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My Portfolio

My Portfolio. Portfolio Outline Introduction/Resume Fieldwork Reflections Lesson Plans Strategy Sheets Resources from a mentor teacher Strategy sheets and lesson plans templates Photos. What’s portfolio ?.

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My Portfolio

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  1. My Portfolio

  2. Portfolio Outline Introduction/Resume Fieldwork Reflections Lesson Plans Strategy Sheets Resources from a mentor teacher Strategy sheets and lesson plans templates Photos

  3. What’s portfolio ? • A professional portfolio is a vast stock of information and records that helps an individual to be ready for challenge.  • A Professional Development Portfolio is “ a performance-based document consisting of a collection of carefully selected materials, examples, and reflections, assembled over time, that provides an evidence-based record of a teacher, or teacher candidate’s, knowledge base, skills, professional growth, teaching practice, and leadership skills.” • It provides some concrete evidence of a teacher’s knowledge and teaching practice. It is an evolving document, serving the purpose of both formative and summative creation, reflection and evaluation. The reflective presentations here make a bridge between the past and present and also present and future that allow him/her on going documentation continuing career growth. It’s so powerful a documentation that helps the individual to learn about him/herself, his/her strengths and weaknesses and make the individual ready for future challenges.

  4. Rezume • m

  5. My native cityBUKHARA

  6. Fieldwork reflection • I was very delighted to be at JEB Stuart HS. The teachers Mrs. Ruth and Mrs. Pam met us very warmly and took care of us and even not to be confused they gave us maps of the school and schedule to figure out with the periods and classrooms. It was great pleasure for me to get an acquainted with such a friendly and open –hearted teachers .The teachers room immediately attracted my attention with its a lot off pretty staff for working and relaxing during the breaks. The first lesson I observed was Dr. Aiello’s . Her classroom was small but comfortable, desks were arranged in such way that students were able to work in groups helping each other. In the classroom there were boxes with pencils, pens, markers, and scissors for children to use and small white boards for them to participate in different activities. • The strategies she used were directed to improve the students reading comprehension .The way of conducting pre-reading activities was very available for her students. The students did several activities using their textbooks After having done the activities the students could recognize and read the new words correctly from the text. I observed several lessons of l my mentor teacher Liza Dehart ‘. • At the beginning of the class she introduced me to her students. I was glad to have such opportunity to speak with students about my country. Afterwards she introduced the objectives and what are they going to do in this class. The instructions were clear. In the class I liked the way of my mentor teacher's motivating, warming-up the students. The warming-up activity was the bridge into the new topic. The topic was relevant to the student's interests and the students themselves were actively engaged in learning. Ms. Dehart has a good balance of classroom management. Her students are free, independent, and at the same time she can keep discipline. She encourages students during the class. She used different student-centered teaching styles. Students were doing whole group and small group activities. The teacher involved students to be active participants, used open-ended questions to guide students, distributed hand-outs. • Observing my mentor teacher’s lessons I learned a lot of different kinds of effective teaching strategies which I will share with my colleagues in my country

  7. J.E.B STUART HS

  8. Strategy sheet # 1 • Name of method or strategy: • Bell Work • When is this method or strategy useful? • For improving any weak area of the students. • Why or how is this method or strategy useful? • When a teacher will find any weak area of the students he will start his lesson (in that class) with that activity. So the students will get practiced everyday for being up to the mark. • What are the steps involved in using this strategy or method? • At the beginning of the class teacher will start it. He will engage every student in this activity. • When would this method or strategy be useful in your setting? • When I will find the students weak in specific task I will I will use “Bell Work” strategy. • What would you like other teachers in your school to know about this method or strategy? • I will let them know about this strategy because in every class we find many students are weak in the same area. For improving their quality this strategy is very useful 

  9. Strategy sheet # 2 • Choose a method or strategy that you have learned about or observed during field experience. • Name of method or strategy: • Project work • When is this method or strategy useful? • This strategy is useful to assess the students knowledge • Why or how is this method or strategy useful? • This method is useful to develop the students creative skills • What are the steps involved in using this strategy or method? • After having learned certain unit, the are given special assignment • In order to assess their knowledge. • When would this method or strategy be useful in your setting? • At the end of term • would you like other teachers in your school to know about this method or strategy? • I would like the other teachers use this methods in their lessons because the students like this activity and one of the good ways to assess the students.

  10. Strategy sheet # 3 • 1.Name of method or strategy: • Graphic organizer(Venn diagram) • 2.When is this method useful? • In comparing and contrasting ,either from reading or from content in the course • 3.Why or how is this method useful? • It can be developed with the students so they do the thinking. • It makes it easy to see the points of comparison and contrast. • 4.What are the steps involved in using this strategy or method? • Read the story or study new content • Either as a group or individually list the details in parts of the Venn diagram • Compare and make sure that it is correct .Or discuss differences of opinion • Use the diagram for review or oral or written presentation. • 5.When would be this method be useful in your setting? • Students read “ country Mouse, City Mouse” • List similar details on the diagram: e.g. live in a tree/ live in a house , eat vegetables/eat cake. • Compare with others in the class. • Write a paragraph including these details. • 6.What would you like other teachers in your school to know about this method or strategy? • It applies in many different topics. • It is easy because students use their own paper. • It generates discussion . • It works well in small groups and teaches group skills.

  11. Strategy sheet # 4 • 1.Name of method or strategy: • Color coding • 2.When is this method useful? • In note taking: in showing parts of sentence: etc. • 3.Why or how is this method useful? • It helps students organize notes into topics or main idea/detail • 4.What are the steps involved in using this strategy or method? • Students make take notes in rough form during class and then recopy and reorganize using colors for topics or headings. • Grammar : students write or underline parts of the sentences in different colors to clearly show the organization. • 5.When would be this method be useful in your setting? • When the students write answers or example sentences ,they can go afterwards and color code the parts. This helps to self • correct sentence structure. • 6.What would you like other teachers in your school to know about this method or strategy? • It uses simple materials .it uses the students ‘ visual sense to learn abstract ideas like organizations .It makes it easy to talk about and grammar or notes .If all teachers use the same color scheme it connects the classes throughout the day.

  12. Strategy sheet # 5 • 1.Name of method or strategy: • Anticipation guide • 2.When is this method useful? • .Before presenting new content or skills • 3.Why or how is this method useful? • It begins to activate prior knowledge • It begins up questions • It shows how much the students know • 4.What are the steps involved in using this strategy or method? • Teacher writes a brief “quiz” using information to be presented later in the lesson. Include two places for answers , before and after. • Students take a quiz before the lesson look for the answers during the lesson, and then take it again afterwards. • 5.When would be this method be useful in your setting? • Before teaching a new subject or before teaching a new skill • 6.What would you like other teachers in your school to know about this method or strategy? • It is easy and a good way to tell the students what is important.

  13. Lesson plan #1 • By Valeria Byelyavska • Topic: Traveling • Objectives: the students will be able to make some traveling arrangements using travel vocabulary. • Prior knowledge: Travel vocabulary, question forms, Present Simple, going to. • Materials: cassette or CD with musical extracts, pictures with sights from different countries, video cassette. • Warm-up • Find a partner and discuss the question “Have you ever traveled? Where? When? If not why?” • Students get cards with the same question but different pictures. Two people with the same picture on the card will make a pair. After a short discussion students report to the class about some interesting things they have learnt from their partner. • Lead-in • Teacher plays several musical extracts which are pieces from different countries. Students have to identify the country. Visual aids (pictures with sights from different countries) can help children to make a guess. • Students in their pairs look at the countries on the board and choose the country they would like to visit. Then class votes for the most popular holiday destination. • Listening/ Video • Pre- listening. Listen to two people talking and answer these questions: 1) who are the people? 2) Why have they met? • Listening #1to a dialogue between a travel agent and a customer at the travel agency. • (Discuss pre-listening questions and set questions for post-listening activities.) • Listening #2 (for specific details) answer the questions: Which country does the customer want to travel to? What is the cost of traveling? Which climate /nature does this country have? Etc. Students first discuss in pairs. Then the teacher elicits the correct answers. The teacher assesses the students listening comprehension. • Post-listening Reconstruct the dialogue in pairs, then with the teacher’s help on the board • Drill the dialogue in pairs. Change the role. • Role-play • Teacher divides the class into two groups Travel agents and Customers. • “Travel agents” have to create a tourist program. • “Customers” have to work out a list of demands. • Teacher monitors their work. •  Then a ‘Travel agent’ meets with a ‘customer’ and role- play their own dialogue using the model. • Some students perform their dialogues in front of the class. • Teacher assesses their performance using the rubric • Closure: Class votes for the best dialogue.

  14. Lesson plan #2 • PLANNING PHASE • Identify Performance Objectives • 1.Students will write correct words from pronunciations • 2.Students will pronounce correctly from what they’ve written • Lesson Outline • Content phonetics on sounds of letter o and various consonants • National/State/Local Standards • TEACHING PHASE • Preparation • Warm-up activity: pronounce vocabulary words for another part of the lesson that use the phonetic sounds that will be practiced • Prior knowledge : orally review sounds that have been done previously • Language Goals (vocabulary/structure/communicative language/functional language) • Be able to move from listening sounds to writing them • Be able to decode the sounds into correct pronunciation • Practice to increase fluency of these words • Presentation • Activities – Days 1-5 • Four skills: listening, speaking, reading, writing • Practice • 1. listen: teacher pronounces a list of simple words that use targeted phonetics • 2.write: students write the words on the paper individually as they listen to the teacher pronounce. • 3. read: students read the words that they have written • 4.speak: students pronounce back the words they have heard and written • Evaluation1.Teacher listens to student pronunciation .Checks written form ,reading , and pronunciation . • 2.students self correct as teacher shows the list of words they have written • 3.pronunciation of the whole list moves to fluency. Teacher moves from group response to individual response . • 4.weekly tests include ten items to be graded without self correction • Expansion/Extension 1. understanding of English phonetics / spelling will be used with new vocabulary and reading. • 2. list of vowel and consonant spellings are posted in the room for reference • throughout the year in reading and writing all throughout the course . • Methods/Approaches/Strategies •  1.Interactive lesson moves from teacher to student throughout. • 2.Pacing is important .Must not drug but must not be so fast. • 3.Teacher must use phonetics/spelling as a tool for skills of reading • Other Activities: • Follow-up Continues all during the year for beginning classes. Eventually all basic English sounds /spelling will be used • Assessment Regular tests include a written list of phonetics words. Oral fluency Is checked throughout the course in student reading. • Homework assignments • Use of technology Requires an overhead and poster size charts of sounds/ spellings. • Materials used: overheard projector, overheads ,student paper • Closure : Read entire list fluently.

  15. Lesson plan #3 • Grade level: High Schools A1(beginners) • Topic. Story “A new man” • Objectives : • Students will summarize the story :A new man” along with three pages of comprehension exercises to be completed following the reading of the story .students will also have their interactive notebooks handy to write down new vocabulary and discussion notes if needed. If necessary students may use picture dictionaries to locate new vocabulary. • The teacher will be use the chalkboard to write a list of new vocabulary words which students will copy into their notebooks. • New words introduced in the story will include the following : • Pounds, Regular.Drove, Coffin.l ose , weight, die,diet • Learning experience: • Introduction(5-6 min) • Students will be provided a copy of the story “ A New Man ‘ • by the teacher and will directed to the pre reading” heading on the first page .The students will answer the questions “ do the pictures show two different men or the same man ? And what are the man and woman doing ?” • They also be asked to guess what the story is about and what will happen in the story using the photos as a guide. • InstructionalStrategies (60-70 min) • Since the story is short ,the teacher will read The teacher will read the story aloud slowly to the class .The teacher will then write the vocabulary words in the board with ample space between words. • The teacher will then repeat the first sentence of the story ,” The man in the first picture lives in Northern Ireland “ The first vocabulary word is “Northern ,” A student will be called on by teacher to come up to the board and write either the definition of the word . He/she must demonstrate knowledge of the meaning of the word • All students may use dictionaries .All students will copy the definitions /words in their notebooks. • The teacher will continue reading aloud until the next new word is mentioned ,then repeat the lesson of calling on a student to provide meaning for the word. The teacher will continue on to sections 2-3 of the work sheet. • This section have comprehension questions about the story which they must answer and include new vocabulary words. The teacher will complete these with the students orally. • Students will work with partners for parts 4-5, a writing exercise which compares what they ate for each meal of the day in their native countries and what they eat now . • Students will fill out a chart with their answers ,then compare their answers with their partners • Closure. Students will compare the foods that they eat here in the USA with in the foods they ate in their countries .They provide their opinions which food is healthier and why. • Assessment. Students will be assessed based on their participations during exercises from the text .

  16. Lesson Plan #4 • Topic:            " So many countries, so many customs" • Objectives:    • Students will get a brief information about Uzbekistan • Students will learn one Uzbekistan tradition • Students will learn at least three words in Uzbek • Time:             40 min • Materials used:  a map, pictures,uzbek national costume , photos • Warm-up:      - Assalomyalaykum ! •                      (Good morning! Hi!) •                       Brainstorming: • -What countries do you know? (Every country has its own traditions, customs,food, culture etc.) •                      -What is Culture? • Presentation:  a) Brief information about Uzbekistan and its culture • a) All people are similar in many ways. All people eat, wear clothes, make things, follow rules of some kind and have homes • . That is how all people are similar. But it’s our culture that tells us what to eat, how to cook it, what rules are important, and the kind of homes we should live in. Culture is what makes us different. Some people say that, "Culture is like an iceberg with its seeing and unseeing sights". That is what we can see and we can’t see in culture. And we have to respect the customs and traditions of other countries. • b)Republic of Uzbekistan lies in the Central Asia .The capital of the country is Tashkent. There many people of different nationalities in our country. They speak Korean, Tajik, Russian and other languages. The official language is Uzbek. Our people are very hospitable and respect the elders. • I live in Bukhara , it is one of the most ancient cities of Uzbekistan. It’s famous for its historical monuments.(displaying pictures ) • d) "Beshik" (baby's sleeping bed). We have a tradition, after the 40th day of baby's birth our grandmothers put   baby into the cradle. And a baby sleeps there at night and sometimes daytime also -Where is Uzbekistan situated? •   Practice: Answering the questions • -What is the capital of Uzbekistan? •   What’s Bukhara famous for? •   Uzbek version of  " baby's sleeping bed" •    -What is "Hi!" in Uzbek? • Assessment • - . Everyone who answers the quiz is given an award. The winner gets a special prize. 

  17. Lesson plan #5 • Title: Comparative study between fable and myth • Grade level: 6, 7, 8, HILT B • Participants: 19 • Time: 90 min • Language objectives: • to know about fable and myth • to write sentences • to learn how to use Venn Diagram • to develop critical thinking level through comparing and contrasting • Content objectives: • Brain storm through previewing • Open ended questions • Comparative study between the fable “ The hare and the Tortoise” and the myth “Why Rattlesnake has Fangs” • Activities: • Task 1: Individual works • Students will be asked open ended questions about the definition of fable and myth. • Questions can be on the characters of the Hare or the Tortoise • Questions about Rattlesnakes (What does the sun god forget to give Rattlesnakes...) • Task 2: Reflection through Venn diagram / Group work • students will be divided into groups • Teacher will explain what Venn diagram is and how it will work here. • Students will be asked to think about the common things in the fable and in the myth( type of the text, Fiction or nonfiction, purpose of the text, features of the text) • Students will write the common things in the middle of the diagram. • They will think about the characteristics of the myth and the fable and write about myth in the right side and fable in the left side. • Every group will come out with their own diagrams and each student from every group will explain that. • The diagrams can be put on the bulletin board of the class • Task 3: Critical thinking • There will be the open discussions on several topics like: • Which is your favorite and why? • Which you don’t like and why? • What do you know about growing up? • How the hare and the rattle snake grow up in the fable and in the myth? • From the discussion they will be assigned to something about growing up of their own. • Assessment: • Students will be assessed on their individual performance. • How clearly they can come up of their own Venn diagram 

  18. Resources from my mentor teacherAfter reading a story or watching video the students are given these handouts .

  19. Lesson plan template • Lesson Plan Format • Intern:Grade Level: • Title:Date: •   I. Objectives • II. Materials for Learning Activities • III. Procedures for Learning Activities • IV. Assessment • V. Differentiation • VI. Reflection

  20. LESSON PLAN FORMAT PLANNING PHASE Identify Performance Objectives 1 .2 .3. Lesson Outline Content National/State/Local Standards TEACHING PHASE Preparation Warm-up activity Prior knowledge Language Goals (vocabulary/structure/communicative language/functional language) Presentation Activities – Days 1-5 Four skills: listening, speaking, reading, writing Practice 1. 2. Evaluation 1. 2. Expansion/Extension 1. 2. Methods/Approaches/Strategies Other Activities: Follow-up Assessment Homework assignments Use of technology Materials used Closure Lesson plan template.

  21. Strategy Sheet Template • Portfolio Strategy Sheet • Choose a method or strategy that you have learned about or observed during field experience. • Name of method or strategy: • When is this method or strategy useful? • Why or how is this method or strategy useful? • What are the steps involved in using this strategy or method? • When would this method or strategy be useful in your setting? • What would you like other teachers in your school to know about this method or strategy?

  22. “Culture is the widening of the mind and of the spirit.”

  23.      “Travelling makes a man wiser and happy.”

  24. I laugh, I love, I hope, I try, I hurt, I need, I fear, I cry. And I know you do the same things too, So we're really not that different, me and you.”  

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