Teaching Practice Task 2 – Monitoring the Learning

Program link: This task is associated to the guidelines of the course EPR 3023 – Teaching Methods for
the Primary School Teacher (Course learning outcomes 4 – Plan and implement appropriate modes of
assessment for primary mathematics teaching and learning)

Objective: Describe how you monitored the learning when the students were working on their
activities and identify the tools used to record your data. For each lesson you teach, you will describe
the tool that you use to monitor the work of the children. In the second column, you will describe how
you used that tool and you will reflect on how useful it was.

Grade Level: Fatima Mohammed MST Name: Fatima al majidi

For each Tools used to monitor the Explain why you used that tool and reflect on
lesson learning (rubric, notes, how successful it was
taught chart…)
1 Checklist for weak I have used just for weak learners in the math,
Lesson 1 learners. to see how they are improve. In the ample time
I take permission from MST to teach them in
small group. To improve the weakness
students.They were like it, improve quickly.
2 Checklist for whole class. I have given the whole class squared notebook
Lesson 2 to write the numbers inside it. To improve their
lines while writing numbers and teach them
avoid go out of square while writing numbers.
They were like it, improve quickly.
3 Doing small math quiz. Small sheets including mixed numbers, but I
Lesson 3 asked them to circle specific numbers. This quiz
teach the focus and promptitude
They were comprehend well the numbers, also
they know them well.
4 Asking learners during Just checking the method of solving subtraction
Lesson 4 activity. sentences.

1
 Teaching Practice Task 4: From Theory to Practice
Program link: This task is associated to the guidelines of the course EPR 3003 – Mathematics for the
Primary School Teacher Course learning outcomes 2 – Recognize the relationship between how
children learn mathematics with the theories of learning and their psychological impact on learning
math.

Objective: You will identify teaching and learning activities that can be related to behaviorist and
constructivist theories. You will note at least ten activities (for English, Math or Science) that the
teacher or you used. For each activity noted, identify the theoretical perspective and evaluate the
activity for engagement.

Activity observed in Theory Engagement

class

1. Touching objects( Jean Piaget"

car, pencil, children learning
crayons) by touching
objects".
2. Arrange the Jean Piaget"
flower parts. learning by
doing". Also,
"teaching should
be matched to the
needs".
3. Put the ball Jean Piaget"
(answers) inside learning by
the plastic cups via doing".
spoon.
4. Writing English Jean Piaget"
alphabetic letters learning by
on salt. doing".
5. Touching the Jean Piaget"
plants parts(real) teaching should
be matched to the
needs". In
addition based on
Maria Montessori"
children learn best
when the
environment
supports their
natural desire to

2
 acquire skills and
knowledge.

Teaching Practice Task 3: Noting Teaching and Learning Strategies

3
Program link: This task is associated to the guidelines of the course EPC 3403 – Practicum 3a (Course
Learning Outcome 1 –planning the lesson, 2- designing and creating resources, 3 – maintaining a
positive environment, 4 – considering individual differences and 5 – timing)

Objective: You will Identify and assess teaching and learning strategies. At the end of each day, you
will note a teaching strategy that you or the teacher used that you consider very useful and you would
want to use again. This strategy can deal with the planning of the lesson, the use of materials and
technology, the review of prior learning, the motivation of the children, the presentation of the
materials, the appropriateness of the practice activities, classroom management strategies, timing
strategies, reviewing the lesson, general assessment of the learning or if you are lucky enough to talk
to your teacher, her reflection on her lesson.

Grade: Week:
Day 1: Subject: math Learning Outcome: how to subtract between two
numbers.
Strategy: Cooperative learning
The classroom need this strategy to learn collaboration and helping others.
Day 2: Subject: math Learning Outcome:
Strategy: Differentiation
The whole class need to match their needs.

Day 3: Subject: math Learning Outcome:

Strategy: Technology in the classroom
To change from daily routines. Also, to assess them via tablets.

Day 4: Subject: math Learning Outcome:

Strategy: Behaviour management.

Day 5: Subject: math Learning Outcome:

Strategy: learning styles
There are some learners need this tip, when they begin the self-esteem they unable
to solve

4
 Teaching Practice Task 5: Guided Math
Program link: This task is associated to the guidelines of all the content courses in Year 3 Primary
(EPC 3403 - EPR 3203 – EPR 3003). It is also associated to the requirements of the portfolio.

Objective: You will:

1. record the planning for the guided math groups that you taught and the learning
outcomes you covered (including the level of learning outcome: emerging,
developing or mastered).
2. Evaluate the learning – all got it, most got it, some got it, I need to reteach this again.
How do you know? What did the students do to show that they understood?
3. Add pictures of the center activity/students’ work to your e-portfolio (include the LO
and name of the center)
Lesson Plan Activity Description
(Describe how you will teach the guided All got it! Most got Some I need to
Ready it! got it! reteach
math) for the
next
level up
Lesson 1: Addition review. I need to
reteach
[Enter Date] For four groups
LO (E/D/M): Red: they have addition sentence sheets, they
have to utilize blocks to solve the sentences.
Brown: they have to match between addition
sentence sheets to the correct answers.
Green: they have to solve addition sentence
sheets via their hands.
Yellow : mixed between all above.
Lesson 2: subtraction review.
[Enter Date] For four groups
LO (E/D/M): Red: they have subtraction sentence sheets,
they have to utilize blocks to solve the
sentences.
Brown: they have to match between
subtraction sentence sheets to the correct
answers.
Green: they have to solve subtraction
sentence sheets via their hands.
Yellow: mixed between all above.

5
6