Student Teaching Practice

Short info for students

ENGLISH

Dear students,
You have signed up for one of the student teaching practica and are soon going to slip into your new
role as a teacher. In order to profit most from this experience at school, read the following
information and start your practicum well prepared.
Contents
Getting ready ..................................................................................................................................... 2
Materials you will need ................................................................................................................. 2
Goal-setting and expectations ....................................................................................................... 2
Introductions ................................................................................................................................. 3
The main goals of the practica .......................................................................................................... 3
Focus of PPS1 (see course descriptions at Uni and PH) ................................................................ 3
Focus of PPS2 ................................................................................................................................. 4
Focus of PPS3 ................................................................................................................................. 4
Lesson observations .......................................................................................................................... 4
Lesson evaluation with your mentor ................................................................................................ 4
Planning your own lessons ................................................................................................................ 5
Your practicum-report and portfolio ................................................................................................ 5
Portfolio ......................................................................................................................................... 6
EPOSTL sample reflections written by previous students ............................................................. 6
Appendix: Observation sheets and planning tools ................................................................... 9
General planning and observation tools for all practica.................................................................. 9
Methodology ................................................................................................................................. 9
EPOSTL Observation Activities ..................................................................................................... 10
Class atmosphere and discipline ................................................................................................. 11
Planning checklist for student teachers ...................................................................................... 12
Lesson planning with a GOAL in mind ......................................................................................... 13
Observation activities for PS2: Differentiation and Inclusion ....................................................... 14
Kriterien für Diversität und Heterogenität im Unterricht nach der 3-R- Methode ..................... 14
Fragebogen zum Thema Gender Diversität ................................................................................. 15
More resources to focus on diversity .......................................................................................... 16
Observation tasks for PPS3: Assessment........................................................................................ 17
Allgemeiner Beobachtungsbogen zum Assessment.................................................................... 17
Overview of the official timeframe................................................................................................. 18
My Timetable: .................................................................................................................................. 19
What makes a good teacher? My ten commandments of good teaching .................................... 20

Impressum:
Abteilung für Fachdidaktik und Sprachlehrforschung, Anglistik, Universität Graz und PH Steiermark
Elisabeth Pölzleitner, 10. 9. 2017
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 Student Teaching Practica (PPS1,2,3)
Getting ready

Materials you will need

• A practicum diary (notebook or folder for your observations and lesson planning)

• This brochure for possible observation tasks and guidelines

• Your EPOSTL, including any reflections or self-assessment that you have done so far.

• Your “Praxisportfolio” (to be used in connection with your EPOSTL and other reflections)

• The “Leitfaden für PPS”. There you will find detailed information about the number of
hours and workload for each practicum. Download the Leitfaden from the homepage of
the Institut für Praxislehre und Praxisforschung:

https://www.phst.at/praxis/paedagogisch-praktische-studien/pps-sekundarstufe-ab/

Direkter link zum Leitfaden: https://tinyurl.com/leitfaden-phst

• Any other observation guidelines or tasks provided by the lecturers of the accompanying
Fachdidaktik courses

Goal-setting and expectations

Before your first meeting in school, look through your EPOSTL and see what areas of teaching you feel most
confident about and where you would like to get some help from your mentor. Depending on the main
focus of your practicum (PPS1: general, PPS2: differentiation, PPS3: assessment), consider specific areas
where you would like to develop your competences.

Take some notes of these +/- areas. This could be your first entry in your practicum diary and your final
report (Praktikumsbericht).

In the first meeting with your mentor, discuss the following basic issues:

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 Organization and practical issues:
• What should you know about specific school rules that will apply during your lessons?
• Discuss the timetable and timeframe of the practicum (check the official PH Leitfaden). At what time
are you expected to be in school?
• Exchange contact information in case one of you has to cancel a class. (Telephone, e-mail)

Content issues:
• What are your expectations of the practicum? What would you like to see and learn? What would
you like to try out? What are your worries?
• How is this this practicum related to the content of your Fachdidaktik courses? Which of the ideas
from the course(s) would you like to try out?
• Suggest 5-10 descriptors from your EPOSTL that you would like to focus on during your practicum.
These can still be changed in the next few weeks. Your mentor might not have heard about the
EPOSTL. In this case, show him/her the resources for mentors on the Fachdidaktik homepage and
show him/her what you have done with your EPOSTL and your Praxisportfolio so far.

Introductions
The first thing you need to do in your new school is to introduce yourself to all the people you meet. Don’t
be shy and hide away in the staffroom or at the back of a classroom. By introducing yourself to the teachers
and students and briefly sharing your aims and wishes for this practicum, you will become part of the
school, rather than being an anonymous figure. Think of and plan a one-minute introduction of yourself
that you can use in the different classes that you are going to observe. Ask your mentor to give you a chance
to introduce yourself in this short way in each new class that you visit. By doing this, you are showing the
students that you are actively in charge, that you are a person like them – not an anonymous figure sitting
at the back of the class. When it’s your turn to teach them, they will cooperate rather than test your limits.

The main goals of the practica

Focus of PPS1 (see course descriptions at Uni and PH)

• To encourage you to see observation as an active process

• To familiarize you with various classroom observation tools

• To support you in developing your own criteria of observation for the language
classroom

• To facilitate an appreciation of the role of lesson planning

• To critically analyze the use of language teaching materials (e.g., course books)

• To design tasks to complement classroom materials such as set course books

• To design lesson plans and co-teaching sequences (where applicable)

• To familiarize you with classroom language (language of instruction)

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Focus of PPS2

• To enhance your professional skills for lesson observation and lesson planning

• To familiarize you with differentiation techniques and strategies for the inclusive
language classroom

Focus of PPS3

• to support you in planning and evaluating a sequence of lessons

• to familiarize you with various online tools and their efficient use in communicative
language teaching

• to reflect on assessing learners’ language progress and level of proficiency

• to learn to use digital tools for language teaching and learning

Lesson observations
The best way to keep track of all your impressions and new insights in this practicum is to keep an informal
diary where you note down what you see in each lesson. You might use a thin notebook with a margin and
take lots of notes of all the little things that are going on in the classroom. Use the margin for any questions
you might want to ask your mentor later in your discussion and analysis sessions.

Rather than just watching what the teacher does, switch your focus of observation to the students and see
what they are doing during the lesson. You will soon see that unfocused observations are not very helpful
if all you can say after a lesson is “the students were noisy” or “the teacher taught the past tense.” In order
to get a more detailed view of the interactions going on in the classroom, use the checklists and observation
tasks in the appendix of this package and try to relate your experiences to the EPOSTL descriptors that you
have chosen. Use the questions on the checklists to help you focus your attention on certain aspects of
methodology, classroom management, interaction with the learners, classroom atmosphere and
discipline. Focus on a few specific things each lesson – you won’t be able to see the important things if
your focus is too wide. Your course lecturers at university or the PH might also supply you with specific
observation tasks related to the main focus of the course. They will guide your attention to areas that might
otherwise go unnoticed.

Remember: “Telling is not teaching.” See what the learners DO, how they act and react to the teacher’s
instructions. This can be very valuable information for your own teaching.

Lesson evaluation with your mentor

Arrange regular feedback and analysis sessions with your mentor where you can discuss your observations
and get answers to all the questions that might have come up during the lessons. In these sessions also
discuss and refine your choice of EPOSTL descriptors that you are going to use for your final report.

IMPORTANT: EPOSTL descriptors are not yes/no questions. When discussing the EPOSTL descriptors,
always rephrase them as questions:

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 Example: “I can encourage learners to use the target language in their activities.” “How can I
encourage….”

Collect your own ideas, see how your mentor does it or get your mentor’s advice on these issues. Use your
collected findings in your final report later.

Planning your own lessons

After observing a few lessons, ask yourself in which of the classes you would like to do your own teaching.
Find out what topics your mentor has planned for the near future and see what you can contribute to these
topics. If you have planned any lessons in one of your methodology courses at the university, you might
want to try them out now. See if they fit in.

As soon as you have agreed on a class, a topic and a timeframe, start planning your lesson(s). Use the
checklists and planning guidelines in the appendix to help you plan your lessons. Send your lesson plan and
materials to your mentor early enough to get some feedback and revise them if necessary.

For PPS2 and PPS3, you will be asked to try out specific ideas discussed in the accompanying Fachdidaktik
courses. Discuss these with your mentor and try to include at least some of the aspects in your teaching. If
your mentor does not allow you to try any of the approaches/ideas in their classes, you will have to plan
these lessons anyway, even if you cannot actually teach them. In this case, get your mentor’s opinion on
your lesson plan. Your plan and your mentor’s arguments will be discussed in your FD course.

Your practicum report and portfolio

If you have taken good notes according to the instructions on the “EPOSTL observation activities” and the
checklists in this package, writing your report won’t be difficult. Write detailed reflections about each of
the EPOSTL descriptors that you have chosen for this practicum (approximately 5-8 for PPS 1, 10-15 for PPS
2 and 3). In your reflections, include anything you have learned and realized during the lesson-observations,
your own teaching or any other ideas and solutions that you have come across elsewhere. You are not
expected to have perfect solutions for each of the problems. Show that you have given the matter a good
deal of thought and that you have explored several aspects and possibilities and that you are on the right
track. Check the expected activities and assignments for each individual practicum in the “Leitfaden” or on
p. 12. of this package and include evidence of these in your report. Have a look at the ample reflections on
the following pages to get a first idea.

Your practicum-report should include the following parts

• EPOSTL Reflections
• Any other reflections about specific aspects of teaching and learning (e.g. differentiation,
assessment…)
• Final reflections about your experience
o What have I learned/noticed/realized in this practicum?
o Which of my expectations have been fulfilled, what was new?
o What strengths have I noticed in my own teaching. What went really well?
o What areas of my teaching or personality would I like to develop next?
• Lesson plans (including reflections after the lessons)
• Teaching materials (worksheets, handouts, games, online resources)

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Portfolio
Your “Praxisportfolio” and your EPOSTL will accompany you through all the practica. Collect
your reflections and reports, your lesson plans and teaching materials and any other
evidence of your work and experience. Keep in mind that a portfolio is not an unstructured
collection of materials, but a conscious selection of evidence that shows your skills and
understanding of relevant concepts and ideas. A well-kept portfolio may be a valuable
asset when applying for a job.

EPOSTL sample reflections written by previous students

Classroom Management

1. I can take on different roles according to the needs of the learners and requirements of the activity
(resource person, mediator, supervisor etc.) (p.42)

When I started my practicum I only thought about lessons from the teacher’s point of view. I saw the
teacher in the center of the action, directing everything. Now I am aware of the fact that this is not always
the case and that it is not always necessary to play this role. I have learned to look at the lesson from the
learner’s point of view and I have come to realize that I must focus on what the learners are doing and
what is happening in their brains when I plan a lesson.

This experience has helped me see that it is ok if I am not in the center all the time, if I just walk around
and help learners during group-work, or if I am not busy at all because they do not need me for some
time. At first, I worried about such times in a lesson – but now I see that actually this is an important
phase and I can relax in this new role as a resource person who is only active when needed.

I can only guess what the role of a mediator might be in a classroom. I have seen my Mentorin interfere
a few times when groups of children were fighting or insulting one another – I guess this is another role
that is not directly related to the teaching of the language – but it is also important so students feel taken
seriously and feel comfortable in class. If someone is treated badly or excluded, they cannot learn well
because these personal issues get in the way.

2. I can create opportunities for and manage individual, partner, group and whole class work. (p.42)

I have seen in my Practicum that learners can work very efficiently in groups when they have clear
instructions and materials. I guess the learners I have seen in my Practicum have got a lot of practice with
this type of work. They get a task-sheet (like a Wochenplan) with all the instructions for the project. The
teacher explains the main tasks very briefly, sets out the materials (worksheets, games…) and from then
on, the students work in small groups, pairs or on their own. Only a small number of activities are
organized as whole class activities, usually at the beginning of a lesson or when the teacher wants to
introduce a new topic. Many students work in the hallways or on the floor – it can get quite noisy but I
was surprised by the intensity of the students’ work and by the good results at the end.

I have also seen that double periods are really useful because the learners are not interrupted as much
and can keep working on one topic in a more focused way.

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When I organized my own project (ghost stories) I made sure that the learners would be very active and
speak a lot. Therefore, I planned several information-gap exercises (info about ghosts… cut up story…) so
they had to walk around and share and exchange the information. The lesson looked very chaotic (I was
worried about the noise) but I realized that it was actually very effective because they were all talking in
English and using the language from the cards. Nevertheless, it was necessary to sum up the story in the
end to make sure that all the students had fully understood it.
Group work: When planning group-work I need to provide the learners with clear instructions, otherwise
they waste a lot of time before getting started. The instructions should also be written down for the
learners (to allow them to re-read the instructions and to keep an overview). When learners are working
in groups I give them individual feedback as well as whole group feedback and steer them in the right
direction.

Grammar

4. I can evaluate and select grammatical exercises and activities, which support learning and
encourage oral and written communication. p. 27

When choosing exercises for a present perfect tense grammar workshop, the most difficult thing in the
beginning was to select exercises that were appropriate for the notions that had been introduced (e.g.
duration, general experience etc.). I found a game that I was sure the pupils would enjoy but then I
realized that it didn't fit any of the notions. I decided against it because it would only have confused the
pupils. I learnt that each exercise should be clearly connected to a notion and that I shouldn’t mix several
notions (unless the students are really advanced and are revising things).
By practicing one notion at a time the learners can develop a clear picture of how this tense is used in real
life. In the workshop the class practiced “Duration” for a whole hour by playing different games (What
are the oldest items in this room? How long have you had all these things?) The learners were always
using the same tense form for the same notion and just got used to it.
When watching them I noticed that they were getting more and more used to this form and it seemed to
sound more normal and automatic to them to use the pres.perf. tense here (rather than the present tense
as we would do in German.)
It is still difficult for me to find such exercises. I learned that I can use the “communicative use” tips in the
Newby grammar and make-up activities around them. This still seems difficult for me.

3. I can make and use resources efficiently (flashcards, charts etc.). (p.42)

I have to design the handouts very carefully. They should be structured clearly so that the learners can
use them easily and effectively. I should always make a good master copy that I can keep for later use.
Therefore, I have to put a lot of effort into the materials because the learners should see that I do my
work in a responsible way. As a consequence, they should handle their own work in a responsible way as
well.
Teaching materials such as cards for specific exercises should be printed on good paper so that the
learners can use them effectively (thin paper might tear). In that way, I can also use them again (I have to
make sure to get them back after the activity). It is also clever to laminate cards that will be used often.
A little technical tip that I learned in my Practicum is to use different colors for each set of a card game so
I can easily put lost cards back into the right pile. Simple, but helpful!

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Classroom Language (p. 43)

1. I can encourage learners to use the target language in their activities.

When I was watching the classes I noticed that learners tend to speak German in groups when they get
into hot discussions about a topic. In role-plays or information gap activities it was easier for them to keep
speaking English because they used the English prompts and that seemed to get them started the right
way.

I have also seen the idea of using some form of language police in group work (one learner makes sure
that everybody speaks English). The “language police” received a badge (printed and laminated) from the
teacher and was responsible that his/her group would speak English in this lesson.

I also noticed that my Mentorin never used any German in class, even when the learners addressed her
in English. When young students answered complex things in German she just summed up their request
or reply in simple English. She uses lots of gestures with young learners – to help them understand what
she is saying. With more advanced learners who address her in German she just answered “We speak
English here” in a very factual tone. The students accepted it like a law of nature and switched back to
English.

I also noticed that the teacher hardly ever corrected the students’ mistakes when they tried to express
something difficult in English. They made lots of mistakes – the teacher let them finish and then just
summed up the request/ or comment in correct English. It sounded something like “Oh, I see, so you
couldn’t do your homework because your internet connection wasn’t working and you couldn’t watch the
video on Moodle. …” The students never felt embarrassed about their mistakes -- it seemed very natural
and they felt that they had communicated their ideas successfully. I think this is really important,
otherwise the learners will not want to speak in front of the class.

Interaction with learners

2. I can keep and maximize the attention of learners during a lesson. (p.41)

This was one of the most difficult things for me in my first teaching hours. It helped me a lot to use name-
cards for the students because I could call their names if somebody wasn’t working. I also noticed that it
is difficult to interrupt a class when they are working in groups. This can get quite noisy and I didn’t want
to shout into the class in order to be heard. My teacher used a little harmonica for this purpose. She
played a very simple tune that means “Please listen to me.” and raised one arm. The students know that
this means that they should stop whatever they are doing in order to get some short instructions or
information. Whoever notices this also raises their arm and spreads the information. It worked really well
and within half a minute everybody seemed to be listening.

I also noticed in upper school in a literature discussion that the students were all interested and paying
attention because the teacher seemed excited about the text and writer herself. This positive energy
easily spread to the learners and they had lots of questions

In one of my lessons the students had just had a Spanish test before and were all excited. The teacher
gave them an extra five-minute break, opened the windows and allowed them to eat their snacks.
Afterwards, they were more relaxed and I could teach my lesson in a focused way. I see that such
important needs of the learners need to be taken seriously in order to work efficiently afterwards.
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Appendix: Observation sheets and planning tools
In the following pages, you will find a variety of useful tools for planning and observing
lessons. To profit most from your observations, focus on specific aspects of teaching
and learning. Decide BEFORE the lesson what you want to focus on. Use the provided
checklists and rubrics to guide your focus and to notice small things that might make a
big difference. There is always more than one truth in teaching. Do not look for quick
recipes but ask lots of questions and discuss them with your mentor.

o How can I …?
o Why did you…?
o How did the learners react? Why?
o How else could I/you have done it?
o What are the pros and cons of this method?

General planning and observation tools for all practica

Methodology
Use this sheet to guide your observations and/or for reflecting upon your own lessons. EPOSTL
Which of the following skills have been/will be practiced in the lesson? Check the EPOSTL page
descriptors for the most relevant skill(s) and choose a few that seem most important nr.
for a specific lesson. How did the teacher put these into practice? // How are you going
to put these into practice? 20-29
Remember: Do not choose too many descriptors but deal with a few in detail. You will
need more space than this.
Speaking/Spoken Interaction 21

Writing /Written Interaction 23

Listening 25

Reading 26

Grammar 27

Vocabulary 28

Culture 29

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EPOSTL Observation Activities
Date: Class:
Classroom management and interaction with the learners
Use the following questions to guide your lesson observations. You need not answer all the
questions. Focus on relevant aspects of the lesson and take extensive notes on an extra sheet.
Teacher: Learners:
How does the teacher get the students’ 1 What are the learners doing when the teacher
attention at the beginning of the lesson? arrives?
What does she/he say? How do the learners (re)act?
What mimes or gestures does he/she use?
How does the teacher open the lesson? 2 Are the learners aware of the objective of the
lesson?
Does the teacher explain his/her plan and What are they doing at this stage?
objective(s) to the learners?

Are there any organizational tasks that are 3 Are there any organizational tasks that
done by the teacher? individual pupils do?

Which stages of the lesson can you identify? 4

Which organizational forms are used? 5

frontal
groupwork /pairwork
presentations
individual work
Does the teacher give the students any 6 How do the learners decide what to do next?
choice concerning the order of tasks/ Do they need any help?
partners/ places/ activities/ topics/
reading…?

Transitions: 7 How do the students move from one activity

How does the teacher lead from one activity to the next?
to the next? How much time is lost for transitions?
Is the lesson organized step by step or as a
workshop?
How does the teacher react to learners’ 8 Are the learners worried about making
mistakes? mistakes?

(How) does the teacher announce 9 Do the students have a clear understanding of
homework? the homework tasks and any materials they
How is the homework related to the will need?
activities in class?
How does the teacher close the lesson? 10

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Class atmosphere and discipline
Teacher Learners
How does the teacher create a positive Do the learners seem to be interested?
learning atmosphere? Do they seem at ease and taken seriously?

How does the teacher encourage learners to Are the learners using the target language?
use the target language?

How does the teacher manage to get Are all the learners actively involved?
everybody involved?

How does the teacher respond to Do they find group mates easily?
misbehavior or inattention?

Does the teacher use any special words, Are there any noticeable cliques?
symbols, gestures to help the learners
understand or to get their attention?

Are there any outsiders?

What else did you notice? Are there any noticeable individual pupils?

Are there any learners who seem easily

distracted/ very gifted/ very fast or slow?

What I want to remember:

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Planning checklist for student teachers

Do I know enough about the class? EPOSTL

• Language needs, expectations and interests Page
• Language proficiency level Nr.
• Learners’ personalities
• Interpersonal relationships
• Preferred learning styles and activities
• Learners’ names
• Other relevant information (possible distractions, problems…)
How am I going to establish a good first rapport with the class?
• How am I going to introduce myself?
• What opening activity will I do? 39
• How can I create a friendly, cooperative atmosphere? 21
Learning Objectives 34
• What are my objectives for this lesson or project?
• How will I see that the learners have reached them? (What will they be able to
DO after this lesson?)
• How am I going to present my objective(s) to the class and show that they are
important/relevant?
Lesson Content 35
• Are the items I have chosen relevant to the learners’ needs?
• Are the items interesting, challenging and personally involving?
• Do I know enough about these topics?
• Do the items/topics link up with any previous or following items? How will I
refer to and make use of this previous knowledge?
Lesson Organization and Conducting a Lesson
• What organizational forms am I going to use? (frontal, individual, pair, group 37
work)
• Why am I going to use these organizational forms?
• What resources and media am I going to use? How can I manage these 42
efficiently?
• Are my instructions and explanations clear and simple?
• How can I ensure smooth transitions between activities and tasks? 39
• How long will the activities take? 35,
• What will I do if they take longer/shorter? 39
• How am I going to finish off my lesson in a focused way? 39
46
• Will there be any homework?
Interaction with Learners 41
• How will I keep and maximize the learners’ attention span during the lesson?
• How will I encourage learner participation whenever possible?
• Which discipline problems might occur?
• How will I deal with discipline problems?
Classroom Language: ENGLISH 37, 43
• How am I going to encourage learners to use English in their activities?
• How can I help the learners to understand the instructions and explanations in
the target language?

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Lesson planning with a GOAL in mind

Student Teacher Date:

Teacher Class:
School: Student co-teacher:
1.Unit Topic

2. Long-term goals, main ideas and concepts (and reference to the curriculum /CEFR/BIST)

3. Teaching objectives

What should your basic learners

• know (recall/remember/recognize)
• understand
• use/apply/do
What should your advanced learners be able to
• analyze /compare/contrast
• evaluate/judge/support/criticize
• synthesize/combine/create/develop/hypothesize
Think of
• communicative objectives
• linguistic objectives
• social objectives
4. Differentiation: How will you support different types of learners? How will you “hook” all
learners?
• Consider multiple intelligences and learning styles:
• Interests
• Gender
• Levels of readiness
5. Assessment / Evaluation
How do you know / check whether the learners have reached the goals/objectives?

6. Lesson plan
What? Teaching methods Estimated
(name of activity) time
What does the What will the students be doing?
teacher do/say? (Try to maximize student activity)
…

7. Attachments and materials

8. Reflection
After each lesson, a reflection about how the lesson went is required in English. What went well?
What would you change if you taught the topic again? What have you learned/realized?
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Observation activities for PPS 2: Differentiation and Inclusion

Kriterien für Diversität und Heterogenität im Unterricht nach der 3-R- Methode

Klasse Lehrkraft

Datum/Stunde Beobachter

Bitte beobachten Sie folgende Merkmale

Repräsentation
Wie ist der Anteil der Burschen und Mädchen in der Klasse ?
o Schätzen Sie den Anteil der SchülerInnen mit Migrationshintergrund ein.
o Gibt es SchülerInnen mit besonderen sozialen und/oder Lernbedürfnissen?
o Charakterisieren Sie das Rollenverhalten von einzelnen SchülerInnen / Gruppen in der Klasse.

Ressourcen
o Werden die SchülerInnen gleichmäßig im Unterricht angesprochen ?
o Beteiligen sich die SchülerInnen gleichmäßig am Unterricht ?
o Wie viel Aufmerksamkeit bekommen stille oder zurückhaltende SchülerInnen ?
o Wie viel Aufmerksamkeit bekommen SchülerInnen mit Migrationshintergrund bzw. besonderen
Bedürfnissen?
o Wie beteiligen sich die SchülerInnen an Aufgaben außerhalb der Lehrstoffvermittlung
(Tafellöschen, technische Betreuung…) ?

Realität
o Warum bekommen SchülerInnen unterschiedlich viel Aufmerksamkeit?
o Wie kommt es zu unterschiedlichem Verhalten der SchülerInnen?
o Welche methodischen Ansätze für die beobachteten Situationen kennen Sie?

Quelle: adaptiert nach: https://gender-mainstreaming.rlp.de/de/gender-mainstreaming/instrumente-und-methoden/die-3-r-

methode

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Fragebogen zum Thema Gender und Diversität

Wer nimmt sich wie viel Raum?

Wer ist wann laut?

Wer übernimmt die Führung in Kleingruppen?

Wer löscht die Tafel?

Wer löst technische Probleme im Klassenraum?

Worüber werden Witze gemacht?

Wie wird Akzeptanz in der Gruppe sichtbar?

Wodurch sind AußenseiterInnen in der Klasse charakterisiert?

Was tun Mädchen und Buben, um als solche erkennbar zu sein?

Welche Sprache nutzen Mädchen und Buben, welche Zuschreibungen gibt es (z.B. wer kichert,
tratscht, kreischt, sitzt mit überkreuzten Beinen, lackiert sich die Nägel, redet laut, macht aktiv
auf sich aufmerksam, wirft Dinge herum, rauft, stoßt sich, zeigt körperliche Dominanz etc.)?

Welche Tendenzen in Bezug auf die Inszenierung von Weiblichkeit und Männlichkeit in der
Klasse können Sie erkennen?

Welche Peergroups gibt es in der Klasse und welche Auswirkungen haben diese auf das
Klassenklima?

Welche Merkmale verbinden diese Peergroups, welche trennen sie?

Wie werden Schülerinnen und Schüler, die sich nicht zu dominanten Verhaltensweisen
zuordnen lassen, von weiteren Schülerinnen und Schülern behandelt? Welche
Verhaltensweisen zeigen sie im Vergleich zu den „anderen“?

aus der Handreichung des BMP: https://www.imst.ac.at/app/webroot/files/GD_Handreichung_web_final.pdf

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More resources to focus on diversity

• Classroom Observation Form based on Tomlinson:

https://tinyurl.com/Tomlinson-observation-form
• Differentiated Instruction Observation Look-Fors (Tomlinson)
https://tinyurl.com/tomlinson-look-fors
• Differentiated Instruction Checklist (Univ. of Texas)
https://tinyurl.com/texas-checklist
• Diagnoseinstrumente zur Gender und Diversitätskompetenten Unterrichtsreflexion. Handreichung
des BMB
https://tinyurl.com/gender-BMB

You will be provided with additional observation tasks and rubrics in your Fachdidaktik course. Try out
different methods and approaches to notice new aspects of teaching and learning.

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Observation tasks for PPS 3: Assessment

Allgemeiner Beobachtungsbogen zum Assessment

stimme stimme stimme
eher stimme
nicht zu eher zu
nicht zu zu

1
Die Lehrkraft geht mit Fehlern verständnisfördernd um    

2 Die Lehrkraft geht mit Fehlern so um, dass diese eine

Lernchance bieten    

3 Die Lehrperson setzt am Schluss einer Unterrichtsphase

Methoden ein, um den Lernerfolg zu sichern und zu
kontrollieren    

4 Die Lehrperson setzt Feedbackmethoden ein, um den

Unterricht und das Lernverhalten der SchülerInnen zu
reflektieren    

5 Die Lehrperson unterstützt die SchülerInnen bei der

Selbstbeurteilung und Selbsteinschätzung    
6
Das Erreichen der Lernziele wird überprüft    

7 Die SchülerInnen erhalten differenzierte Rückmeldungen zu

ihren individuellen Beiträgen und Leistungen    

8 Die SchülerInnen warden dazu angeregt, den eigenen

Lernprozess und die eigenen Lernstrategien zu reflektieren    
9
Bewertungen werden nachvollziehbar begründet    
10
Die Lehrkraft traut den SchülerInnen Leistungsvermögen zu    
11
Die Kriterien der Leistungsbeurteilung sind transparent    
12
Lern- und Leistungssituationen werden getrennt    

Anmerkungen, Kommentare:

Quelle:IQES online – Instrumente für die Qualitätsentwicklung und Evaluation von Schulen

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Overview of the official timeframe
Bachelor
Orientierungspraktikum: 50h (2ECTS)
16h Auseinandersetzung mit Basisliteratur zum Konzept der NMS
12h Praxiserfahrungen gewinnen, Berufsfeld erkunden in NMS
4h Besprechungen
8h wöchentliche Reflexion unter Einbeziehung der Basisliteratur
10h Reflexionsbericht

PPS 1: 50h (2ECTS)

Variante AHS/BMHS Variante NMS
11h Hospitation 4-6h Praxiserfahrungen sammeln, Berufsfeld
erkunden
4h selbständiger Unterricht 11-9 h selbständiger Unterricht
8h Besprechungen 15h Besprechungen
27h persönliche Vorbereitungs- und 20h persönliche Vorbereitungs- und
Reflexionstätigkeit inkl. Reflexionsbericht Reflexionstätigkeit ink. Reflexionsbericht

PPS 2: 75h (3ECTS)

Variante AHS/BMHS Variante NMS
10h Hospitation 2-5 Praxiserfahrungen sammeln, Berufsfeld
erkunden
8h selbständiger Unterricht 10-13 selbständiger Unterricht
h
10h Besprechungen 15h Besprechungen
47h persönliche Vorbereitungs- und 45h persönliche Vorbereitungs- und
Reflexionstätigkeit inkl. Reflexionsbericht Reflexionstätigkeit ink. Reflexionsbericht

PPS 3: 75h (3ECTS)

Variante AHS/BMHS Variante NMS
10h Hospitation 2-5 Praxiserfahrungen sammeln, Berufsfeld
erkunden
8h selbständiger Unterricht 10-13 selbständiger Unterricht
h
10h Besprechungen 15h Besprechungen
47h persönliche Vorbereitungs- und 45h persönliche Vorbereitungs- und
Reflexionstätigkeit inkl. Reflexionsbericht Reflexionstätigkeit ink. Reflexionsbericht
Master (not yet official)
PPS 4: 200h (8ECTS)
selbständiger Unterricht im Block
Besprechungen und Feedback
persönliche Vorbereitungstätigkeit (Lernmaterialerstellung, etc)
Erstellen eines Leistungsbeurteilungskonzeptes für eine Praktikumsklasse
Lehrbuchvergleich und Materialanalyse für eine Klasse
Erstellung einer Monatsplanung für die Praktikumsklassen
variabel nach Fach: Erstellen einer Leistungsfeststellung für eine Praktikumsklasse (Schularbeit, Test,
praktische Leistungsfesttstellung, etc.)
Nachbereitung/ Reflexion und Reflexionsbericht (Klassenanalyse etc)
Korrekturarbeiten, Leistungsbeurteilung und Feedback
Planung und Durchführung von Förderunterricht bzw. Begabtenförderung

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My Timetable:
Type of activity: mark an x in
the appropriate column in order to
Date hrs Class Topic/Content keywords keep track of your hours.
Preparation
Observation Teaching and
Reflections

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What makes a good teacher? My ten commandments of good teaching
Use this page to write down the most important things you have learned in this practicum.

What I want to remember!!!

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