This self-assessment form should be completed at the end of your four weeks of practicum experience and placed as Section E in your Growth Portfolio. This mandatory self-assessment form is to support the development of your reflective skills.
Planning and Organisation of Web-Topic/Curriculum
The theme of the curriculum, "Water Transportation," was thoroughly researched and relevant to the community's culture. It relates to children's everyday experiences, such as boats used in our local area and emergency services like the Coast Guard. This focus on water transportation highlighted its significance in the broader context of transportation as a whole, helping children understand different modes of travel and their importance in connecting people and communities.
One main idea, “Jobs at Sea”, was selected to develop an integrated topic web. This included lessons on the roles of a chef, a captain, and a Coast Guard officer. The web was developmentally appropriate and helped students make connections between home, school, and the broader world.
Activity Plans
Activities were age-appropriate, especially for preschoolers aged 3–5. They built on prior knowledge (e.g., "Who has seen a boat?"), and included sensory, dramatic, and creative elements. Adaptations were made for children with autism, such as visual schedules, simplified instructions, and sensory-friendly materials.
Activities were well-organised and sequenced over the week. Lessons combined group storytelling, cooking (making cookies like a sea chef), creative arts (making boats), and dramatic play (role-playing Coast Guard missions). Subject integration included literacy, wellness, and social-emotional development.
Learning outcomes were clearly stated and achievable, covering knowledge (e.g., naming boats), skills (e.g., teamwork), and attitudes (e.g., care for community helpers). Teaching strategies and assessment matched learning goals.
Teaching Strategies/Instructional Process
I effectively grasped the content and presented the activities in a clear and logical manner. Technology was incorporated through video clips showcasing Coast Guard boats, operating ferries, and bustling harbours and docks, which the children thoroughly enjoyed.
The activities began with engaging questions, songs like "Row, Row, Row Your Boat," and role-play scenarios. I utilised visual aids, movement, music, and hands-on props to accommodate various learning styles. The children were highly engaged, working both independently and collaboratively.
Transitions between activities were facilitated by timers, songs, and visual cues, which were especially beneficial for children who needed more structure.
Resources For Activity
Supplemental resources included toy boats, chef hats, picture books, a cooking demonstration, and real items (like measuring cups and utensils). They helped ensure children could access the content in fun and concrete ways.
Resources were available in sufficient quantities. For instance, each child had their own chef's hat, apron, gloves and utensils to be a chef. Art supplies to create crafts such as sailboats, submarines, and canoes were in abundance to float during water play. Materials were safely managed and introduced at the right times.
Content was explained using pictures, gestures, and modeling, especially for children who needed extra support. A field was planned and executed, where the children got to experience a ride on a Ferry.
Questioning/Responses
I asked open-ended questions like “What do you think the chef does on a ship?” and “How can the Coast Guard help people?” to encourage discussion and curiosity.
I used follow-up questions and prompts to help children expand their answers. Children were encouraged to ask questions, and many showed interest in the different jobs and tools used at sea.
Closure/Evaluation
Children had multiple opportunities to demonstrate what they learned through drawing, storytelling, boat-building, and role-play.
I linked each day’s learning to previous knowledge, such as connecting a chef on land to a chef at sea. This helped children make real-life connections.
I used anecdotal records and observational checklists to assess understanding, especially noting children’s use of new vocabulary and cooperative behaviour.
Classroom Management/Discipline Techniques
I promoted positive behaviour by setting clear expectations, offering structured choices, and using praise to reinforce positive social interactions.
Standards for behaviour were developmentally appropriate. I used consistent strategies such as redirection, visual cues, and calm-down areas.
Children were encouraged to identify feelings and use self-regulation tools (e.g., deep breathing).
The classroom was organised into well-defined learning areas with clear pathways and labels. This supported safe movement and independent play.
If I should teach these activities again (you can make mention of specific activities), I would definitely change:
While my practicum experience was largely successful, I feel there are specific areas where I could refine my approach if I were to teach these activities again. I would develop more differentiated activities that cater to varying levels of understanding within the classroom. For instance, while some children grasped the content quickly, others needed additional scaffolding. I could implement more varied group work strategies to ensure that every child is appropriately challenged and supported.
While I used timers and songs, I’d like to incorporate more mindful transition activities that can help children prepare both mentally and emotionally for the next task. For example, I could introduce short mindfulness exercises that align with our theme, such as visualising a boat ride before moving to a new activity.
I would emphasise family involvement to reinforce learning at home. Sending home simple, themed activities or resources, such as fishing-themed books or ideas for water play, might bridge the gap between school and home experiences further.
My practicum experience was successful in the following ways:
I built strong, positive relationships with the children and tailored activities to their interests.
I was able to adapt lessons for diverse needs, including children on the autism spectrum.
My planning, teaching strategies, and assessments were all aligned, creating a cohesive and meaningful learning experience.
I developed greater confidence in managing a full group and transitioning smoothly between activities.
I received positive feedback from my supervisor and cooperating teacher on the integration of multiple learning domains and classroom management.
STUDENT: Debbieann Lynch 320035333
ECC CENTRE: Agape Christian Academy
DATE: 16th March 2025
"Don't try to fix the students; fix ourselves first. The good teacher makes the poor student good, and the good student superior. When our students fail, we as teachers, too, have failed."
Marva Collins