2. SUPERVISION :
CAPEL’S MODEL
In Capel’s 4 part model, the teacher
candidates observe and take notes on the
cooperative teachers.
The teacher candidate and cooperative
teacher will work together ahead of time to
plan and teach the course.
The teacher candidate will then teach by
themselves while using their own choice of
teaching style.
The cooperating teacher will then evaluate the
teacher candidate on their teaching skills,
feedback given to students, and their ability to
reflect.
3. Roles
Teacher Candidate
The teacher candidate plans and
implements lessons, and also participates
in school life. The teacher candidate is
professional in every aspect of the school
experience. They are to critically reflect
and are responsible for their own learning
outcomes.
Cooperative Teacher
The cooperative teacher accesses the
school policies and resources. They also
support and encourage the teacher
candidate throughout the teaching process.
They provide feedback to the teacher
candidate to help them continue to build
on their experiences of teaching in the class.
University Supervisor
The university supervisor is the middle man between the teacher candidate,
cooperative teacher, and the school. They also provide written and verbal
feedback to the teacher candidate. The university supervisor mentors the
cooperative teacher and teacher candidate throughout the teaching
process.
4. Reflection
Reflection is important because it
assists in building a stronger
philosophy. It is also a good way to
correct weak points found in lessons
taught previously. Reflecting helps
teachers figure out what worked well
and what aspects of their teaching
could use some more work.
Reflection is the process of recalling past experiences and why they occurred in
order to grow and develop as an educator using various reflection tools.
Some of things that teachers should
reflect on include their values and
beliefs, skills, culture, teaching
strategies, gameplay, students
behaviors, lesson context, and
teaching behaviors.
5. ALACT Reflection Model
Action- Implementation of teaching
strategies, beliefs, and models.
Look back- Once you have identified a
situation; use reflective tools to reevaluate
the incidence.
Awareness-Be aware of student/student
learning, subject matter, teaching
strategies, and aspects of learning (social,
cultural, moral, and political).
Create Alternatives-Once you are aware of
a situation, use a different plan of action to
reach the students. (Student doesn’t
understand verbal instruction. Be sure to
think about using some visuals.)
Trial-Once you have thought of an
alternative to use, put it into action which
will then start the ALACT model cycle over
again.
6. REFLECTIVE TOOLS:
Learning can be more profound when students are encouraged to reflect on the learning
events and exercise their judgment about the content and the processes of learning.
Below are some of the following tools that teachers can use to Help reflect after
teaching:
Journal Writing- Journal writing allows teachers to reflect on what they have taught in
previous lessons . They can also reflect what they have learned in their teaching.
Video Taping- Through the use of video, teachers are able to record videos of their
lessons, and then reflect on certain elements of their teaching. Teachers can use the
video to reflect student and teacher behaviors, as well as the lesson context. Teachers
can use coding to review lessons at a later date. This allows teachers to constantly work
on improving their lessons and better the student learning outcomes.
Action Research- Action based research allows teachers to learn and understand how to
implement technology into the classroom setting.
