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TPS2601 portfolio - 90% obtained
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- University Of South Africa (Unisa)
Complete teaching portfolio for TPS2601 Distinction received for prac Well written and all complete
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TPS2601/103/0/2020Tutorial Letter 103/0/2020 Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50. Year module. PORTFOLIO TEMPLATE
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE
(Grades 10–12))
Unique number: 724109
Final submission date: 30 September 2020
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: TAMARYN LOUISE CLAASSEN
STUDENT NUMBER: 53785223
Bar code
1
, 1 TABLE OF CONTENTS
2 INTRODUCTION TO TEACHING PRACTICE .................................................................................3
2.1 OVERVIEW OF THE TEACHING PRACTICE MODULE .................................................................4
2.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601) ..................................................................... 4
2.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601).................................................................. 5
2.1.3 THE MODULE STRUCTURE .......................................................................................................................... 5
2.1.4 MENTOR LETTER .......................................................................................................................................... 6
3 PORTFOLIO FOR TEACHING PRACTICE FOR FET (GRADE 10-12)..........................................8
3.1 PORTFOLIO INFORMATION............................................................................................................8
3.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO ............................................................................ 8
3.1.2 PORTFOLIO STRUCTURE AND FOCUS ...................................................................................................... 9
3.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT .......................................................................................... 11
3.1.4 ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES ......................................................... 11
4 TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES ................................................................................................................ 14
4.1 INTRODUCTION ............................................................................................................................ 14
4.2 AN AFRICAN PHILOSOPHY OF EDUCATION ............................................................................. 15
5 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE .............. 19
5.1 TEACHING INSIGHTS (PRE OBSERVATION ACTIVITIES) ........................................................ 20
5.1.1 INTRODUCTION ........................................................................................................................................... 21
5.1.2 MY TEACHING PERSPECTIVE ................................................................................................................... 21
5.1.3 MY TEACHING PHILOSOPHY (BELIEFS) ................................................................................................... 22
5.1.4 TEACHING PHILOSOPHY IN CONTEXT..................................................................................................... 24
5.2 CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES ........................................................... 25
5.2.1 Observation guide ......................................................................................................................................... 26
5.2.2 Contextual analysis ....................................................................................................................................... 26
5.2.3 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES............................................................. 28
5.2.4 CONTEXT ANALYSIS: HOW DO TEACHERS ADAPT TEACHING AND LEARNING TO CONTEXT? ..... 30
5.2.5 DIFFERENT GRADE OR SUBJECT CONTEXT .......................................................................................... 32
5.2.6 REFLECTION ACTIVITY:.............................................................................................................................. 35
5.3 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ..................................................... 36
5.3.1 Introduction .................................................................................................................................................... 37
5.3.2 A) Perspectives on teaching and learning ..................................................................................................... 37
5.3.3 Important aspects regarding lessons and lesson presentation ..................................................................... 43
5.3.4 C) Observing experienced teacher .............................................................................................................. 48
5.3.5 Lessons observed ......................................................................................................................................... 49
5.3.6 OBSERVATION OF TEACHER MOVEMENT .............................................................................................. 79
5.3.7 CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM. ................................. 81
6 BE REFLECTIVE ......................................................................................................................... 100
7 PLANNING YOUR LESSON.......................................................................................................... 83
8 POST-OBSERVATION REFLECTION ACTIVITY ...................................................................... 107
8.1 Report ........................................................................................................................................... 107
9 DECLARATION FORM ................................................................................................................ 109
10 MENTOR REPORT ...................................................................................................................... 111
11 STUDENT REPORT ..................................................................................................................... 113
12 BIBLIOGRAPHY/REFERENCES ................................................................................................ 115
13 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: ..................... 115
2
, TPS2601/103
2 INTRODUCTION TO TEACHING PRACTICE
Dear student
This tutorial letter contains the portfolio template to be used to complete Assignment 50 for TPS2601
(Teaching practice for SEN Grades 7–9 FET (Grades 10–12).
Please read the instructions and guidelines carefully and thoroughly before attempting to
complete the portfolio. This portfolio counts 80% of your final mark for TPS2601.
Your future and your career depend on the timely submission of the portfolio. You must
submit the portfolio as soon as you finished your practical teaching period of 25 school days.
No portfolios received after 30 September 2020 will be marked! It will be returned to you and
you will have to reregister and repeat your teaching practice during the following year. Make
sure that you send it in on time and that Unisa has received it.
PLEASE NOTE: The school visit is a very important part of your training as you get advice and
support that might be valuable for your preparation as a teacher. However, the mark you receive for
the school visit does not count towards your mark for this course, as at this stage we cannot
yet guarantee that every student will be visited. If it happens that you are not visited, your marks
will not be affected in any way.
If you have any queries regarding the portfolio, you can contact me at:
012 429 4441
mukhaf@unisa.ac.za
Please do not contact me regarding placements or school visits. See Tutorial Letter 101 for contact
details in this regard.
For any other enquiries and contact details, see Tutorial Letter 101 section 3.
Mr F Mukhathi
3
,2.1 OVERVIEW OF THE TEACHING PRACTICE MODULE
The Teaching Practice module provides students with an opportunity to observe and experience
how a variety of aspects of teaching is practiced in the school. During the teaching practice weeks,
students can observe and apply in different contexts, the knowledge and skills introduced in other
modules of the BEd programme.
Teaching and learning is never static. The school environment is dynamic and teachers need current
experience of what goes on in the classrooms to benefit from their studies.
Apart from all the other modules you have to complete in preparation for teaching practice and the
information already contained in the tutorial letters and the portfolio, I recommend that you consult
the recommended resources indicated in Tutorial Letter 101.
In chapter 1 of “Teaching Practice: perspectives and frameworks”, you can read up on additional
information as orientation for your teaching practice. This chapter explains the motivation for doing
teaching practice as well as how you must prepare for teaching practice. You can also read more
about what to expect and what will be expected from you regarding your behaviour as a student in
the classroom and in the school.
I also wish to encourage you to read other books and articles on teaching practice to equip you for
the teaching practice experience and complete it to the best of your ability.
In the portfolio, you will also often be referred to specific resources. Read the required information
before attempting to do the activities.
The success of your teaching practice is mostly in your hands and if you approach it with an
energetic and positive attitude, it can be a very satisfying and enriching experience. Go and show
them out there that you are going to be an excellent teacher when you start teaching!
2.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601)
The purpose of the module is to support students in their initial teaching experiences – “the micro-
contexts of everyday life in classrooms” (Cohen, Manion, Morrison & Wyse, 2010:1) and proceeds
from the understanding that education is context-specific and context-dependent.
The focus of this module is guided observation, helping students to observe practice and make
connections between what they have learnt, what they have observed and what they have
experienced. They may become involved in assisting the teacher under instruction. The placement
will require five weeks in a school and there will be an “orientation to school teaching”/approach.
4
, TPS2601/103
2.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601)
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Observe and critically reflect on teachers adopting and adapting flexibly to a variety of roles and
strategies in response to changing learner and learning needs and contexts in the teaching
practice placement.
Identify varied strategies for effective classroom practice in ways that are appropriate for
different purposes and contexts.
2.1.3 THE MODULE STRUCTURE
The BEd qualification has four practical teaching modules. These modules are planned, constructed
and applied to provide decreased levels of scaffolding and increased levels of self-sufficiency as
you progress through your studies.
The following diagram will provide you with an overview of the purpose and focus of each module.
The summative assessment for the four modules will be in the form of a portfolio of evidence.
Module 1 Module 2 Module 3 Module 4
Purpose of the module: Purpose of the module: Purpose of the module: The purpose of the module
Support students in their initial Provide guidelines for a 5- Provide guidelines for a 5- Provide guidelines for 4th
teaching experiences – week placement in a school week placement in a school teaching practice
education is context-specific Focus of this module placement -culmination of
and context-dependent. theory, practice and
The focus of this module Semi-independent teaching. experience.
The focus of this module
Team Teaching. Plan a series of lessons with Focus of this module
Guided observation, school-based mentor, teach
Observe practice and make Co-plan a series of lessons the lessons (while being Teach the subjects of choice
connections between what they with school-based mentor, observed) and reflect independently.
have learned, what they have team teach lessons and reflect critically on their plan and Culmination of theory,
observed and what they have critically on planning and practice in consultation with practice and experience.
experienced. practice with both their school-based mentor and
school-based mentor and their their supervisor.
An "orientation to school supervisor.
teaching” approach Classroom perspective
Whole school approach Roles
and responsibilities of the Roles and responsibilities of
the subject teacher) under Classroom perspective
Portfolio 1 is focussed on teacher in the school Roles and responsibilities of
observation and is not subject environment) under the the guidance of qualified
school-based mentor. the subject teacher) under
bound ensuring a broad whole guidance of trained school-
the guidance of a qualified
school experience. based mentor.
school-based mentor.
Portfolio 3 is focussed on
Portfolio 2 is focussed on team semi-independent teaching
and is aligned with a specific Portfolio 4 is focussed on
teaching and is aligned with a
teaching subject and teaching the subject of
specific teaching subject and
methodology. choice independently and is
methodology.2 aligned with a specific
teaching subject and
methodology.
The focus of this module is guided observation.
5
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