Developmental Portfolio The developmental portfolio is a collation of all the Student Teacher’s teaching and learning experiences during Semester 3. The Cooperating Teacher and the College/University Supervisor can see the Student Teacher’s academic progress as a developmental process, culminating in a product that provides a holistic picture of the Student Teacher’s ability by the end of the semester. The components of the developmental portfolio should provide evidence of how the Student Teacher meets the National Professional Standards for Teachers in Pakistan as well as the standards set by the college/university and the school. Portfolio materials should allow a multifaceted assessment of the Student Teacher. The developmental portfolio should include all assignments, reflections, and feedback from the semester. Because the developmental portfolio should be highly personalized and represent the Student Teacher as an individual, he or she may add further artefacts if he/she believ
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Overview of Roles and Supervision Role of the Student Teacher There are two major aspects to the Student Teacher’s role during the semester: •His or her activities in the classroom, school, and community •Continuous reflection upon and documentation of professional growth within a developmental portfolio The Student Teacher should become involved in the instructional program of the classroom as soon as possible. The experience will begin with observations, and the Student Teacher will gradually assume more responsibility for planning and teaching through activities such as those laid out in the expectations to follow. Role of the Cooperating Teacher The Cooperating Teacher is the day-to-day mentor of the Student Teacher. As the on-site teacher educator, the Cooperating Teacher plays an essential role in integrating the Student Teacher into the daily life of the school and classroom as well as helping him or her build relationships with the children. The Cooperating Teacher should impa
Every practicum experience is guided by three participants: (1) the Student Teacher, (2) the Cooperating Teacher, and (3) the College/University Supervisor. What happens in the classroom and how it is interpreted will depend on the views of each member of the triad. It is important to negotiate common expectations for roles and responsibilities. If expectations are clear and understood by each member, the experience is more likely to be satisfactory for all. Student Teachers should take ownership of their own learning and at the same time receive consistent feedback and daily mentoring from their Cooperating Teachers at the school. While the Cooperating Teachers’ role is primarily mentoring, they are also required to provide the Student Teachers with formative and summative feedback. In order for Student Teachers to connect the theory they have learned in their teacher education programs to their current teaching practice, they will need active participation by the College/University S
The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning , Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments. [2] In Student-Centered Approach to Learning , while teachers are the authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment
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A seminar may be defined as a gathering of people for the purpose of discussing a stated topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic. The sessions are usually headed or led by one or two presenters who serve to steer the discussion along the desired path. PURPOSE OF A SEMINAR A seminar may have several purposes or just one purpose. For instance, a seminar may be for the purpose of education, such as a lecture, where the participants engage in the discussion of an academic subject for the aim of gaining a better insight into the subject. Other forms of educational seminars might be held to impart some skills or knowledge to the participants. Examples of such seminars include personal finance, web marketing, real estate, investing or other types of seminars where the participants gain knowledge or tips about the topic of discussion. Of course, a seminar can be motivational, in which case the purpo
what iseminar
A seminar may be defined as a gathering of people for the purpose of discussing a stated topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic. The sessions are usually headed or led by one or two presenters who serve to steer the discussion along the desired path. PURPOSE OF A SEMINAR A seminar may have several purposes or just one purpose. For instance, a seminar may be for the purpose of education, such as a lecture, where the participants engage in the discussion of an academic subject for the aim of gaining a better insight into the subject. Other forms of educational seminars might be held to impart some skills or knowledge to the participants. Examples of such seminars include personal finance, web marketing, real estate, investing or other types of seminars where the participants gain knowledge or tips about the topic of discussion. Of course, a seminar can be motivational, in which case the purpo