PRACTICUM E-PORTFOLIO · PGDE CANDIDATE. Syeda Hina(1100493). 

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PRACTICUM E-PORTFOLIO  ·  PGDE CANDIDATE

Grade 5 Homeroom Teacher  ·  Liwa International School, Abu Dhabi

Abu Dhabi University  ·  PGDE In Progress

"Every lesson I teach is a conversation between the theory I learned at ADU and the students sitting in front of me at Liwa."

Professional Growth  ·  Reflective Practice  ·  Theory to Practice  ·  Inclusive Teaching  ·  Culturally Responsive Pedagogy

PORTFOLIO MAP. What's Inside. From Teacher Assistant to full Homeroom Teacher — a journey of identity, resilience, and relentless learning.. 

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From Teacher Assistant to full Homeroom Teacher — a journey of identity, resilience, and relentless learning.

Three detailed lesson plans, six subjects, real UAE classroom moments, ADU theory in action.

Reflection on professional growth, frameworks applied, and the commitments I carry forward.

01. My Journey & Professional Profile. SH. Syeda Hina. 

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Grade 5 Homeroom Teacher  ·  PGDE Candidate, Abu Dhabi University

Liwa International School, Abu Dhabi  ·  Non-Arab Stream

Joined Liwa International School as a TA. Observed lesson delivery, supported learning, built relationships with Grade 5 students. Studied classroom dynamics, individual needs, and school culture from the inside.

Enrolled in the Post-Graduate Diploma in Education at Abu Dhabi University. Began studying pedagogical theory — Bloom, Vygotsky, Differentiated Instruction, AfL, Inclusive Education, Reflective Practice.

School recognised commitment and initiative. Offered full Grade 5 Homeroom Teacher position before PGDE completion. Accepted the role — a defining moment of trust and professional growth.

Now 1 month as full Homeroom Teacher delivering English, Maths, Science, Moral Education, Social Studies (Non-Arab), and Health & Wellbeing. ADU theory meets daily classroom reality.

Subjects I Teach — Grade 5 · Liwa International School. 

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Subjects I Teach — Grade 5  ·  Liwa International School

Non-Arab Stream  ·  All subjects taught in English  ·  Culturally responsive, UAE-contextualised

Comprehension, writing, vocabulary, grammar. Differentiated reading groups — advanced readers analyse author intent & literary devices; developing readers use structured graphic organisers. Exit tickets at DOK 1–3.

Number operations, BODMAS order of operations, numerical expressions, coordinate geometry. All lessons embed UAE real-world contexts (AED currency, Burj Khalifa, Abu Dhabi landmarks). Tiered practice at 3 DOK levels.

Plant life cycles, biology, hands-on experiments. Structured group procedures pre-taught before practical tasks. Proactive behaviour management. Students conduct inquiry, record observations, present findings.

Respect, responsibility, empathy, citizenship. Values are not isolated to the Moral Ed. period — they are woven into English discussions, Social Studies tasks, and everyday classroom interactions as living curriculum.

UAE geography, culture, history, and community. Citizenship values linked to classroom behaviour system. Students explore local and global identities. Cultural pride embedded in every unit of study.

Emotional literacy, physical health, healthy habits, self-regulation. Anchored by a daily morning wellbeing check-in — mood ratings & one-word reflections. Affective foundation for all other learning across the day.

02. Key Classroom Experiences. Successes · Challenges · Strategies · Milestones that shaped my teaching identity at Liwa International School. 

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Successes · Challenges · Strategies · Milestones that shaped my teaching identity at Liwa International School

Transitioning from TA to Lead required redefining authority while honouring existing bonds. Students initially tested new boundaries — I responded with consistent expectations, transparency about my role, and continued investment in individual relationships. This accelerated my understanding of teacher identity more than any single lesson.

I designed a reading lesson where advanced students analysed author intent and literary devices, while developing readers used structured graphic organisers to identify main ideas. Students who previously disengaged showed measurable participation when the task matched their readiness level. Differentiation was not extra work — it was the lesson.

A hands-on plant life cycles activity escalated quickly — excitement led to noise and off-task behaviour. I paused using a calm signal, reset expectations, and restructured into small supervised groups. From this I developed a mandatory pre-activity procedure briefing now used for every practical task. Prevent before you correct.

Rather than treating Moral Ed as an isolated period, I embedded respect, responsibility, and empathy into English discussions, Social Studies tasks, and real classroom conflicts. A peer dispute became a structured perspective-taking activity aligned with the curriculum. Students began applying values vocabulary independently.

I introduced a daily morning mood scale and one-word feeling prompt. This small routine surfaced students in distress before the day overtook them. Three students were identified as needing quiet support. Multiple students said they felt "seen." It became a classroom anchor — and I will carry it into every future class I teach.

03 · LESSON PLAN IN ACTION. Where Am I? A Coordinate Mystery — Mathematics · Grade 5 · 45 Minutes. 

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Where Am I? A Coordinate Mystery  —  Mathematics · Grade 5 · 45 Minutes

I can read, plot and write the coordinates of a plotted point in the 1st Quadrant of a coordinate grid.

S — grid patterns & spatial reasoning  ·  M — ordered pairs & axes  ·  A — design as visual art  ·  E — navigation systems  ·  T — digital mapping tools

Students physically take 3 steps right (X move) then jump 2 times forward (Y move). Embodied cognition: the body learns the rule before the page does. Students who previously confused axis order made zero errors after the physical warm-up.

[image] Adventure Parks (Ferrari World, Sea World). Desert coordinate game: students plot
Camel, Falcon, Cactus. •Hide or Seek" coordinate guessing game. Context makes
abstract coordinates personally meaningful.

"Origin (0,0) — the starting point where two lines meet."  "X-Axis — the horizontal line; we always walk along this first."  "Y-Axis — the vertical line; we climb up this second."  RULE: X value always comes first, Y value comes second. (x, y) — Ordered Pair.

Identify and name the plotted point A on the given coordinate grid.

Here is point C(3,4). Plot this point accurately on your grid.

Explain in full sentences how you plotted point A and point B from the origin. Why does the order (x,y) matter?

[image] The kinesthetic warm-up dramatically reduced axis
misconcepbons_ Students who physically "walked"
the coordinate rule made zero errors on the exit
ticket This confirmed the power of embodied
cognition — when the body internalises a rule, the
brain retains it far more reliably than a diagram alone.
I now open every abstract Maths concept with a
physical or real-world anchor.

04 · LESSON PLAN IN ACTION. Mastering Numerical Expressions with BODMAS — Mathematics · Grade 5. 

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Mastering Numerical Expressions with BODMAS  —  Mathematics · Grade 5

I can solve numerical expressions step by step using the BODMAS order of operations.

"Imagine getting ready for school — you put on your shoes then your socks. Does that work?" Students immediately grasp why order matters. The analogy became a self-correction tool — students later cited it spontaneously when checking their own BODMAS work, proving it created a lasting internal anchor.

Key Vocabulary → BODMAS Introduction → Worked Example (teacher) → Guided Practice (together) → DOK1 Independent Practice → DOK2 Multi-Step → DOK3 Real-World UAE Word Problems. Gradual release of responsibility throughout.

Ferris Wheel: 4 friends × 10 AED each, minus 5 AED off → (4×10)−5.  Sara's Stationery: 2 packs × 6 AED + 8 AED notebook → (2×6)+8.  Energy Café: 12 juices minus morning and afternoon sales → 12−(4+3). AED currency reinforces cultural relevance.

"In BODMAS, B stands for ___ and M stands for ___." Word bank provided: Brackets, Multiplication, Bigger, Minus, Before. Students self-corrected against answers on next slide. Revealed misconceptions instantly — several students believed "B = Before" before the check.

The "socks and shoes" hook produced genuine "aha" moments. Most importantly, it gave students a self-monitoring tool — when stuck, they instinctively returned to it. This showed me that a single powerful analogy outperforms a full page of rules. Analogy-based teaching will remain a cornerstone of my Maths instruction.

05 · LESSON PLAN IN ACTION. Unlocking Numerical Expressions — Writing Math Stories · Grade 5. 

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Unlocking Numerical Expressions — Writing Math Stories  ·  Grade 5

I can write a simple numerical expression from a word problem. I know that expressions never contain an equals sign (=).

"An expression is like a sentence fragment — it tells a number story but has no answer yet because it has no equals sign." 10+5 = expression. 10+5=15 = equation. Students become "math architects" — building expressions before solving them. This distinction eliminated a persistent misconception.

Addition: sum, plus, increased by, total, more.  Subtraction: difference, minus, decreased by, less than.  Multiplication: product, times, groups of, multiplied by.  Division: quotient, divided by, shared equally, split. Vocabulary anchor chart displayed throughout the lesson.

Mid-lesson live poll via ahaslides.com/CVN7C revealed that ⅓ of the class still confused expressions with equations after initial teaching. This real-time formative data prompted immediate re-teaching with a new example before independent practice. Without the poll, this gap would have been invisible until the summative assessment.

"The Burj Khalifa has 163 floors. A crew cleans 10 floors per day for 5 days. A second crew then cleans 12 more. Write ONE expression for total floors cleaned." Expected answer: (10×5)+12. Students must apply BODMAS knowledge, expression writing, and bracket use together — true synthesis at DOK 3.

Write expression: 'Subtract 7 from 20.' What can an expression NEVER have?

'Double 15, then add 4' → expression. 'Sum of 10 and 5, divided by 3' → expression.

Why are brackets necessary in BOTH parts of (50−10)÷(2+3)? Prove it changes the answer without them.

Q1: Main difference between expression and equation? Q2: In 4×(5+2), which part do we calculate first? Q3: Rate confidence 1–5 and name one thing to practise more.

The AhaSlides poll was a turning point. Live data changed instruction mid-lesson — a direct application of Assessment for Learning from ADU. Without this, the misconception would have compounded. Technology transformed a passive lesson into a responsive, adaptive one.

06 · ADU Frameworks Applied in My Classroom at Liwa International School. 

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06  ·  ADU Frameworks Applied in My Classroom at Liwa International School

Applied across all 3 lesson plans. Coordinate: DOK1 identify point → DOK2 plot given point → DOK3 explain reasoning. BODMAS: DOK1 recall → DOK2 multi-step → DOK3 UAE grocery problem. Expressions: DOK1 write basic → DOK3 analyse why brackets change answers. Every lesson includes all 3 tiers.

Tiered tasks in every lesson — same LO, different entry points. English: reading groups by readiness (graphic organisers vs literary analysis). Maths: tiered DOK practice sheets. Science: structured vs open-ended investigation tasks. Every student engaged at an appropriately challenging level.

Lesson structure always follows: worked example (I do) → guided practice (we do) → independent work (you do). 'Hide or Seek' pair activity in Coordinates uses peer support as ZPD. Hints embedded in DOK1 tasks reduce cognitive load before removing support at DOK3. Scaffolding is temporary by design.

[image] 'Walk & Jump' in Coordinates: I&rns axis
order page dos_ before
shoes' in BODMAS: r&Hife analogy anchors
abs-bact procedural rules Physical engagement
and relabble mebphor precede symbolic
represenbtion in every abs-bact Maths concept
introduced.

AhaSlides live polling changed instruction mid-lesson (Expressions). DOK exit tickets replace reliance on summative tests (all 3 lessons). Daily wellbeing check-in as affective formative data. Verbal check-ins after worked examples. Real-time data drives the next day's lesson plan, not the calendar.

All lesson plans embed UAE-specific contexts: Abu Dhabi Adventure Parks (Coordinates), AED currency & Dubai Mall (BODMAS), Burj Khalifa & Ahmed/Sara (Expressions). Moral Ed. values align with UAE national character. Social Studies explores UAE identity. Content feels locally owned, not imported.

07. Abu Dhabi University. PGDE Learning & Application. 

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Backward design and clear Learning Objectives shaped all 3 lesson plans. Every slide displays the LO as a learner-facing contract — a direct ADU principle. Lessons are built from the exit ticket backward, ensuring every activity is purposeful rather than incidental.

Transformed into AhaSlides live polls, DOK exit tickets, verbal check-ins, and daily wellbeing ratings. The mid-lesson Numerical Expressions poll — revealing ⅓ of the class had a misconception — was AfL in its purest form: data that changed instruction immediately, not a week later.

Inclusive Education & Cognitive Load Theory

Tiered tasks, vocabulary anchor charts, visual supports, and scaffolded hints inside DOK1 tasks all emerge from ADU modules on inclusive practice. Cognitive load theory directly informed the decision to give hints before removing them — reducing extraneous load before developing germane load.

Child Development & Social-Emotional Learning

ADU's child development content framed my understanding that Grade 5 students (10–11 years old) navigate significant social-emotional transitions. This underpins the daily wellbeing check-in, restorative approach to peer conflict, and the decision to embed Moral Education values into everyday academic interactions.

Reflective Practice as Professional Discipline

The most durable gift of ADU training is the habit of structured reflection. I maintain a weekly teaching journal — the Science management incident, AhaSlides data insights, coordinate warm-up success — each entry shapes the next lesson. ADU taught me that reflection is not optional; it is the engine of professional growth.

08. Professional Growth Reflection. How the practicum shaped my identity, resilience, and readiness as a teacher. 

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How the practicum shaped my identity, resilience, and readiness as a teacher

I discovered I lead best when warmth and high expectations coexist. As a TA I was a supporter; as Homeroom Teacher I had to become the anchor. I set non-negotiable standards for effort while ensuring every student felt safe to be wrong. My lessons reflect this: rigorous DOK3 challenges exist alongside kinesthetic hooks and cultural connections. Identity is not a one-time decision — it is practised daily.

Relationships as the Foundation of Learning

The TA phase gave me an irreplaceable advantage: I knew my students before I was their teacher. I knew who needed a quiet morning check-in, who shut down when called out publicly, who lit up with a creative challenge. This relational knowledge made classroom management and differentiation instinctive. No lesson plan produces results without trust as its foundation.

Resilience: Teaching & Studying Simultaneously

Managing six subjects, submitting PGDE assignments, adapting to unexpected classroom events, and maintaining student relationships daily — this demanded a resilience I did not know I had. I learned to treat difficult days as data: what did this reveal? What will I change? Each challenge became a chapter in my teaching journal and a calibration of my practice.

The practicum permanently transformed my relationship with theory. Bloom's Taxonomy is no longer a pyramid on a page — it is the question I ask before writing every task. Vygotsky is not a surname in a reading — it is the reason I pair the students I pair. Assessment for Learning is not a module — it is the AhaSlides poll I run mid-lesson. Theory and practice are now inseparable.

"I came in as an assistant watching how teaching was done. I leave this month as a teacher, knowing I have the instinct, the knowledge, and the heart to make this a life's work."  — Syeda Hina

09 · Carrying Forward Into My Career. 8 commitments I take from practicum into every future classroom I lead. 

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8 commitments I take from practicum into every future classroom I lead

Every lesson will include access tasks for developing learners and a stretch ceiling for advanced ones. No student finishes a lesson unchallenged and no student is left behind.

UAE examples, AED currency, local landmarks, and student names like Ahmed and Sara remain a constant design principle — content must feel locally owned, not imported.

Exit tickets, live polls, and verbal observation will always precede summative judgements. Data collected during learning, not after, must drive my next lesson plan.

[image] pssibh•, and reaHife will abs-ü-æz
Üigaga-nent and are noz
gimmi&s — &iey are pedagogy_

This micro-routine follows me into every classroom I ever lead. Student wellbeing is the prerequisite for learning — I will always make time to ask "how are you today?"

A weekly structured teaching journal remains a non-negotiable professional habit. Growth requires honest self-examination — I will document what worked, what failed, and why.

Moral Ed. values, literacy skills, health awareness, and mathematical thinking belong inside every subject, not confined to their own timetable slot. Curriculum is interconnected.

Every remaining ADU module will be read through the lens of my Grade 5 classroom. Theory and practice are now in permanent, productive conversation — I intend to keep them that way.

"I walked into Liwa as someone who supported teaching.. 

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"I walked into Liwa as someone who supported teaching.

I stand here now as someone who does it — fully, daily, and with every theory I have learned woven into every lesson."

Syeda Hina  ·  Grade 5 Homeroom Teacher  ·  Liwa International School

Abu Dhabi University  ·  PGDE Candidate  ·  Practicum E-Portfolio 2025–2026

Submitted in partial fulfilment of PGDE practicum requirements  ·  Abu Dhabi University  ·  Liwa International School, Abu Dhabi

Practicum E-Portfolio – Syeda Hina

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