
imitate the voice after
me.
When I am done with
imitate part I choose
some of them to come
and draw for me the
instrument they liked.
I divide them into groups
and give them instruction
about how they will do it,
each group have to

fast-slow
skip, stomp, march,
When they go back to their place.
Relationship: The teacher make the movement with student.
Interpretation: students use their imaginations to move (ex.
imagine you are a tree, a camel, the wind)(listen to the music and
use your imagination to move to the music)

International
Learning Outcome:

EPC 2903

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choose instrument and

start to say letter by using
the instrument they have.
When I finish this activity I
will recap by going
through the names and
voice again.
They will listen to what I
am saying.
They have to say the
names then the voice of
each instrument.
They have to draw for me
any instrument they like
on the board if they
know.
In groups the have to hold
the instrument and crate
for me simple song about
letter by using instrument
that the have.
Recap with me and
participate to give right
answer.

EPC 2903

Teaching Practice
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Reflections on Observation Task 3: Supporting Learning through the Performing

Arts: Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one

solution and that questions can have more than one answer. One of the large
lessons kids can learn from practicing creative arts is that there are many
ways to see and interpret the world. In your opinion, why is this important
and what impact does this have on education?
2. Creative thinking and reasoning have been identified and highlighted as an
essential twenty-first-century skill by many business, education, community
and government leaders. In your opinion, do you think that this is an
important skill for children to learn? Why or why not.

3. Some people view creative arts education as a luxury and do not help with
the building blocks of child development. In your opinion, what are the
benefits for children who are engaged in creative arts in school?
Children will learn through the art for example if they are dance or move they
will remember this and dont forget it.
Children engaged well and fell interesting about the arts.

EPC 2903

Teaching Practice Booklet

Observation Task 4

Choose, justify and reflect on the selection of appropriate routines and explain practical aspects of
their implementation.

Reflect on how routines can impact classroom environment (pacing, preventive CRM,
student engagement)
Choose and justify the selection of appropriate routines (entering/leaving the class,
transitions, submitting work, resource distribution) in a range of contexts (ages, gender,
class size, school context, class dynamics, parental support)
Explain practical aspects of implementation (clear instructions consistency)

TASK DESCRIPTION
The task is made up of two activities:
Activity 1: Observing Classroom Routines and Procedures
Activity 2: Planning for/Developing Routines and Procedures
You are to complete BOTH Activity 1 AND Activity 2.

Activity One: Observing Classroom Routines and Procedures

Though there are many routines and procedures all over the school such as returning from assembly
or walking in the hallways, this task focuses on what happens inside of your classroom only.
During the first week of your teaching practice observe your MST and her/his classroom. Make a note
of five (5) routines that you see her/him use every day inside of the classroom. Fill in the table below
to describe EACH routine; when and where it is used; and what is the aim of the routine or the
student behavior that it hopes to achieve.

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Name/Description Give the

When and where
of the routine.
instructions the routine is
that the
used?
routine
uses
(e.g. at the end of
the school day etc.;
or to guide
presentations after
group work)

1
Line up

2
Alphabet song.

Teaching Practice Booklet

Aim of the
routine

(what student
behaviour it
hopes to
achieve)

How did/do the students

learn about this routine?
How is the routine
reinforced?

Document
(If possible, take a photo
of the routine as it is
happening, or of any

(e.g. mentoring; classroom signs;

reminders by the teacher; use of
peer interaction by the teacher
to promote such behaviour etc.)

Choose the
leaders for
boy and girl
line who is
behaving
well.

They line up after

the lesson before
the break.

To teach them
how to be
organized and
well managed

The learn how to be organize.

At the
morning
class
teacher
revise the
letter and
sound of it.

The turn their

chair to the letter
line.

Install the
letters.

This help them in classroom

and exams to be more easier.

display related to the

routine)

EPC 2903

Teaching Practice Booklet