Foressay written and typed assignments only. Use the applicable course/module/paper or ‘study unit and unique number. IMPORTANT USE ONLY AN HB PENCIL TO COMPLETE THIS SHEET MARK LIKE THIS: CHECK THAT YOUR STUDENT NUMBER FAS BEEN FILLED IN CORRECTLY CHECK THAT THE UNIQUE NUMBER HAS BEEN FILLED IN CORRECTLY. ENTER YOUR STUDENT NUMBER FROM LEFT TO RIGHT DO NOT FOLD-USE ASSIGNMENT ENVELOPES ONLY 1 2 3 4 5. 6 ‘STUDENTENOMMER UNIEKE WERKSOPORAGNA STUDENT NUMBER, g IS 12/4 4li[q] iz i of ter| far ra 0 wifi alah \WERKSOPORAGNOMMER, (3) Si] 3) ASSIGNMENT NUMBER. (i far fra fears 181 1315 61 (6) | t63 | r61 [06 talialir a) 21 (i]t) freii? Mrtorese cee TPN2602/102/0/2020 5380122q 12, ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL princi atts eps shal! be camped on a daly Student number: 33.80(229. Name of schoot_IN kaise co Aaiross INE MeKo Pama conaaseusl 34 )238 265 7 Ema Taeirctero@ 4arbo. CO: 2h basis by the student and the Peinaner, cere. MY. KHOR. PO GOK I4G WAeeweer 2235 N and sumame of menor. SNM Ge Te ae Name and sumame of principalHOD: Nac26o. Week 1 Student number | Module Grade] Student Date | Signature of mentor | Date ace ee =| 330'224 Lrewavea | Ou ee (aloaleal ieee lia hors] 52 801224 [rev ayova| Oy Hore es fe lex|acu) Brora ¢/x/razo| [53 Sclaa Tew aber |oy Be lalerlsy] eae —_|iavon 4020} |S 3 $C j22q [rf avea |oy Pa poler foe] Beawere — |z0/oz/r0rJ 1S 3 80 1229 [ren acca lou kilo2(au Basere ty Jahroao| Week 2 Staten imber [Wola Grade] Seni [Dts | Sigur omer | Dw —) signature aaa 19380122q bw 2609 | oy 54 801224 tren aeoo | oy 53 €0129q frou avo2 IS 3 $0 1929 [Try a00a IF 38 $0 [299 Week 3 rn 2b02 “Student number | Module lide tar Grade | Student ‘Signature of mentor | Date 53501299 _ Px dn | alo: oe D2 0 x/20ie) 152 go1aaq [req dbeL paler be oe 212fsce, 15380 \a9q FPN DOL los J 210} a we Is3 60 199q [TPA Wor ps| 2020 OTE is 53 $01294 Fe 260 Jeeks/aca.l[ew 2ece }yrlsaro} gase 29| lig fora 2h for/ae2e| > 15 fer /sore) / 0frace a iv / ore: hb Jor/202 4 £01229 N_o/aae 17/07/2024 Declaration by the school principal/HOD N@&080. pate: 13/02/2020. ‘Signature: ... per a wucaliON HLULE RG. AMERY SCHOOL WKULULEG. BOX 298 WARTBURG 3233 the PrncipalHead of Department of the above schoo! confirm that S:P Mle-goemmuattls attendedidid not attend his/her full Teaching Practice period.a Mitongo SEereusive TPN2602/109/0/2020 STUOENT Numece 53¢0122q Tutorial Letter 103/0/2020 TPN2602 TEACHING PRACTICE II BEd (Intermediate Phase) PORTFOLIO Year module Department: Curriculum and Instructional Studies ASSIGNMENT 50: PORTFOLIO Dear Student: You must teach ONE of your chosen subjects. Please | mark the name of the subject you taught for this portfolio by means | of a cross (X). You will not teach Languages for this module. A) I \ Define tomorrow. a UN ISA a an caThe purpose of this declaration form is to try to ensure the authenticity of this portfolio id Practical teaching it was based upon. Please complete and sign this declaration form. It mus also be signed by the mentor teacher and the school principal. DECLARATION BY STUDENT: i eeUole Riety C5 asplaag) Portfolio is My (name), deciare that all the work in this ‘own and that | completed 25 days of pra tical teaching. Signature .\ DECLARATION BY MENTOR TEACHER: |, 4. Meet Sircussssssossses (name), dectare that the abovementioned Student completed her/his 25 days of practical teaching under my supervision or that of my colleagues. Signature Sve” DECLARATION BY SCHOOL PRINCIPAL: N.. (qceoae Eee ane en declare that this student completed 25 full school days of supervised practical teaching at a... sssssssee (ame of institution), Signature .his port jo You may leave the fully planned lessons ‘the later weeks of your practical, when you have more. x Lesson Date Grade | Subject Co-teaching at eae lesson 1 in Metural Gouna) Habtate ; this Portfolio. |ig(oa/s tcchenbyy)| cy Qrinals_| anatase” 2. Co-teaching ! = a ae mal oa lesson 2 in és . atuval Gence Bence lower cf ae vetures Bote. | 3. Independent teaching lesson 1 in Natural Siend need Fer this Ponti | 36 103 fac Mi nee Habitats v 4. Independent ( teaching aa ie lesson 2 in Watewal Scene] SHostareest this Portolo ligt anf 20 G and eect Sole Natural Seremeg Ecosustons indibendert | >foa)20 | 6 bd Teobly| eu? Ga 6. : ep) dnde fxndent Notual Gacne| ee) fect 09 _| 2sfoafzo S larch Tectookony Ln na Gover. a Inoleberclent | Natvial Rien] Sructas keaching —|4/ 03/20 me nol Technctens annals bee. 8. ed Inclefrencerit Detural Cerenee DiSeee ¢ fe |2st/zo. |. 4... load lecnoba mentees teaching 9. j vis Sepovatey -Irdlepencent 6 ae [ oif20 lord Techrokgy| $0 (urhrons featuing {5 70 val Kren 13] 20 red Teboc Sol Bee ac2 Describe the school at which you did your practical teaching (location, AO Senn ae toch ale sche, language of learning and teaching, etc.) ing ra lo-Te S gears, the classroom in which you did your practical teaching (size, fe eae teaching support materials, classroom atmosphere, etc.) Oy : Eo i leamers you taught during your practical teaching (number per class, degree of readiness to lea, their home environmental conditions etc.) Describe your Hers ecthearitg area teacher (knowledge, teaching oa helpfulness, guidance, etc.). % ¥ RS CRENS, Pipe wnt! iets a maak prio. teal vataig ea Gaal. Rathore : RAGE CON Sat ADEM ANOLE fiee AAMT gue je vad owe eee Ie ENOW NG UVA_Qve O & OW you conduct in African Council of Educators yourself in terms of the South 3 OBSERVING EXPERIENCED TEACHERS As part of your experiences during Teaching Practice, you will be observing lessons taught by your mentor teacher, This observation requires you to be actively involved in the process. You need to compile lesson observation reports for 5 (five) observation lessons during your Teaching Practice period, You may observe more than one teacher in your chosen subject if your school allows it,What were the specific activities the ane were involved in during the lesson? EMOSLA.. A =a We. sth Seth bo ©... mu ned we anit..un. £0... bac 4. reey OS) wi ee ag when thea... ‘ey cue 5. What other learning activities could the learners have been involved in to help them eens the concepts? oe pl Ee brine THe pepo ese 7 Write down the questions the teacher asked the class uma the lesson. where on. fre. ons beady Is tes al 2. Mey ty does Eve, ee $ Or. MSE... ac, SEM 2S. Wilhane. do, £2, \SAV8.. Gro)’ aa nae fre... What resources (LTSM) did the teacher use during the lesson? blandt.:..eex¢ ese Cestls how did the teacher deal with them? If there were no incidents, what cid the teacher do that none took place? iWhat were the specific activities the eorer Nee involved in a it > PRES! Ato ah which activities did Ben seb the most? Why do you say $0? Aas 3 ues WW as. in wen i Ck... Le, {pla RE... BK 5. What other learning activities could the learners have been involved in to help them understand the concepts? 10. achive A Leaves... MADEKS Well... And..2ajehecr. Co... LESSCxA. Te ‘Write down the questions the teacher asked the class during the lesson. AY aA t heh, 4. What other resources might have helped learners understand the concepts in the lesson? Dene... HOS... cAGAAES, AW. Janet p Ge! SAG 40. Were there any disruptive incidents during the lesson? how did the teacher deal with them? If there were no incidents, what did the teacher do to ensure that none took place?4 8. sub} Rare of learners in class: down the aim of the lesson. ~ Te h.o: cl i i do to introduce the lesson? What did the teacher : eA. Ee ‘What were the specific activities the ac were involved in during the lesson? Wan 8 “Nhs 5 Which activities did they enjoy the most? Why do you say 0? dekatin Pavts \ What other learning activities could the learners have been involved in to help them. understand the concepts? Write down the questions me teacher asked the class ani the lesson. Bea, ; What other resources might have hel lesson? iped learners understand the co Shc. £1 1 AOR os WS eosoe BIEL IY abc gad? * 1. Were there any disruptive incidents during the lesson?. .. how did the teacher deal with them? i Paseo wach I there were no incidents, what did the teacher do toe adWhich activities did they enjoy the most? oe do you say 50? Ane. &.0 $ hece.ene. 5, What other learning activities could the learners have been involved in to help them understand the concepts? 7. Write down the questions the teacher asked the class during the lesson. 8 — What resources (TSM) did the teacher use during the lesson? Tewblacak. ra harsh. aacase Shoe... Ss istoos toady Ports: .Key..Werre..... G22n0.. 5. What other learning activities could the learners have been involved in to help them understand the concepts? Keoroees. ctiauuing..... Moss... Quan... SES LS Fons” 7. White down the questions the teacher asked the class during the lesson. WWE D....rANG.I0 9... AO... WU... ABE OW... TVR... PUN SHAS wdlais ERD... KVR. AISA 8 What resources (LTSM) did the teacher use during the lesson? CVAD... X51 Pir DEBI E EQ 0g DEX DACL, BOREL E ba AO.b... Sport... td. r Gaba ule LIARS, 9. What other resources might have helped learners understand the concepts in the lesson? AAW... ACTA... GERMS EQS. 10. Were there any disruptive incidents during the lesson?.. ‘f there were, how did the teacher deal with them? If there were no. incidents, what did the teacher do to ensure — that none took place?What do you do on a Saturday morning? * Which school subject do you like the most/least? Why? i. How do you think leamers should be disciplined if they misbehave or do not do their homework? i . How could teachers make learning easier for you? . What job/career do you want when you are older? . Which subjects are easier to study for? Why? What did you leam that surprised you about the learners you are teaching? soo MPD.K. MCE Cevtan,.. beache C, Loate... sting... {Mba} e.Ue-Pe nen at the ting? PxPertment Wendy... and au, Who chaired the meeting? Head of Deferins What was discussed? felis... Sub) How often do these meetings take place? DNL... Luery, . that you can use in your teaching? (gow LhaA WAS... MBAY.... LOPOCEA fro & Start When (date and time) TC \stay,. Mehmowy.20... 4S an, Did your mentor teacher sign to confirm she/he had Pence this duty? vohly, “ae ’ He n Pr your mentor teacher do this duty?. Why is it imy int that a teacher perform this duty? Nis eee ne peceuse ¢ | What did you learn from attending the meeting that has helped you develop as a teacher or fp... balance earner ( What duty did you perform with your mentor teacher?.... (204A. Ew1g ny a Ssemb‘¢ The. eae 4..QVE.. a... ANSTEY END. aCrys weet Slabpsa eee aac, other ence ley Lofradt...Ab...016», 6A Apublel me becate t (eH 3 Small the: earns dig net resheck me Deer Geno ta brine Indicate on a scale of 1 to 10 (1 being poor and 10 being excellent) 197... JTBE... AR EER, my... Coofidencs had: bad 2 oti learner On. the lean 9nd. how you fared in te the following aspects this week. Confidencein [1 [2 \4 [6 i 9 front of a class eK Discipline igen 2) 4 16 Be 819 Interaction with [7 [2 4 é mentor teacher a Interaction with [4 Z 4 6 leamers ay Extramurals [7 [2 4 6 a EXIndicate on a scale of 1 to 10 (1 being poor and 10 being excellent) how you fared in terms of the following aspects this week. Confidence in | 1 Deaiulls 4 5 6 7 SS 9 10 | front of a class Discipline 1 2 3 4 5 6 7 8 a 10 Interaction with | 1 2 3 4 5 6 i 8 K 10 mentor teacher ia Interaction with | 1 2 3 4 5 6 of << 9 10 i 8 8 learners Extramurals 4 2 3 4 5 6 Le ‘Overall 1 Bisa 4.5. kasi 70 experience p<Indicate on a scale of 1 to 10 (1 being poor and 10 being excellent) how you fared in te the following aspects this week. Confidencein ]7 |2 front of a class Discipline 1 2 Interaction with [7 mentor teacher Interaction with learners Extramurals OverallIndicate on a scale of 1 to 10 (1 being poor and 10 being excellent) how you fared in terms of the following aspects this week. Confidence in| 1 2 Seay [Ate 70 front of aclass_| | | Discipline 1 2 3 4 5 10 Interaction with [7 [2 a Ane 5) 10 mentor teacher _| ih bes Interaction with | 7 2 omen | 10 learners | Extramurals | 1 2 3 4 5 10 Overall {1 ofan) aia ns 4 5 10 Pe 2 aSIndicate on a scale of 1 to 10 (1 being poor and 10 being excellent) how you fared in terms of the following aspects this week. Confidence in front of a class Discipline —K [>< ee — ExWhat procedures will we establish for our classroom? (Lining up, where are bags where do pupils sit, how are they dismissed etc.) fdddes 4" paws Cpeeee + 3. How will we handle disruptive behaviour? Will the physical set-up in the classroom change? 6. What about the assessment that we set based on the lesson — who is responsible for marking it? there to another 8. What are the rules for learners regarding: going to the bathroom, talking learn ier, asking a question, walking around, and so on? Which of the co-teaching models is best suited to the school, the subject personalities of the two teachers? ject and the (be each lesson (you must try di iag medsWhat will the learners know/be able to do/understand by the end of the lesson? (Start with: Learners will....)The main part of the lesson Activity 1 How long will this take? 10. 00\4 ae activity (What will you do and say?) Sa. 1. Learner activity (What will the learners 0 | and say?) The main part of the lesson Activity 2. How long will this take? tO.) Teacher activity (What will you do and say?)Activity 3. How long will this take? S025 Teacher activity (What will you do and say?) The conclusion of the lesson (quick quiz, class discussion, learners ask each other questions etc.) How long will it take? $Y!"qj 7 Homework. Write down or attach the homework that you gavé for this lesson. Also answer the following questions: Why are you assigning this homework? How long will it take the leamers to complete at home? Will they need any resources or help? oS AOAC, ME MQQBSME VR 0s AOA soooed ao Cot Pictuver Krom 4ne Crint media- | How can youldid you cater for learners who need enrichment or those who have special needs? NB. Have you checked the time for your planned activities and the duration of the lesson? At the end of the lesson, check your timeframes and reconsider how you plan timeframes for the lesson if you have to. For example, you may have anticipated 10 minutes for an activity, but on actually teaching it you find that the learners are struggling and that you have to allow more time.Look at the pictures on this pa 1. Where do camels live? 2. Where do frogs live? 3. Why is a nest a good place chicks to live? 4. Where do the following anit live? a. a shark b. an earthworm c. acrocodile.Acti by Adentity draws and desenboe habitat 1. Walk around the sc hool grounds oF the area close 2. 4 tot Ide! he school. Observe any living things Yor ntify the habitat of each kind of livin observe. For example, you ag Ma W arden. The garden is thi ke a labelled drawing of the ite two or three sentenc find ng thing you may observe a snail In e snail’s habitat habitat es to describe theGreeting the learmers (Who will greet first?) | Preparation for the lesson (seating leamers, marking homework etc.) Lesson introduction Main part of lesson Leamer interaction or group work Checking for understanding at the end of the lesson Lesson conclusion Assigning homework Summative assessment (even if this occurs at a later stage) Dismissing the class Marking of any activitiesAnthea ent Eds... CONE OREL. a mnethods....WS.... 6 A0..esiream tre CASON. [What will the seamers know'be able to do’ understand by the end of the lesson? (Start with: Learners wil | apie. tceners + a thet | duiPifrewsernt... Srtbors oc 5 | SPivsaeny Ae ae rase ) fn See... the Sepaers 2Heo (What are your teaching stretegies/methods/approaches? (Explain your choice ) we Can Me Onxeae £9 ANA. se Strategy and .dwece, cee ch learncss wall... WEetk indiide Ally f.... Lows.A.r. AA \savcsr4 Ke. weesh...1O aups Rl a 3 met...sal.| ADIN... JOE..0sThe main part of the lesson Activity 1 How long will this take? ... Teacher activity (What will you do and =) “Soli De... BEALE, 3.x... Slick Stas. Learner activity (What wil the learmers do and say?) In HOSA Sonn ne Ag. f Mquud.. The main part of the lesson Activity 2, How long will this take? .... Teacher activity (What will you do and say?) Learner activity (What will the leamers do and say?)The main part of the lesson Learner activity (What will the learners do Activity 3 How long will this take? .. .. | and say?) Teacher activity (What will you ee Pi say?) pee uM, in of the lesson (quick quiz, class discussion, learners ask each other questions etc.) How long will it take? .si \ when. ee he..Aese |. Homework. Write down or attach the homework that you gave for this lesson. Also answer the following questions: Why are you assigning this homework? How long will it take the leamers to complete at home? Will they need any resources or help? special needs? NB. Have you checked the time for your planned activites and the duration of the lesson? At the end of the lesson, check your timeframes and reconsider how you plan timeframes for the lesson if you have to. For example, you may have anticipated 10 minutes for an activity, but on actually teaching it you find that the learners are struggling and that you have to allow moreity 2. Can you separate them again? . Suggest ways in which you can do this. . Will it be €asy to do that? . Separate the mixtures, materials by hand. 3. Look at the Mixture of sand and salt. a. Willit be easy to sort the sand particles from the salt particles? b. Suggest other ways in which you can do this. ©. Try to separate the mixture using different textiles and the small sieve. | Discuss your findings Sort the mixed objects or CSR You will nee mixtu and 4 a 3 s with mixtures in a row A i in each of the containers? 3. Decide which method you can use to separate these mixtures. 4. Which of these methods will work for the mixture of oil and water?tonal Find out what you know about mixtures Answer the following questions about the pictures. I. Look at the pictures of peanuts and the mixture of peanuts and raisins. a. Can we call peanuts a mixture? b. Can we call raisins a mixture? c. When can we call the raisins and peanuts a mixture? 2. Look at the milkshake. a. Isita solid or a liquid? b. Which substances were mixed to make this drink? Say what each substance was: a solid or a liquid. c. Can you take out the strawberry flavour if you do not like it? d. Can you take out the icecream and eat it separately?— nativity you will make mixtures of different Far teocher will give you the solids as you ‘move from ‘one question to the other, Mix them as explained in each case below. 1. Mix the ten and fifty cent c container. 7 ‘a. What happens to the ten cent coins? ‘Are they changed in any way? b, What happens to the fifty cent coins? ‘Are they changed in any way? ¢. Can you see the ten cent coins? joins ina Figure 2 Oried beans d. Can you see the fifty cent coins? 2. Mix the peanuts and dried beans in a container. a. What happens to the peanuts? Are they changed in any way? b. What happens to the dried beans? Are they changed in any way? Can you see the peanuts? ‘an you see the dried beans? x the tea leaves and sugar in a container. What happens to the tea leaves? Are they changed in any way gar? Is it changed in any San you see the sugar? 4. Mix different kinds of s 1e ones you love be i ¢ lke the other sweets in the t still taste like before? 5. Investigate the properties of the salt and sand a. Look at the salt and. Do you see a difference yen them? b. Feel the salt. Feel the sand. Do they fee! diffe ¢. Use a magnifying glass and look at how they differ. 6. Mix the salt and sand in a container a, What happens to the salt? Is it changed in any way? way? ¢. Can you see the sand? |. Can you see the salt? ,. Use a magnifying glass. Can you now better entify the salt and sand parts in the mixture?ing Tearners marking homework ete) Lesson introduction Main part of lesson Leamer interaction or group work Checking for understanding 5 x X x Lesson concl x % < | | Assigning homework Summative assessment (even if this occurs at a later stage) Dismissing the class Marking of any activities: Chance... bo resent... he Leachec: The. fume. fiod_us....be...wert.. bogether.. befor... les Soa: The teachers in. schoels. the Kecrctain 9... MA eee...taill eae TS ndeae PEACH in did the learners respond or react to co-teaching? Raor Nerd... weve... kee. behaving, Ehess these her beactor \¢ lov3e be..M.aa Tagg... Rnjargert..h. MESA OTS Aor teacher Leackes tiie het wilt be he\ ing \eavne $F nA QAIALAR ES needs to be dene bay bath teachers, © ex het ¢ mine\ A. Cassrcoe..ma ‘in dns pode:‘Objectives/Outcomes What will the learners knowibe able to do/und. Learners will...) ferstand by the end of the lesson? (Start with: eS. NAIL. GEO... SBR sty & ql hee SERES HINES What are your teaching strategiesimethods/approaches? (Explain your choice.) sea, eel clivecen... hesighing. RinActivity 2. How long will this take: JO.‘ Teacher activity (What will you do and say?) SxPlein...teAscnases... | How.....Soutio.... Afo169.0..... aI | Qaimals.....are. Sut.eea..bo. PNOIS AMONG occccsen Evatt... South..ARICA.... - (DAI SE.NOAS...Sumals AMO ACERS sce Questions you will ask The main part of the lesson rity 3 How long will this take? LS...quiz, dass discussion, learners ask each other | and say?) questions etc.) How long will it take? 9.110 Assessment activity and explanation. Include or attach the activity. (How wil you know whether your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)How can youldid you cater for learners who need enrichment or those who have : $2. INR... Mae, ONS... dNSEA..mrYy.tme. Ss... SO. Lemate.. Swe. leanuaen s.r. chatag ba TEACHING LANGUAGE ACROSS THE CURRICULUM Write down the subject-/content-specific words, concepts and expressions that are important for the lesson: ho Jasale: NB. Have you checked the time for your planned activities and the duration of the lesson? At the end of the lesson, check your timeframes and reconsider how you plan timeframes for the lesson if you have to. For example, you may have anticipated 10 minutes for an activity, but on actually teaching it you find that the learners are struggling and that you have to allow more time.d complate the table hollow tod | ‘of the animals and how the animale are swuited to fiving in thalr habitats, Donoription of How lo the aninat habitat sulted to living thera? ‘Animals need a habitat to get food, water # placa to oheltet, * have babies and escape from dangerObjectives/Outcomes What will the learners know/be able to de/understand by the end of the lesson? (Start with: Learners will...) “Ehat “Stee AM SSOlVE..MD. AS... 2 saad odo YYROE, EY 109. ns sb 8 What are your teaching strategies/methods/approaches? (Explain your choice.) bave.ach.. (C leavner to, Che. 4:part of the lesson Activity 1 ‘How long will this take? Teacher activity (What will you do and say?) Niner, ANE. iomu bs fe The main part of the lesson Activity 2. How long will this take: ......----- Teacher activity (What will you do and say?) athe... ACH Mitt]. Learner activity (What will the learners do and say?) | = wes ghennlee “The... Lear gte....4 uta. Aetna... KEAG:class discussion, learners ask each other questions etc.) How long will it take? ... Questions you will ask what...aie,, lob | take | “And ceil ‘earner activity (what will the learners do and say?) Aas Wer aske®.. 2M. down Com Sxplatin.... dag h... AY “Sdlcbie...A0e....1A8 Sv.bseanses. F ‘Assessment activity and explanation. Include or attach the activity. (How will you know whether your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)g ques! to complete at home? Will they need any ‘down or attach the homework ‘ $tior Why are you assigning Ins More t vead How can you/did special needs? you cater for learners who need enrichment or those who TEACHING LANGUAGE ACROSS THE CURRICULUM Write down the subject-/content-specific words, concepts and expressions that are important for the lesson:[You will need: measuring cylinder: 0! least five \glass beakers; teaspoon, clean water; at least five \ different solids such as sugar, galt, flour, sand, 7e meal, SAMP. | curry powder, custard powder, maiz | mealiemeal a a 1. Make predictions. Look at all the solids your t d substances do you think will be soluble in water? Write down a prediction for this investigation. 2. Plan and conduct your investigation a. Use the measuring cylinder to measure 100 ml of water into each of your beakers. b. Add one teaspoon of solid to each beaker. Stir the water and observe what happens. he same amount of eacher provided. Which ic d. Why is it important to use t water and solid in every case? 3. Record your results. a. Draw each mixture. b.. Label the solids that settled at the bottom of the container. c. Draw 20 particles of water and 5 particles of solids that dissolved in the water. d. Draw up a table to show which substances are soluble and those which are insoluble. « 4, Draw your conclusions. a. Compare the substances that are soluble with those that are insoluble. 5, Evaluate your investigation. ‘a. Was your prediction right or wrong? something you could do to get better felts3 ‘50. much for hosting our student in Day cl F period. | know how busy you are, and r ts! Please assist the student as far ‘well'as general and practical orientation to the te: hing prtesion Kind regards Dr P Biccard (012) 429 6634 biccap@unisa.ac.za Date: ./7..dut 2022 Mentor teacher: J. MG27®. CATEGORY | CRITERIA ‘a | | | Planning and writing out the lesson Introductory phase | Middle phase | (Learners must | be brought into | contact with | new content | and must interact with it) End phase Aims and objectives (clear and achievable) Lesson is in line with curriculum requirements Beginning of lesson Linking with prior knowledge Authentic examples Capture attention and interest Revealing the new content (effectiveness) Teaching and learning activities (appropriateness) | Formative assessment | (effectiveness) ] Concluding discussion and | formative/summative assessment Homework (achievable and relevant) Knowledge of the subject Knows how to teach the ‘subject Knowledge and ( nunication of subject- ‘AMARK |AM OUT OF 10 Ce AND COMMENTS | COMMENTS | [LESSON1 LESSON? _ | | | & i is | 3 | (oy) 167 3659. : Tel:| Learner Participation by leamer ‘icipatic Teacher—learer interaction (knows learners | Learner—learner interaction and how they learn) Communication | Voice control of student and teacher presentation _ Questions/instructions clear with sufficient waiting time Feedback to learners | Non-verbal communication | (body language, hand | gestures, facial expressions etc.) Self-confidence, enthusiasm empathy etc Work ethic Punctuality, preparedness, commitment, professionalism | etc Total mark out | of 100 Observations/comments/suggestions: ae teaver II eaunins tue ihe Lelked and tn. gain Teds ave rR Cermmerded.l: grad - Mentor teacher's signature: 8 i! | 10 (0 8S See conficlence, Ly Gudent MES ngecmshon. Were eve | F TAMP a _—nkULovees soon ‘ j wee BOX seh CHOOL| ‘to become a better teacher, you will need to reflect on your teaching. This means yo {o look back at your lesson and eventually atthe entre period you were on teaching it from different perspectives. You also need to consider how the learners feel at ‘and whether they found it interesting and stimulating, and, most important: did individual lesson you will consider what went well and what was not so successful. Only this will you be able to improve on your skills as a teacher. To be reflective you will have to some questions about your teaching. This is not something you can just rush through — you will find some quiet time to think about your whole lesson. Element How do you feel about I your lessons? (Substantiate your answer.) What contributed to the success/partial success or failure of your lessons? What went well during the lessons? (E.g. your confidence, introduction, discipline, use of visual material, pace, learner responses) Cv 109). Aga. INA. Alain...one..n.0de*ei sthe. leaner... sinde mandy 1e lated questions + What do you think the learners’ perceptions of | the lesson were? Why do you say so? wth. Learn... WRNR.... RIPE AK clat we willall oe intolved cesses Identify the things you _| Can control Ra | have control over during | (is es the lessons and the aus wg Cle (earners. Making things you cannot Ow eamas/s do ther Work \ = 5 control. \VG Ene Ure motenalil Eg. you can find Cannot control pictures to help learners qhsenteewsm ince 4 Was nar We ciac$ understand teachel but you cannot control the size of the class you teach. ‘Assess your own lesson < (out of 100). 6