Clear Step Instructions

Practicum Two Disposition Goal

Goal: (SMART) State in one sentence. To improve my communication skills in the areas of giving clear, simple, and step-by-step instructions so that Year 7/8 students are excited and engaged with their learning throughout every lesson. Rationale: Why has the goal been selected? During my first practicum, I noticed that some students struggle to follow instructions during practical tasks, especially when instructions are unclear or too long. Embroidery requires clear, sequential instructions (e.g., threading a needle, starting stitches), and without this, students can become confused or disengaged. I feel I need to improve how I break down instructions and use modelling and visual support. Developing this skill will improve student engagement, independence, and my overall classroom communication. Action Plan: What you need to do to achieve this goal, week by week. Action Plan Steps: (what, how, when where?) Include a weekly time frame. Week One (Introduction): Introduce the embroidery project to students and explain the final outcome. Show examples of embroidery work and tools (needle, thread, fabric). Observe how students respond to instructions and identify those who need extra support. Practise giving clear, short, step-by-step instructions using modelling and visual cues. Week Two (Threading + Basic Stitch): Teach students how to thread a needle using clear, step-by-step instructions. Model each step slowly and repeat where needed. Guide students through a simple running stitch. Check for understanding by asking questions and observing student responses. Week Three and Four (Developing Independence): Provide instructions both verbally and visually (demonstration + example). Break tasks into small steps and give one instruction at a time. Encourage students to work independently while I monitor and support. Use questioning to check understanding and clarify instructions. Week Five (Completion + Reflection): Give clear instructions for completing the final embroidery piece. Provide feedback and reinforce expectations. Reflect on which instruction strategies were most effective. Adjust instruction methods based on student independence and engagement. Evaluation: How will I evaluate my goal? Who will give me feedback? What evidence can I provide to show how well I have met this goal? Feedback from Associate Teacher on clarity of instructions. Observation of students following instructions independently. Student work showing successful task completion. Student feedback on understanding. Reflective notes on what worked well. Lesson plans showing structured instructions.

Practicum Two Curriculum Goal Goal: (SMART) State in one sentence. To teach a small group of Year 7/8 students basic embroidery skills (threading a needle, running stitch, and creating a simple design) so that they can independently complete an embroidered piece by the end of the 5-week practicum. Rationale: Why has the goal been selected? I want to develop my ability to teach practical skills within the Arts/Technology learning area of the New Zealand Curriculum. Students show varying levels of fine motor skills and ability to follow practical processes. • Embroidery supports creativity, patience, and hands-on learning. Teaching a small group allows for targeted support and differentiation. This goal helps me develop planning, scaffolding, and assessment skills in a practical context. Action Plan: What you need to do to achieve this goal, week by week. Action Plan Steps: (what, how, when where?) Include a weekly time frame. Week One (Introduction to Project): Introduce embroidery project and explain the learning goal. Show materials and demonstrate how they are used. Discuss purpose of embroidery and how it is a technological outcome. Week Two (Skill Development – Threading & Stitching): Teach threading a needle step-by-step. Model and practise a simple running stitch. Support students as they begin using tools independently. Week Three and Four (Creating the Outcome): Guide students in starting their own embroidery piece. Allow students to follow the provided design template. Encourage students to add their own design if they finish early. Provide ongoing feedback and support skill development. Week Five (Completion and Evaluation): Support students to complete their embroidery piece. Provide feedback on quality and effort. Reflect on student learning and skill development. Evaluation: How will I evaluate my goal? Who will give me feedback? What evidence can I provide to show how well I have met this goal? Student work samples (completed embroidery). Observation notes on skill development. Feedback from Associate Teacher. Student feedback on confidence and learning. Lesson plans and reflections. Photos of student work as evidence.