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					 My Portfolio
Nurgul Abdukerimova
    Kyrgyzstan
Pokrovka secondary
     school
  Portfolio Outline




1. Introduction /Personal Reflection
2. Fieldwork Reflection
3. Strategy Sheets
4. Lesson Plans
5. Action Research
6. Materials from mentor teachers
Section- 1 Introduction of my portfolio




This portfolio includes six sections. These sections are include very
effective student centered activities, creative tasks, more interactive
methods, team, pair and group work activities. In student centered
teaching, we focus all of our efforts around the needs, experiences and
abilities of our students. Our planning for class, our delivery of
instruction, and our assessment practices are all focused on those
students with whom we are working. Also I include about my field work trip
reflection , personal reflection who I am as a teacher and my research work, five
lesson plans, five strategies. Section six includes some materials from my mentor
teacher. Here I can find some tests ,text and her teaching curriculum.
Section-2 Fieldwork Reflection
  What are the greatest differences?

  Which of the differences are potentially useful for my school?

  Differences: Classroom equipments, teachers attitude to students, students are
  more independent, few number of class, students assessment, ninety minute
  for each class, lesson plan, more handouts and portfolio

  As for me a am very interested to work on projectors. I have projector in my
  classroom but i did not know how to use and for what activities. Here I have
  seen it is a very important thing for all activities. I would like to take it with me
  and to use in my class. It saves teachers time and everyone can see.

  I liked that teachers write their lesson plan on the board. Teacher writes lesson
  plan on the board before the lesson starts. Students see and think about the topic
  and the goals of the lesson, what are they going to learn. it makes them to think
  about the topic.

  Students get handouts for each activities. I really liked this very much. The first
  more individual work. Teachers save a lot of their time. The second teachers
  have more chance to do the next task and to work with all students.

  Students have portfolios . When I go back i am also thinking about portfolio.
  Students keep all their materials which they learned. It is good for students to
  review previous materials.
Section#3 Personal Reflection.
                    Topic: Who I am as a teacher.
To: Dr. Steely

From: Nurgul Abdukerimova.

 A School is a place where I can truly express myself in developing new ideas
and new approaches.

I think the best job is one that enables me to help people who are in need. We
have a proverb “A teacher is a fruitful tree”. It means that all your work will be
seen by your students.

 I try to create my students and teach them to read, to speak, to write. I enjoy
teaching by doing different activities and encourage them to go higher to
Institutes and Universities.

 Also I use my own educational experience for different activities connected
  with different games. Games are usually useful and helpful to review
  chapters and to remember some vocabulary Example: Jeopardy game,
  Bingo, Auction games are more effective.

To teach ESL students needs hard work and extra time. For phonetic drill
exercise we usually take some rhymes, tongue twisters, songs, poems. For the
developing speaking skills during the class we usually use open ended
questions, interviews, describe pictures, debates and discussions.

I try to combine all teaching skills in one lesson. I have more advanced students
and they need more interesting and creative tasks. That’s why I participate
many workshops to fresh my knowledge and to use them in my teaching.
Section-4 Lesson Plans
                               Lesson Plan # 1

Topic: We love nature

 Level: Advanced

 Time: 45 minutes

 Participants: 15 students

 Materials used: Posters, charts, markers, flipchart

 Objectives: Students will
 design their own rules how to protect the nature
 to improve language skills

 Warm up:      Brainstorming (what is nature?)

  Presentation: 1) How will you contribute to protect the nature?)
               2) Students divide into groups.
               3) 15 minutes for preparation (they can present through
drawing, role plays,
                   essays, poems, it depends their creativity)
               4) Each group makes presentations


 Practice: Station Rotation


 Application: Group discussion (create GOLDEN rules)


 Homework: To make a collage on the topic “My contribution to protect the
nature.”
  Lesson Plan#2
Topic: Trees.
Level: Various.

Objective: By the end of the lesson students will be able to give at least 5
causes for deforestation, good and bad reasons for cutting down trees by using
if clauses.

Warm up: Ask students to choose or to be any plant or object and their role
in the people's life. Students will imagine an

                object or something then will tell to the partner about the chosen
object's role in the life.

Procedure: On the board draw a simple tree with leaves. Ask students what it
is. Before the class show or collect parts of tree.

             Show these as visual aids to the class to get them thinking about the
roles that trees play in the life. Ask students think about the stories, proverbs,
songs about the trees.

Brain storm: Provide some examples from English. Eg: " strong as an oak,
The acorn doesn't fall far from the tree "The tree of life."

During:         Show picture a man is cutting tree. Explain what is
deforestation. Then divide the class into four or three groups and ask them to
write names of animals or plants which grows or lives in the forest.

 Ask the students why do the people cut down trees? Then students can share
ideas and write or draw in group product can be made from wood.

Again students divided into two groups and write advantages and
disadvantages of cutting down trees. Students write their work in two list and
present their work.
Post activity. Ask students to sit in a circle and take one example to practice
if clause. One student will start If we cut down trees -the second student
finishes - our house will be warm. Students can practice their work by asking
each other corresponding if - question.

 Homework:        Make up examples using if clause and Hiku poem about
trees.
                        Lesson Plan#3
Topic: Values.


Level: intermediate.

Grade: 10-11.

Goals: To teach school students to appreciate different values.

Objective: Students will be able to identify values that everyone has in

                  common.

Materials: posters, papers, markers.

Brain storm: Ask students to give the definition for the word “value”.

             Ask what do you value?

Mind map. Teacher writes on the board students give ideas.

 Pre activity: student work in pair tell each other about their values.

Ask the class to rank the values in accordance with their priority(1-most
important value,4- the least important value)

Activity: Divide the class into 4 group and put 4 posters with one headline.

 Ask the students to come up to the poster with one value they gave priority
to.

 Students make a project design on the including explanations and the roles
of the value in their life.

Post activity: Students do presentation with the group.
Home work. Ask students to ask their parents, siblings about their values.
Write essay about “our values”.

                           Lesson Plan#4

Topic: Family relationships.

Level: intermediate.

Grade: 10-11.

Objectives: Promote students conversational skills and thinking skills.

Introductory discussion question.

Warm up: Students in pair discuss about the problems in our life.

            Relationship between parents and children.

            Teacher asks the question that are important to the problem.

            Mind map.( teacher gets ideas from the students)

Brain storm: Divide the students into small groups and show a picture a son

              and a father are talking. With the small group students create

              their own stories by the picture and read in the class.

Activity:      Students have a dialogue then read and act it as the main

              characters with their partners.(Pair work)

Post activity: Role play. Students get an interview from a father and from a
son.
Homework: Students write about their family relationships.

Assessment:

                          Lesson Plan # 5
Topic: Song presentation.
Level: intermediate, advanced.

Grade: 10-11.

Objective: Students will be able to listen to music and develop their listening,
reading, speaking and writing skills.

Bell work: review the previous lesson.

Brain storm: Put some pictures on the board which shows the meaning of the
song. Then ask what about the song is going to be.

             Pair work. Students work in pair discuss about the pictures and
create their story. Then each pair do presentation.

Vocabulary: new words.

Pre- listening: Students again work in pair and get a song with different gaps.
They tell to each other the words and fill the gaps.

Listening: Students listen the song and check the gaps.

Post activity: Students give the meaning of the song through pictures or make a
project.

            True or False sentences

            Put cutting song in order by listening the song.

Homework: Students can make crosswords or puzzles with the new words

            Match the words with definitions.
Portfolio Strategy Sheet#1

Choose a method or strategy that you have learned about or observed during
field experience.



1. Name of method or strategy:
                     Team and pair work. (Auction game)

2. When is this method or strategy useful?
Mostly I use this activity for the revision one chapter or one unit. It is useful
for the

Students to review the previous materials and. Besides includes all students.
Each team gets certain amount of money and should buy only true answers.
A teacher prepares questions from the previous lessons. It is good to remind
them and I will be sure to go to the next step.




3. Why or how is this method or strategy useful?
When I use this method all students are involved and engaged. More student
centered work , and students are active, have more responsible, learn from
each other, students have more cooperative work and it gives more effect.




4. What are the steps involved in using this strategy or method?
Create a good environment, Warm up, brain storm, clear instruction,
supplying

Handouts, practical learning, group and team work.




5. When would this method or strategy be useful in your setting?
If I use this method for my every lesson I would achieve positive sides of my
teaching. With this method I can improve my students oral language skills,
have them more chance to communicate, and motivate. This activity has
good and bad sides. In the team no one should stand in the back and
everyone should get turn.

It is one of the good ways of equal learning.




6. What would you like other teachers in your school to know about this
   method or strategy?
I am member of an English teachers association .I am planning to organize
workshops when I go back. I am open when I share new ideas. I will tell them
about new methods which I have learnt here and about portfolios, lesson
plans and about US study.
                     Portfolio Strategy Sheet#2


Choose a method or strategy that you have learned about or observed during
field experience.



1. Name of method or strategy:
Learning Stations.




2. When is this method or strategy useful?
This method can be used during the lesson or for the revision. Students are
divided into three or four groups and each group will get different task or I
can use it for paragraphs of the text. After the task students again divided
into groups by the numbers or color. Students move and a new group
numbers share ideas what they have learned from the first time.

3 Why or how is this method or strategy useful?
When I use this method I can involve all my students, more student centered
work. Also students are active, improve their listening, develop oral language
skills, learn to respect others ideas, and feel independent.

4 What are the steps involved in using this strategy or method?
Create free environment.

Clear instruction.

Team work.
   Respond to oral questions.

   Give oral presentation and practice fluency.

5 When would this method or strategy be useful in your setting?

   This method is useful to use if I use it for the revision to remind the previous
   lesson.

   When I use during the lesson it helps to me to motivate my students.

6.What would you like other teachers in your school to know about this method
or strategy?
   Yes I like to share with my school teachers who teaches different subjects.
   They also can change and use in their subjects. When we share we can do
   something better and the result will be effective.
                  Portfolio Strategy Sheet#3

Choose a method or strategy that you have learned about or observed during
field experience.



1. Name of method or strategy:
Role Play (interview an interesting personality)




2. When is this method or strategy useful?
This method is useful to develop students oral speaking skills. Students get a
role asks questions and interviewed. It helps to increase students
motivation.

3. Why or how is this method or strategy useful?
To conduct the interview with pairs of students I can share the list of
prepared questions with students and have them interview each other. This
gives me the opportunity to assess both students during a single lesson.
Students are allowed time to prepare their simulation and present it to the
class.

4. What are the steps involved in using this strategy or method?
Thinking, imagination, explaining, giving and asking information, give
directions.
5. When would this method or strategy be useful in your setting?
Students work in pair. The answers often generate further questions, and
interesting semi –serious interview develops. It is helpful to allow the
students a minute or two jot down ideas for questions before starting the
interview.

6.I try to spread all the new strategies methods . in my country teachers
workshops, seminars are helpful to develop and share our methods. I like if
all teachers use something new and share experiences we will have some
promotions.
 Portfolio Strategy Sheet#4

Choose a method or strategy that you have learned about or observed during
field experience.



1.Name of method or strategy:
                Chain Story.

2.When is this method or strategy useful?

This strategy is useful to develop listening, thinking and speaking skills.



3.Why or how is this method or strategy useful?
This activity involves all students and includes more student centered work.
Words from the previous lesson will be written on the board. Students sit in
a circle and by using the words turn by turn create their story. First student
starts and the next student continues so they should keep the main meaning
of the story until all the students finish.




4.What are the steps involved in using this strategy or method?
Create free environment, practical learning, improve listening, thinking and
speaking, practice retell.
  5.When would this method or strategy be useful in your setting?
  I use this method for revision one chapter or unit vocabulary. This strategy is
  useful and helpful to remind the vocabulary from the previous lesson and to
  use in the oral speech.




 6.What would you like other teachers in your school to know about this
method or strategy?
    At the seminars I want to present my lesson and spread all the new
  methods which I have learned here. I like to share this activity with other
  teachers who are so eager to share with me.
                Portfolio Strategy Sheet#5

Choose a method or strategy that you have learned about or observed during
field experience.



3. Name of method or strategy:
Debates




2When is this method or strategy useful?

This method is useful to develop oral language skills, create their motivation,
creates and maintains a positive classroom climate and fulfills educational
leadership roles.




3.Why or how is this method or strategy useful?

A debate is a type of role play where students are asked to take sides on an
issue and defend their position. Debate require extensive preparation by
learners, call for interaction in groups and students succeed more
competitive. To present an oral reports students must prepare in advance.
Oral reports offer a real life listening comprehension opportunity which can
provide new and interesting information to

listeners.
4.What are the steps involved in using this strategy or method?

Describing, explaining, giving and asking information, persuading, agreeing
and disagreeing.




5When would this method or strategy be useful in your setting?

Debates are most appropriate for intermediate and advanced learners.
Debate techniques can be particularly effective in developing oral language
skills of English Language learners. Creates learning environment for all
students that encourages social interaction, active engagement in learning.




6.What would you like other teachers in your school to know about this
method or strategy?

In my school we have a debate club which organized by Kyrgyz language
teachers. I think it is one of the good method to motivate students and to
teach them to be a leader.
                       Action Research
   Research Question: How can I use mixed ability grouping to
develop the oral language skill of learners at all levels in EFL classes
at Pokrovka secondary school?



I chose this topic because we teachers usually have mixed level
students in one class. I usually face to some challenges when I teach
my mixed ability students. In my lesson I usually try to combine all
skills. For the learning languages students have different abilities, so
strong students dominate and weak students have lack of chance to
contribute themselves.

Research question.

The purpose of this study how to approach multilevel students and
how to do best to improve their oral languages?

What I plan to do.

I plan to work on their vocabulary, to include more activities, to use
open ended questions, peer presentations, team and group work
activities and to have more practice. By using student centered
activities more often, also on using my own experiences all my
multilevel students get chance to participate and develop their oral
language skills little by little. Student centered practices may foster
creativity in the development of learning activities. Students
construct new knowledge and skills by building on their current
knowledge and skills. In student centered teaching, we focus all of
our efforts around the needs, experiences and abilities of our
students. I will observe conversations, actions, interaction,
behavioral patterns and the overall climate of environment in
learning centers. Also I will observe how this student is doing well
from other subjects. I can take MI test to know how to approach to
each student. I will arrange everything If they need extra time to
explain or some easy additional task. Sometimes some quiet
students stay in the back without notice I will try to support them in
moral and pay more attention. Also to give them chance to
contribute, participation and constant practice.

There are 80 teachers and 1500 students in my school. Teachers are
eager to learn some new ideas and methods. At the workshops we
share with new methods and our experiences. Workshops are
helpful to spread some information and to use in the lesson. I am
planning to organize workshops to share with strategies, methods
which I have learned here. Time is changing teaching also must be
new. We teachers need renew our knowledge which we got from
the institutes or universities before.
Section-6

            Tiger Eyes: Schedule for 2006



Cha              Entry Point(s)              Vocabulary       Reading
pter                                          Activity         Skills
Sec                                                           Activity
tion
    s

I.      1)Foundational:                     1)Pre-        QAR:
Cha                                         reading       (partners
        Reading on Grief and Recovery;
pter                                        vocabulary    )
        Concept Attainment chart on
s 1-                                        chart with    Comprehe
        Grief
6                                           meanings or   nsion
        2)Intrapersonal:                    synonyms;     questions
                                            usage         on 4
        Journal about an experience of
Mar                                         examples      levels
        loss
ch                                                        (Right
                                            2)Crossword
27-                                                       There,
                                            Puzzle
Apri                                                      Think and
l 6                                                       Search,
                                                          Author
                                                          and You,
                                                          On Your
                                                          Own)
II.    Aesthetic: Find a photo from      1)Pre-        1)Reading
Cha    National Geographic magazines     reading       “Hunt”:
pter   that represents a connection      vocabulary    (partners
s 7-   with one of the two settings in   chart with    ) Answer
11     the novel; write a 5-sentence     meanings or   “As you
       paragraph about how this photo    synonyms;     Go”
       connects with the place in the    usage         questions
Apri   book; make a small poster with    examples      as you
l      the photograph and your                         read the
                                         2)
17-    paragraph                                       chapters
                                         Vocabulary
21                                                     (page
                                         Search:
                                                       number
                                         Copy a
                                                       clues
                                         sentence
                                                       provided)
                                         from the
                                                       —2
                                         chapters
                                                       different
                                         which use
                                                       hunts
                                         key
                                         vocabulary    2)Jigsaw
                                         and find a    activity:
                                         second        (new
                                         sentence in   partners)
                                         the Longman   Share
                                         or Oxford     hunts
                                         Dictionaries    with
                                                         other
                                                         groups;
                                                         everyone
                                                         then
                                                         completes
                                                         two hunts

III.   1)Foundational: Introduction to   1)Pre-          Metaphor
Cha    Culture Shock                     reading         of the
pter                                     vocabulary      Canyon:
       2)Intrapersonal: Use Culture
s                                        chart with      (Think-
       Shock Diagram to map personal
12-                                      meanings or     Pair-
       experience in a new
16                                       synonyms;       Share) In
       environment(fromwww.iss.canter
                                         usage           what
       bury.az.nz/pages/culture.shtml
                                         examples        ways
Apri                                                     (name 2
                                         2)Complete
l                                                        of them)
                                         vocabulary
24-                                                      is the
                                         puzzlers:
28                                                       canyon a
                                         “Cross Outs”
                                                         metaphor
                                         words that
                                                         for
                                         don’t belong;
                                                         Davey’s
                                         “Name the
                                                         experienc
                                         Category”;
                                                         e of
                                         Complete“
                                                         grief and
                                         Sentence
                                                         culture
                                         Starters”
                                                         shock?
                                                         Answer
                                                         written
                                                         questions
                                                         about the
                                                         canyon
                                                         and
                                                         Wolf.

IV.    Interpersonal: Complete             1)Pre-        Plot
       “Survey of Interest Groups at       reading       Sequence
Cha
       our School”; collate results as a   vocabulary    : Using
pter
       whole class; write journal          chart with    large
s
       reflection about how our school     meanings or   folded
17-
       is the same or different from       synonyms;     paper,
21
       Davey’s                             usage         create an
                                           examples      8-frame
                                                         illustrate
                                           (See next
                                                         d
                                           section for
May                                                      sequence
                                           activity)
1-5                                                      of the
                                                         significan
                                                         t events
                                                         in these
                                                         chapters.
                                                         Each
                                                         frame
                                                         will
                                                         contain a
                                                         drawing
                                                         and
                                                          sentence
                                                          to
                                                          identify
                                                          or
                                                          describe
                                                          the
                                                          event.

V.     Foundational: Stereotyping;        1)Pre-          Motive
       (whole group and think-pair-       reading         and
Cha
       share discussion) Why are          vocabulary      Characte
pter
       stereotypes unfair? What are       chart with      r
s
       some unfortunate consequences      meanings or     Analysis:
22-
       of people believing stereotypes?   synonyms;       (small
27
       Describe a time when you have      usage           groups)
       discovered that a pre-conceived    examples
                                                          Answer 8
       stereotype about a person,
May                                       2) Crossword    “Why”
       group, or culture is incorrect.
8-                                        puzzle for      questions
12     Intrapersonal: Journal: Write      vocabulary in   about
       about a stereotype that you        Sections IV.    Davey
       think others may have about        And V.          and the
       your group of peers or your                        other
       culture. (For example, “All                        character
       Americans are rich,” or all “All                   s in
       teenagers drive recklessly.”)                      these
       What would be the best way to                      chapters
       disprove such stereotypes?
VI.    Aesthetic: Examine a landscape     1)Pre-         Characte
       by Georgia O’Keefe of the          reading        rization:
Cha
       American Southwest.                vocabulary
pter                                                     (partners
                                          chart with
s      Journal #1: Answer questions                      )
                                          meanings or
28-    from the Muse Game about the
                                          synonyms;      Select
33     painting. (currently on order
                                          usage          adjective
       from the PZ Bookstore)
                                          examples       s to
       Journal #2: Write about why                       describe
May                                       3)
       the nature of the Los Alamos                      the main
15-                                       (Individual)
       setting is important for Davey’s                  character
19                                        Create your
       recovery.                                         s;
                                          own
                                                         Davey,
                                          crossword
                                                         Gwen
                                          puzzle with
                                                         (Mom),
                                          15-20 words
                                                         Walter,
                                          chosen from
                                                         Bitsy,
                                          Ch. 1-33.
                                                         Wolf,
                                                         and
                                                         Jason;
                                                         Fill out
                                                         the
                                                         Characte
                                                         rization
                                                         Chart
                                                         with the
                                                      name,
                                                      the
                                                      adjective
                                                      , and a
                                                      quotation
                                                      or
                                                      sentence
                                                      from any
                                                      chapter
                                                      that
                                                      illustrate
                                                      s the
                                                      adjective
                                                      you
                                                      chose.

VII    Aesthetic: Watch scenes from   Pre-reading     Reading
.      the video of Oklahoma, the     vocabulary      performa
       musical show in which Davey    chart with      nces:
Cha
       performs.                      meanings or     Everyone
pter
                                      synonyms;       will
s
                                      usage           practice
34-
                                      examples        a
40
                                                      segment
                                      (no follow-up
                                                      of the
                                      vocabulary
                                                      last
May                                   activity)
                                                      group of
22-
                                                      chapters
30
                                                      and read
that part
aloud for
the class.

				
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