H00250598_Shaima Abdulrehman_EPC4403

EPC4403_Profissional Development Plan

(PDP)

Name: Shaima Abdulrehman Abdullah

ID: H00250598
Date:8th September 2016

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Table of Contents
Introduction:...........................................................................................................................................................3
MCT and MST recommendations:.......................................................................................................................5
Goal 1:.....................................................................................................................................................................6
Goal2....................................................................................................................................................................... 8
Goal3:....................................................................................................................................................................11
References:..........................................................................................................................................................14
Appendix:.............................................................................................................................................................15

Introduction:

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This is my seventh semester of primary education in Sharjah

Women's College year 2016-2017. In Every semester we go for
practicing in schools in order to develop teaching strategies. The
best thing in TP's is that we go to different schools every semester
and thats helping me to become a professional teacher. Every
semester we choose two or three areas that needs to be developed,
and for this semester I chose to develop three areas of teaching
skills.
The first goal that I am going to work on is the differentiation,
because in my previews TP's three MST's said that I need to work on
differentiation. Anyhow, I feel that I have some difficulties of using
the right differentiation type, and it can be for the reason that of the
teaching practice time which are usually in 5 to 6 weeks, so it is
difficult to differentiate the student's abilities for me. In addition, the
last TP in semester 6 I worked on this strategy and I am proud of
myself that I developed the differentiation skills, but I still need to
practice on it more in order to achieve my goal which is knowing the
types of differentiation, and when to use it to supports students
learning, because not every school or class are in same levels of
abilities.
However, the second teaching area that I will develop is the
personal teaching style. My MCT ms Samya said that my lessons
usually student centered and they be engaged with me during
lessons, but I want to develop my teaching style which will makes
the students remember what I touch them, so I want to increase my
skills of how to be dynamic teacher, and how to use expression
including my body language, because I remember that I had a
conversation

with

my

MST

in

semester

and

she

was

recommending me to use my body language instead of tell them

"silent please". Furthermore, I asked my cousin about what
strategies I can use to get students attention during tasks, because
she is teaching primary for 6-7 years, so during that discussion I

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realized that I should use a routine that alerts the students what I
needs them to do. For example, in my previews TP I used to tell the
students "silent please" when the classroom is out of control and
this might be a negative way of making them stop working, so
instead of that I am going to make some strategies that makes them
know what I want them to like rules, and one of the strategies that I
would like to use is to make the students claps after me with
singing, which means once I clap my hands they leave the pencils or
what they are doing and start clapping with me until I get all
students eyes on me. I used to have a problem with that and in this
semester I will work on it more.
Finally, the third and the final target is to make the students be
more active and engaged during lessons, which means I have to link
it with my teaching styles or use strategies that make students be
more active in the class. So I decided to use collaborative learning,
make more hands on activities, and use own reward system linking
with reinforcement.

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MCT and MST recommendations:

Previously stated development

needs
MCT
MST
recommend
recommendation
ation

As the
appendix 1
shows that
my MCT
reflection was
more
positively
without
mentioning
the
negatives.
But I want to
develop the
differentiatio
n skills.
Professional
Developmen
t Target
Areas
aligned with
Semester 7
TP

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My MST reflection
in semester 6 on all
the lessons was to
use more
differentiation
strategies.

Skills you
personally
know you need
to develop

Personal
teaching style,
such as body
language and
intonation which
is controlling my
voice volume.
Example:
whisper when
the students are
too loud or just
moving my lips
only that makes
them be
attention to me.

Personal
development
interests

In this semester
I want to
develop my:
Differentia
tion
strategies
Body
language
Teaching
style

My three professional development target areas

that I chose semester 7 are differentiation,
personal teaching style an approach, and how to
engage students during lessons. (appendix 2)

H00250598_Shaima Abdulrehman_EPC4403

competenci
es.

The first goal is to use differentiation strategy

which is connected to the second competence
which is planning for learning, because the
differentiation is linked with creating long,
medium, short-term and detailed lesson plans that
includes strategies to meet a variety of learning
needs and styles, to promote engagement and
ensure that all students meet their potential.
The second goal is to improve the personal
teaching style which is connected to the third
competence which is implementing and managing
learning, because I am going to increase my
teaching techniques and it link to the employ a
variety of effective teaching/ learning techniques
with increasing efficiency
The third goal is to engage students during lessons
which is linked to the third competence, for the
reason that I will use the collaborative learning
style which is to use positive peer pressure to
encourage
the
development
of
students'
independence and responsibility.

Goal 1:
PDP GOAL 1
Goal 1:

Action
and TP
Time
Frame:

I aim to improve my differentiation skills.

I am going to create different activities that

support students learning by linking the activities
to their learning styles in 6 weeks to see if I can
achieve

it.

However,

differentiation

is

very

important to use in the classroom, because it will

make me as teacher to achieve the outcomes of
the lessons in several ways that support students
understanding and learning styles.

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Nevertheless, teachers in the past used to follow

the curriculum only from the books and finishes
the lessons with written assignments. While my
goal is to change the old style that we used to
learn through and use different modern strategies
of

differentiation

such

as

differentiation

in

assessments.
In addition, to achieve that goal I have to make
my classroom more student centered because this
will make me recognizing my students learning
styles by giving them different ways to do tasks
during classes.
My teaching base is to make the students
understand the outline of the lesson and then ask
them to do by tasks use their skills to find out
about it, which called learning by doing strategy
and

to

make

themselves

them

using

explore

different

and

think

by

tools

such

as

technologies, books, and peers' dialogs.

Resources
needed

use previous knowledge and extend it by making the

student do some background researches by using
technologies such as Ipads, and search in different
sites, books, and videos.

Assess students in different ways such as tasks,

activities, interviews, presentations, etc.

do it differently when a student has to create his own

project by giving him/her the topic, so this will make
the student learns by himself and my role as a
teacher is to give few steps to follow and then the
students will do it on their own way like drawing,
reporting, mapping, etc.

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Strategies
to support
you to
achieve
your goal

I chose three main strategies for TP that could

support me achieving my target, but I can do
more than these once I start my TP and the
-

strategies are:
Using dialogs with students during lessons.
Support the students but not giving the answers.

Assess the students differently like presentations,

reporting, activities.

Data
collection
tools to be
used to
provide
evidence of
the success
of the action
to be
submitted in
your
eportfolio

Backgroun
d
Research
Summary
for this
goal

The data collection that I managed to use during

TP to show me my progression:

Self-reflection

MST and peer's reflections

Videos if allowed me to record my self-teaching

Pictures of worksheets of differentiation

Lesson plans with using differentiation strategies

According to edutopia website, that designed
differentiation is the thoughtful act of changing
instruction or an assignment in order to modify
the effect to match the specific developmental
level and skills of a student needs, (Johnson,
2009).

So,

an

example

of

designing

differentiations is to change the instructions in

order to make sure as teacher that all students
are understanding the tasks according to their
learning styles.

Besides, I decided to make

different instructions such as written, spoken, and

kinesthetic instructions to make all students
understand clearly without having difficulties.

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Reference
s

Johnson, B. (2009, March 2). Differentiated instruction

allows students to succeed. Retrieved from
www.edutopia.org:
http://www.edutopia.org/blog/differentiatedinstruction-student-success

Goal2
PDP GOAL 2
Goal 2:

Action
and TP
Time
Frame

My Second aim to improve my personal teaching

style an approach
I am going to develop my personal teaching style in
this semester to support students learning. This
strategy is for developing my teaching skills as
teacher, and the reason of that is because students
learn better if the lessons have more actions
because

most

students

prefer

learning

kinesthetically. Anyhow, I am going to use this

strategy

during

teaching

and

the

reason

of

choosing this strategy is because when I put myself

in the student chair and my teacher just talking I
will feel boring, especially that the students that I
will teach will be a primary level so the solution is
to make the classroom more interesting by give the
students different ways of explaining the lesson
such as making a role play that interact the
student's attention so they are learning by fun.

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Resource
s needed

I decided to use some puppets for this strategy not

only for the lessons, while for introducing rules, and
connect them with behavior management. For
example, the police men puppet will be for
introducing the rules, and the parent's puppets will
be for students who misbehave or do some noises
during lessons.
Also I will use more tools for the different activities

Strategi
es to
support
you to
achieve
your
goal

according to their curriculum needs.

I chose three strategies that will support me
-

achieving my goal:
Use expression including my body language, such

as eye contact, and controlling my sound level.

Be more confident in playing different roles when
the lessons need roles such as changing my voice

into father or mother.

Routine that alerts the students what I need them
to do such as signals to use if they need to go to
washroom, or asking questions and answering. So I
will use cards that has the pictures on it that will
make the student just raise it and I will give him/her
a sign without interrupting the lesson.

Data
collectio
n tools
to be
used to
provide
evidence
of the
success
of the
action to
be
submitte
d in your
eportfoli
o

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I selected three data collection tools as evidence:

-

The first evidence will be to make my peers

observe me every week or every three days if it is
possible and write a report of my developing areas
of the goal and how the strategies worked.

The second evidence will be to make the teacher

observe as much as possible of my teaching and
what kind of progression I am making to know what
other tools could support me reaching the goal.

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The third evidence will be recording videos of me

while teaching and what kind of strategies I used in
classroom that helped me achieving my goal.

Backgro
und
Research
Summar
y for this
goal

According to the Portland website that there are

five different teaching styles:
1- Authority, or lecture style which is teacher centered
and students are taking notes only,
2- Demonstrator, or coach style which is allowing the
teachers to expertise by showing students what they
need to know.
3- Facilitator, or actively style which is promoting selflearning and helping students in critical thinking skills
that leads to self-actualization.
4- Delegator, or group style which is the best for the
curriculums that required lab activities, such as
biology or creative writing.
5- Hybrid, or blended style which follows a linked
approach of teaching that is a mixture of the teachers
personality and students needs by recognizing their
interests and curriculum-appropriate methods.
(Grill, 2013)3
Linking to that, I need to develop my teaching style
mostly in demonstrator, and facilitator styles. I am
going to make students do the experiencing part to
discover what they need to know, because teaching
is not about giving information only, while it is
about make the students learn what they need to
learn in ways that makes them remember what
they have to learn.
Furthermore, the students' needs only few pressure

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from the teacher that pushes them beyond steps

that allows them to work independently to discover
more.
Referenc
es

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Grill, E. (2013, January 5). What is your teaching style? 5 eff ective teaching
methods for your classroom. Retrieved from education.cu-portland.edu:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroomteaching-styles/

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Goal3:
PDP GOAL 3
Goal 3:

My third purpose is to make the students be more

engaged during lessons

Action
and TP
Time
Frame:

I planned to make up more back to back activities

that make the students discover and learn by
themselves. For example, make students do the
activity and then link it to other activity like making
presentations or writing reports and this will show
me what the students learned when I asses there
writing or the activities that they will do it after the
lesson.

Resource
s needed

The resources needed for this strategy:

Strategi
es to
support
you to
achieve
your
goal

Projector

White board

Smart boards

Puppets

reward system objects.

For achieving my aim, I decided to follow three

strategies:

Using reward system that makes students be

involved in classroom and answers the questions in

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a purpose to collect points. As stated in the

advantages of rewards in the classroom article
(appendix4), that the successful students become
more happy when teachers use reward system to
encourage students to be creative both at home
and

school

by

present

rewards,

also

they

mentioned that rewards lean towards to create a

feeling

of

achievement

and

success

among

students therefore inspiring them to be more

productive, ( The Advantages of Rewards in the
Classroom , 2016). Linking to the article, my reward
system will be used with my own planning, because
I noticed that rewarding students make them feel
proud and they become more active in classroom in
order to collect more points. Besides that, I will use
reinforcement strategy when they participate in
classroom, cleans the disk, etc.

The second strategy is use collaborative learning

style that teaching and learning involves groups of
learning either peers or groups, and work together
to solve a problem, complete tasks, or create a
product.

To

use

the

collaborative

learning

in

classroom I will make students work in groups

mostly because this will increase the relationship
skills between students, it also will make them feel
confident to talk when they are making arguments,
sharing ideas, or making discussions between each
other's. The purpose of doing this strategy is to
make the students recognize the outcomes of the
lesson during making peer or groups dialogs and
making arguments and then share it to the

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classroom.

The final strategy that I planned for is that I will

make several activities

that will

develop

the

students learning and understanding to make sure

that all students abilities are learned what they
supposed to learn from the curriculum. In addition, I
will make them do a role play, presentation, and
making dialogs with them that is out of the
curriculum such as asking about their vacations.
Data
collectio
n tools
to be
used to
provide
evidence
of the
success
of the
action to
be
submitte
d in your
eportfoli
o

Backgro
und
Research
Summar
y for this
goal

I chose three data collection tools as evidence:

Taking photos of reward system, it will be as a

checklist to show me if they improved in the areas
that I am concentrated about.

Lesson plans also will be provided as evidence to

show what kind of different activities I used.

The last evidence is to record videos of student's

presentation or while making a role play.

According to tandfonline (appendix5), that the key

of

academic

retention

in

engagement

performance,
higher
in

persistence,

education

classroom

is

(Egan,

the

and

student

Hyland,

&

Maguire, 2015). In linking with teaching, the best

way to teach effectively, is to make the students be
more engaged during lessons by making more

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activities that support learning styles, because this

will make the students be more able to memorize
and recognize while doing the activities that I am
planning to use for.

Referenc
es

Gan, A., Hyland, P., & Maguire, P. (2015, September 2). Engaging students
emotionally: the role of emotional intelligence in predicting cognitive and
aff ective engagement in higher education . Retrieved from tandfonline:
http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1185396?
journalCode=cher20

The Advantages of Rewards in the Classroom . (2016, July 19). Retrieved from
http://education.gov.gy:
http://education.gov.gy/web/index.php/teachers/tips-forteaching/item/2102-the-advantages-of-rewards-in-the-classroom

References:
Egan, A., Hyland, P., & Maguire, P. (2015, September 2). Engaging students
emotionally: the role of emotional intelligence in predicting cognitive and
affective engagement in higher education. Retrieved from tandfonline:
http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1185396?
journalCode=cher20

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H00250598_Shaima Abdulrehman_EPC4403

Grill, E. (2013, January 5). What is your teaching style? 5 effective teaching
methods for your classroom. Retrieved from education.cu-portland.edu:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-ofclassroom-teaching-styles/
Johnson, B. (2009, March 2). Differentiated instruction allows students to
succeed. Retrieved from www.edutopia.org:
http://www.edutopia.org/blog/differentiated-instruction-student-success
The Advantages of Rewards in the Classroom . (2016, July 19). Retrieved from
http://education.gov.gy:
http://education.gov.gy/web/index.php/teachers/tips-forteaching/item/2102-the-advantages-of-rewards-in-the-classroom
UaeInteract. (2014, January 7). Education: a key enabler to deliver UAE Vision
2021. Retrieved from www.uaeinteract.com:
http://www.uaeinteract.com/docs/Education_a_key_enabler_to_deliver_UAE
_Vision_2021/59264.htm

Appendix:

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Appendix1: MCT report for semester 6

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Appendix2: TP Competences Review: Y4S7 EPC4403

Competenc
e
Professional
ism

Autonomous Teaching
Explore innovation and change initiatives through formal meetings with principal and other
relevant staff members.
Conduct formal and informal observations and use data collection tools in support of action
research.
Where possible contribute to or plan and deliver PD in work related environments.

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

With reference to the prescribed curriculum of the teaching practicum setting and with a
specific action research focus, plan with greater autonomy all MST teaching sessions for a
minimum 50% of MST scheduled teaching time to include and/or add up to one full
week of teaching where possible.
Create long, medium, short-term and detailed lesson plans that incorporate effective
strategies to meet a range of learning needs and styles, to promote engagement and ensure
all students meet their potential.
Construct learning objectives/outcomes that challenge expectations and plan assessment
strategies to inform future planning, as part of the reflective cycle and which support the
development of clear targets for improvement of student achievement.

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Show increasing mastery at providing clear and effective instructions/models/

demonstrations of classroom tasks
Manage transitions between activities very smoothly throughout a lesson session
Employ a variety of effective teaching/ learning techniques with increasing efficiency
Actively maintain a constructive environment or use positive peer pressure to encourage the
development of student independence and responsibility
Consistently maintain an effective classroom presence
Consistently use a range of resources and safely and effectively to encourage and challenge
the learners

Monitoring,
Assessment
and
Evaluation

In consultation with the MST, develop an assessment plan covering at least 50% of the
MSTs teaching time, using formative and summative instruments to evaluate students
performance on oral and written work

Critical
Reflection

Appraise own teaching practices through proactive reflections.

Participate in professional discussions with their MST and MCT to justify their position on
educational matters.
Justify professional decisions drawing on a range of experiences and/or theories.
Develop and implement solutions to improve classroom practice
Identify professional development goals and appropriate actions for the following semester

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Appendix3: (Johnson, 2009)

Appendix4: ( The Advantages of Rewards in the Classroom , 2016)

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Appendix5: (Egan, Hyland, & Maguire, 2015)

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