The teacher education student demonstrates 2.2.1 ‘Working towards graduate’ through:
The content of the lessons could be more clearly articulated and the teacher education student could work on further differentiation to ensure the needs of all students are met (not only the special needs students). It would also be advisable to avoid deficit discourse about students through language such as ‘deficits’, ‘weaknesses’ and ‘limitations’ – instead phrases such as ‘areas for further improvement’ could be used.
G: The goal for this teacher education student is 2.2.1.
R: The teacher education student is working towards 2.2.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate achieved’ for 2.2.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help him achieve this goal?
G: To organise content into an effective learning and teaching sequence and to move up on the 2.2.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 2.2.1? Refer to recent feedback you have received.
O: What specific actions could you take to organise your content into a more effective learning and teaching sequence?
W: What is your next step in improving your organisation of content into effective learning and teaching sequences? Try to formulate a specific goal.