WORK INTERGRATED LEARNING
TPED 477 -EMBEDDED SIGNATURE ASSESSMENTS
VILAKAZI S
8/18/23
33425396
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CONTENTS
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GENERAL STUDENT INFORMATION ............................................. 3
4.
CRITICAL REFLECTION .................................................................. 4
5.
WEEKLY PLANNING ........................................................................ 7
6.
LESSON PLANNING......................................................................... 8
7.
TEACHING STATEMENT....................................................................
7A.
LESSON PLANS .................................................................................
7B.
LESSON PLAN: TWO .........................................................................
7C.
LESSON PLAN: THREE .....................................................................
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1 GENERAL STUDENT INFORMATION
Name of student: Mr. Siyabonga Vilakazi
Student number: 33425396
Telephone number (Cellphone): 0795343418
E-mail address: 33425396@mynwu.ac.za
Name and address of school:
Moloantoa Primary School – 2064 Section K Palm Springs, 1984.
P.O Box 1 Sebokeng, 1982
Telephone number: 016 581 1162
E-mail address: moloantoaprimary@gmail.com
Duration of teaching practice:
From: 18 July 2023
To: 11 August 2023
Number of school days: 18
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EMBEDDED SIGNATURE ASSESSMENT 1
Lesson Design and Preparation
Reflection:
Daily lessons are not just lessons that a teacher can just come into class open and
book, check with the Annual Teaching Plan (ATP) or the Curriculum Assessment
Policy Statement (CAPS) and then start teaching. For teaching to be meaningful, it
must be properly planned with the guidance of the ATP and CAPS documents. Lesson
planning requires one to be observant of the school and classroom surroundings
(context), once you understand the kind of learners and school environment, then you
can be able to plan a proper meaningful lesson. Terms 1 and 2 were marked by a
blend of excitement and anxiety, even though I came in the full bloom of term 2, work
and results from term 1 still influenced it. As a novice teacher, I battled to adjust theory
with real-world application in lesson planning. My introductory plans were frequently
excessively ambitious, missing clarity in objectives and learning outcomes. Moreover,
I realized that I was depending too intensely on teacher-centered approaches, which
restricted learner engagement and suppressed creativity from the learners and the
lesson itself.
However, my commitment to development and my eagerness to learn from feedback
and reflection impelled me forward. By term 3, I had grasped a more learner-centered
approach to lesson design. I focused on making clear learning goals and fitting
exercises to different learning styles and capacities. In this change, I found the
importance of formative assessment, allowing me to gauge learners' progress
effectively and adjust my teaching appropriately. Lessons should always develop your
learners and as a teacher I realized that it is not about what I want I want to teach, but
what my learners need to learn and take out of the lesson. Formative assessment
allows me to switch teaching and learning styles if one does not work, to see achieve
the lesson objectives that I have set for my learners. One of the most important factors
on lesson objectives is allowing learners to show me where they are in terms o Content
Knowledge and then I can take it from there.
Incorporating real life situations in a learning environment/lesson allows for learners
to be more engaging as they can relate to the content effectively. My mentor teachers
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always said that when you start your lesson, especially if you are introducing a new
one, you must let your learners take control of it, do your prior knowledge check and
once they get the picture of where you are going, then you have grabbed their attention
so now you must keep that momentum and incorporate real life situations and let them
lead the lesson with their participation and prompt responses. Allow for
demonstrations, if need be, some learners can understand and cannot put it in word
but enact it or demonstrate it, therefore allow them to be expressive in that way.
Moreover, understanding the context of the school and learners in terms of diversity
also helped me a lot considering the diversity in the school. I can comfortably say that
after all the teaching practice I really understand the importance of context now,
especially on the learners’ strengths and weaknesses. For the most part, I relied on
traditional teaching techniques, such as delivering lessons and requesting learners to
memorize the information. This time around in terms 3 and 4, I started using different
ways of teaching, like doing projects and talking in groups as per ATP and CAPS
advice of course.
Term 3 is more a continuous assessment term with no test; therefore, learners need
to be creative and be involved in project-based work, research, group discussions and
presentations. Through making adjustments, I successfully developed a learning
environment that was both welcoming and congenial. By doing this, learners were able
to take control of their own learning. Now understanding that the school has limited
resources to none in terms of library access, technological facilities, and internet,
planning for these creative ways needed proper planning, improvisation and going the
extra mile to assist the learners.
Lesson planning is something that I have been taking lightly I must say, I realized its
importance when I had to plan a lesson for my assessment, and that is where I
remembered my mentor’s advice about making the lesson be learner-centered and to
also incorporate real world situations while allowing learners to be expressive in their
comfortable form/nature. Understanding my learners helped a lot in terms of their
participation and engaging in the teaching and learning. I encountered various hurdles
during my teaching practice. Classroom management posed a considerable challenge
in terms 1 and 2 and even now still there are still challenges relating to it. trying to
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overcome this, I used positive reinforcement strategies and created clear expectations
in an effort to foster a welcoming and structured teaching and learning environment.
However, maintaining order while promoting a nurturing environment continues to be
a work in progress.
My experience as a student teacher has taught me that good lesson design and
preparation are dynamic processes that necessitate ongoing self-reflection and
adjustment. It is critical to be open to feedback from mentors, peers, and learners since
it provides significant insights into one's teaching effectiveness. I am able to adopt
constructive changes in my teaching techniques by keeping an open mind and a
growth mentality, fostering a helpful and engaging learning environment. Furthermore,
the significance of professional development cannot be understated, that is why
working with experienced teachers enabled me to develop my teaching capacity and
stay informed on new pedagogical techniques.
My journey into teaching practice has been transformative. From terms 1 and 2 to
terms 3 and 4, I went from being a timid and teacher-centered teacher to a confident
and student-centered teacher. Adopting a growth attitude, learning from setbacks, and
implementing creative teaching practices have all played important roles in improving
my lesson design and preparation process.
Looking ahead, I am excited to continue with this path of development, perfecting my
teaching talents, and making a difference in the lives of my learners. Recognizing that
teaching is a continuously evolving profession, I am dedicated to embracing change,
fostering inclusivity, and encouraging learners to become lifelong learners of
knowledge.
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Class: Grade 6B
SIOP Format
Time(s):
Weekly Lesson Plan
M
T
Teacher: Siyabonga Vilakazi
W
TH
F
Content Objective:
Language Objective:
CALP Vocabulary:
Supplementary Materials:
Motivation:
Essential question
(Links to students’ background
experiences,
Links to past learning)
Presentation:
(Objectives, Comprehensible
input, modeling, strategies,
scaffolding and sequence,
interaction, feedback)
HOTs
Practice and application:
(Meaningful activities, interaction,
strategies, feedback)
HOTs
Review and assessment:
Review objectives, vocabulary,
assess learning
Notes:
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EMBEDDED SIGNATURE ASSESSMENT 2
Summative assessment
Reflection:
As a teacher, I aim to evaluate my overall competency in both teaching and
assessment procedures on a regular basis during my teaching practice period. To
evaluate my performance correctly and objectively, I concentrate on monitoring learner
behavior, forming conclusions about my teaching, and changing techniques based on
learner data analysis(context). With regards to this, from time-to-time a reflective
examination of my strengths, weaknesses, and areas for improvement needs to be
done by me, my peers and mentor. During my teaching practice period I paid special
attention to how learners interact with the subject, participate in class discussions, and
demonstrate their understanding via various evaluations while assessing learner
behavior. I've seen that certain learners actively interact, asking questions and
providing informative responses, whilst others tend to be and need extra
encouragement to contribute.
Considering the diversity in the school I also consider learning styles and preferences,
distinguishing between visual learners who benefit from visual aids and hands-on
learners who flourish via practical tasks. Recognizing these distinctions enables me to
improve my teaching approaches to meet a variety of learning demands, ensuring that
all learners have equal opportunities for success. Learners come with different
attitudes and attributes which I need to intervene and interact with to make sure that
teaching and learning continues accordingly and serves its purpose. Learners’
strengths and weaknesses is vital information for a teacher as this will be your point
of reference, I believe in knowing this from the get-go.
Analyzing how learners act helps me to draw conclusions about the efficacy of my
teaching strategies. If I see that a substantial number of learners are having difficulty
grasping one particular concept, I can assume that my first approach was not clear or
engaging enough. When I observe high levels of engagement and knowledge, I know
my teaching strategies are effective for those topics. However, I comprehend that not
all challenges in behavior among learners can be traced completely to my teaching.
Distractions, personal situations, or past educational experiences can all have an
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influence on how learners perform and behave in the classroom. I may obtain a more
thorough grasp of the elements impacting learner behavior by keeping open to
feedback and rapidly getting feedback from students, parents, and colleagues.
In conclusion, assessment data is crucial in influencing my decisions. Regular
formative evaluations enable me to track the progress of learners, identify areas of
difficulty, and adjust my teaching strategies wherever needed. For example, if a classwide assessment shows that a particular idea was poorly understood, I may revise my
lesson plan to incorporate more practice tasks or alternate explanations. When it
comes to assessments, I have been constantly advised to use the School Based
Assessment documents as my point of departure for the assessments. Therefore, I
believe revising my lesson and accurately aligning it with the SBA would really go
come to my aid.
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LESSON PLANS
LESSON PLAN: ONE
SUBJECT: ISIZULU HOME LANGUAGE
General Information
Lesson aim: (What do you as a teacher want
School: Moloantoa Primary School
to achieve?) To teach/facilitate:
Duration of lesson: 60 minutes
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Grade: 6
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Topic: writing and presenting
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Theme: writes diary entries
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Week: 3 - 4
Resources available at school (very good,
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sufficient, limited): Limited resources available, ……………………………………………………
printing machines for bulk and small printouts
available.
School context: Government funded public ……………………………………………………
school, non-school fees paying, township school
with limited teaching and learning resources and
facilities. Most classes in grade 6 and 7 are overcrowded with close to 60 learners per class.
Learner context: learners are aged between 5-
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12 years from grade R to 6. Diverse in terms of
culture,
socio
economic
backgrounds
and
language. Differ in strengths and weaknesses as
some are more sporty learners and others are
your academic type of learners. Some learners
still need extra help with their schoolwork at
home and at school.
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Objectives/Outcomes
What
are
your
teaching
strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choice)
understand by the end of the lesson? (Start
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with: Learners will….)
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The Introduction phase (How will you get the learners ready for what you want them to
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Questions you will ask
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The main part of the lesson
– SMART TASK How long
will this take?
Teacher activity (What will
you do and say?)
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The main part of the lesson
Activity How long will this
take: …………
Teacher activity (What will
you do and say?)
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Which
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(Explain your choice)
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The conclusion of the lesson (quick quiz, Learner activity (what will the learners
class discussion, learners ask each other do and say?)
questions etc.) How long will it take? ……….
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Assessment activity and explanation. Include or attach the activity. (How will you know
if your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
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Homework. Write down or attach the homework that you gave for this lesson. Alsoanswer:
Why are you allocating this homework? How long will it take the learners to complete at
home? Will they need any resources or help?
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How can you/did you cater for learners who need enrichment or those who have
special needs?
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Attach examples of all learning and teaching support materials you used during the lesson.
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LESSON PLAN: TWO
SUBJECT:
General Information
Lesson aim: (What do you as a teacher want
School: ………………………………………
to achieve?) To teach/facilitate:
Duration of lesson ............................... min
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Grade: ………………………………………..
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Topic: …………………………………………
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Date: ………………………………………….
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Resources available at school (very good,
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sufficient, limited) ……………………………
Class size: ……………………………………
Other important information:
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Objectives/Outcomes
What
are
your
teaching
strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choice)
understand by the end of the lesson? (Start
with: Learners will….)
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The Introduction phase (How will you get the learners ready for what you want them to
learn?)
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Questions you will ask
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The main part of the lesson
Activity 1 How long will this take?
Teacher activity (What will you do
and say?)
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pproaches? (Explain
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The main part of the lesson
Activity 2 How long will this
take:
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Teacher activity (What will you
do and say?)
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Which
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pproaches? (Explain
your choice)
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The main part of the lesson Activity
3 How long will this take?
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Teacher activity (What will you do
and say?)
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The conclusion of the lesson
(quick quiz, class discussion,
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etc.) How long will it take? ……….
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Assessment activity and explanation. Include or attach the activity. (How will you know
if your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
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Homework. Write down or attach the homework that you gave for this lesson. Alsoanswer:
Why are you allocating this homework? How long will it take the learners to complete at
home? Will they need any resources or help?
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How can you/did you cater for learners who need enrichment or those who have
special needs?
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Attach examples of all learning and teaching support materials you used during
the lesson.
26
LESSON PLAN: THREE
SUBJECT:
General Information
Lesson aim: (What do you as a teacher want
School: ………………………………………
to achieve?) To teach/facilitate:
Duration of lesson ............................... min
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Grade: ………………………………………..
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Topic: …………………………………………
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Resources available at school (very good,
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Other important information:
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Objectives/Outcomes
What are your teaching
strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choice)
understand by the end of the lesson? (Start
with: Learners will….)
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The Introduction phase (How will you get the learners ready for what you want them tolearn?)
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Questions you will ask
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The main part of the lesson
Activity 1 How long will this
take?
Teacher activity (What will you
do and say?)
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learners do and say?)
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Which
teaching
strategies/methods/app
roaches? (Explain your
choice)
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The main part of the lesson
Activity 2 How long will this
take: …………
Teacher activity (What will you
do and say?)
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Questions you will ask
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Learner activity (What will the
learners do and say?)
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Which
teaching
strategies/methods/app
roaches? (Explain your
choice)
The main part of the lesson
Activity 3 How long will this
take? …………
Teacher activity (What will you
do and say?)
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Which
teaching
strategies/methods/app
roaches? (Explain your
choice)
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The conclusion of the lesson
Learner activity (what will the Which teaching
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(quick quiz, class discussion,
learners
ask
each
other
questions etc.) How long will it
take? ……….
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learners do and say?)
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strategies/methods/app
roaches? (Explain your
choice
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Assessment activity and explanation. Include or attach the activity. (How will you know
if your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
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Homework. Write down or attach the homework that you gave for this lesson. Alsoanswer:
Why are you allocating this homework? How long will it take the learners to complete at
home? Will they need any resources or help?
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How can you/did you cater for learners who need enrichment or those who have
special needs?
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Attach examples of all learning and teaching support materials you used during
the lesson
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Reflection:
As a grade 6 teacher, my critical review of instruction and assessment skills reveals
both strengths and weaknesses. Recognizing these areas for development is critical
for my professional development as an educator. I can provide a more engaging and
meaningful learning experience for my learners by concentrating on improving
and addressing specific needs of learners, and more effectively connecting
assessments to learning objectives. Furthermore, improving my assessment
procedures to encourage real-world learning and learners being involved would lead
to a more comprehensive and learner-centered approach to teaching in the grade 6
classroom.
The first points indicate areas which I feel are my strengths, namely, classroom
management, differentiated instruction, creativity and engagement, giving constructive
feedback, and lastly employing a variety of assessment approaches. These are then
followed by areas which I believe to be my weak points, namely, time management,
addressing individual needs, Aligning Assessments to Objectives, employing realistic
assessments and lastly involving learners in assessments.
Classroom Management: Keeping an orderly and well-managed classroom is one of
my biggest strengths I strive to improve on every chance that I get to interact with
learners. I provide clear goals and rules in order to build a pleasant learning
atmosphere in which learners feel comfortable and engaged.
Differentiated Instruction: I am becoming more and more aware of my learners' various
learning requirements and abilities. I can accommodate unique learning styles through
implementing various teaching methodologies, ensuring that all learners have access
to a meaningful and relevant learning experience.
Creativity and Engagement: I use a range of teaching techniques to keep learners
involved and enthusiastically inspired about learning, such as interactive lessons,
visuals, and hands-on activities. Giving Constructive Feedback: I feel that constructive
feedback is critical for improving learners' confidence and self-esteem. I am devoted
to giving learners timely and relevant feedback that highlights their strengths while also
offering concrete ideas for growth. I believe in employing a variety of assessment
approaches, including projects, presentations, and standard examinations, to assess
learners from many angles and to stimulate their creativity.
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The following are some of the areas which I believe to be my weak points.
Time Management: I struggle with time management during lessons on occasion,
which can result in essential topics being hurried or not thoroughly addressed.
Improving my ability to manage my time effectively is a top priority.
Addressing Individual Needs: Even though I use differentiated teaching, I recognize
that I might improve my ability to handle the particular needs of learners who require
more help or extension activities. Incorporating technology is another major weakness
not because of my abilities but because of the lack of resources from the school. This
aspect would really come in handy for the visual, analytic, and creative learners.
Aligning Assessments to Objectives: It is often difficult for me to guarantee that my
assessments appropriately correspond with the learning objectives and information
delivered in class. This discrepancy might cause learners to get confused and
mistakenly communicate their level of understanding.
Realistic assessments: While I employ a variety of assessment methods, I believe I
might enhance my skills in designing more realistic assessments that are relevant to
real-world circumstances and foster critical thinking and problem-solving skills.
Involve Learners in Assessment: By including learners more actively in the
assessment process, I hope to increase learners' ownership of their learning. Finding
strategies to involve learners in the development of assessment criteria and selfevaluation will aid in the development of their metacognitive skills.
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