Kholoud Al- Haddadin /Jordan

1. My Portfolio Kholoud Al-Haddadin/Jordan

2. The Outline • Introduction • TEA program overview • Why a portfolio? • About Myself • About my country • My Goals • George Mason Seminar • My Experience at Oakton School • My Self-improvement plans • 5 unit lesson plans • 5 strategy sheets

3. Introduction TEA is a program -administrated by IREX- that provides unique opportunities to develop our teaching skills in English, and increase our knowledge about the United States and the AmericanEducation System. When I first knew that I have been selected in this program, you can’t imaginehow glad and delighted I was .I couldn’t believe that I’m going to America first _ which is my dream_ and to have the opportunity to deepen my experience in the theoretical and practical teaching-learning approaches. Despite all the difficulties and the ascending passions I had of leaving two young children behind, eventually I’m here because it’s a unique chance that will never be repeated to observe American classes in reality which is something worth doing.

4. Why a portfolio? • It was an ambiguous idea when everyone was telling us at the beginning that we are supposed to make a portfolio, a portfolio, a portfolio….. What is that portfolio? Why do we need such a portfolio? How to start? What to write? All those questions came to my mind in one second. But day by day, step by step everything has been cleared up. Now I realize the importance of having a portfolio as a teacher or more specific as a teacher who has participated in a remarkable program and wanted to collect all her work, professional development and achievement during the 6 weeks of an intensive course. • As the program comes to an end, I can say that my goal has been achieved .I gained a variety of theoretical and practical knowledge that I am taking back to share with my students and colleagues .The most important is that I got an experience and met friends that I will always remember.

6. About myself • I’m kholoud Al-Haddadin from Jordan . I hold a B.A degree in English language and literature. I’m an English teacher . I teach students ranging in age between 13-18 on average of 35 in each class. I’m interested in health issues, and change . I’v got the ICDL (International Computer Driving License ) which enhanced my computer skills in Word, Power point , Excel, Access , the internet. Also participating in the INTEL teach program has taught me a lot to engage students positively in the learning process by using technology.

7. I am an active member of the UNISCO Committee at my present school in which I organize several celebrations about several topics announced by the UNISCO .I also attended several workshops on different subjects such as culture, the world heritage…etc. • I participated in the EXTENSIVE READIND program organized by the British Council which aims at teaching students reading as part of their routine .we learned certain activities to make the reading connected with our curriculum.

8. The Hashemite kingdom of Jordan

9. My Goals • My goals are to improve my teaching style to meet the needs and the interests of my students and to create a learning student- centered environment.

10. Reflexive Practice and Portfolio Development • This Seminar was conducted by Dr. SherySteeley. The main objectives of the course were; first,  for teachers to reflect on different topics related to teaching practices from field experience .  Another objective was to learn how to create a Professional Portfolio and how to implement it when we are back home. And the last goal was for teachers to have a collection of teaching strategies and techniques ready to share with colleagues back home and also apply with students.

11. Service Learning/ Cara Bremer This seminar was conducted by Cara Bremer from the ESOL Dept. at Key Middle Schools, Springfield, VA. It aimed at providing TEA fellows with an overview of the "American" culture and also empowering teachers with several strategies and activities for cooperative learning that I would like to share with my colleagues and implement at my school Warm-up and pre-reading activities • Graphic organizer: helps students understand abstract concepts, categorize and organize information. • That’s me ; a review activity • Just like me • Stand up if you know (warm-up) • Anticipation Guide or Back to Back • KWL • Quote and Comment • Tea Party

12. Activities during the lesson • Jigsaw • Venn diagram • Flip book • Graphic organizer • After reading activities; • Exit card • Give one, get one (a vocabulary review) • Taboo • Cloze sentences

13. Leadership Workshop • It was interesting to hear from Dr. Woody and Dr Farnoush that understanding change is the important thing that a leader must realize. To be an effective leader ,you must work on improving your moral purpose. • Change can’t be managed. It can be understood but it can’t be fully understood. • Change is a prerequisite for improvement.

14. Leadership Components Result More good things happen: Fewer bad things happen

15. ESl/TFL Research and Assessment • This seminar course conducted by Nora Elblawi focused on three important educational pillars: Research, methods, and assessment. The first pillar is to encouraging the idea of teacher as a researcher; we identified questions on prime topics around brain-compatible learning and teaching practices and I have worked on ’How to increase student’s understanding of what they learn?”We were also asked to write “reflective practices” and implementing differentiated methods and lessons to English language learners (ELLs) while developing students’ language ability. The course aims at conducting a five-day plan of activities while differentiating instruction for culturally and linguistically and cognitively diverse students using brain-compatible strategies and assessment practices. The third pillar is assessing students understanding through different ways of assessment such as authentic, dynamic, Formative, Summative, portfolios .

16. Everyone owns different learning styles and preferences. Some people may find that they have a preferred style of learning and as teachers we need to present the information to match the multiple intelligences and the learning styles of the students

17. My experience at Oaktan School

18. I was assigned to observe classes at Oakton School for eight days and I am thankful to IREX who has included the school internships to the teacher’s schedule. Oakton School is one of the best schools in Fairfax County .It’s vision is to guarantee a rigorous educational experience ,and to dedicate the help to achieve the individual goals that will strengthen the students intellectual, emotional, and physical development . They understand that in order to lead youth, they must be willing to model a passion for life-long learning and personal growth and development.

19. I –as well as 4 other teachers –was warmly welcomed by the whole staff who work together to help students achieve their academic and personal goals. And this is clear in what is called the COUGAR TIME -Cougar is the famous animal in that county- It is a half - hour break where teachers give the necessary help to students in any subject. The school has chosen burgundy and gold to be their colors so they have gold days and burgundy days different schedule on each day. Everyday at 9:00 they have to say the pledge of allegiance and salute the US flag which is hung in each class.

20. On the first day ,I went with my mentor Mrs. Blankship to her well -decorated class equipped with all the facilities which is the case with other classes :a white board, a laptop, a data show, recourses, text books, bulletin boards decorated with posters and relevant materials. • I have observed different teachers teaching different subjects: Ap language, physics, chemistry, ESOL classes, and combined classes of World History and Literature . Students were between 14-16 years old on average of 20 , 30 or 60 for the combined classes. Students were well- behaved, fluent in English except for the ESOL class because most of them came from different countries and cultures. They also respect time especially for the assignment or even attending classes.

21. Teachers used a variety of strategies to perform a lesson. • Agenda of that day which is either written on the board or printed as handouts. • A warm-up activity.( not all teachers) • Examples of activities • -In Ap language students were given certain reading then in groups they have to discuss and share ideas on a specific question to give a master answer that will be discussed later with the whole class. • -In geography for ESOl ,Students were asked to make a brochure about their countries. Teacher showed them ready one as an example. Students were given an article to learn how to take notes first.They started reading each paragraph then highlight the main ideas of each paragraph with the help of the teacher. Teacher asked to use the T- list to write main ideas on one column and supporting ideas on the other. Certain time were given to solo work before each paragraph ,then the teacher used the projector to show the work . • - other activities were used by teachers such as :talking circles, vocabulary gallery walk, pop- quizzes , videos

22. Exit card as a closure (not all) • The assignment • Regarding the assessment technique that is used in this school, my partner teacher has a record for the assessment and the evaluation part which includes • Notes about students whether they do the assignments or not • Parent contact log which is done via e-mails. She sends parents the students progress report. • Portfolios as a kind permanent record for assessment where students collect every single work samples, class tests, progress notes, pictures, projects, and the syllabus to check their performance and improvement in any skill. And it is a powerful tool to facilitate communication between teachers and partners.

23. Most of the teachers used the dynamic assessment to provide or remove support as needed to facilitate the learning process( e.g in one of the classes ,the teacher was explaining about symbolization in The Scarlet Ibis and asked students in groups to write about 20 symbols and what they are for .one group wrote 10 and stopped so the teacher came to support by giving more examples ) • Most of the teachers used the dynamic assessment to provide or remove support as needed to facilitate the learning process( e.g in one of the classes ,the teacher was explaining about symbolization in The Scarlet Ibis and asked students in groups to write about 20 symbols and what they are for .one group wrote 10 and stopped so the teacher came to support by giving more examples ) • The students Progress report for each student as follows Most of the teachers used the dynamic assessment to provide or remove support as needed to facilitate the learning process( e.g in one of the classes ,the teacher was explaining about symbolization in The Scarlet Ibis and asked students in groups to write about 20 symbols and what they are for .one group wrote 10 and stopped so the teacher came to support by giving more examples )

24. Authentic assessment was used when we went to Philadelphia for a school trip with the social studies teachers of Stewards High School where students were given an assignment to do while visiting the Independence hall .And students were assessed based on a real world application.

25. Where as in my school teachers balance between performance and summative assessments because we have two pencil and paper exams which are for the final and second exams, but for the first and the third grades teachers use different techniques to assess students performance such s: preparation, group works, assignments, PowerPoint presentations , critical thinking, participation inside the class. And every task is supported by a rubric that helps students understand the points on which the teacher will

26. My self-improvement plan

27. Lesson plans The School: Al-Khansa’ Secondary School • Grade: 9 Program model: SIOP • Content: English Number of students: 30 • Unit :life styles Lesson: Urban and rural life • Objectives: • As a result of this lesson, Students will be able to • Compare and contrast the two styles of life ( rural and urban life). • Watch a documentary film then speak about rural and urban life • Read a text about (the end of village life) and recognize the new vocabulary. • Materials Data show , documentary film, text books, blackboard, small cards. • Vocabulary Deserted- inhabitant- overcrowding- phenomenon- profitable- public services –rural-urban

28. Procedures • Warm up: anticipation guide activity that students have to choose 3 sentences form the text students have to pair up back to back then if the students agree the thumb up but if they disagree they have to thumb down .the pairs have to check if they have the same thumb or not then discuss with the whole class. • Transition:Teacher starts the lesson by showing two photos on the data show .One would be about a city life and the other about village life. While the photos are shown, T. asks students • ”Where would you prefer to live in the city or the village ? why?” • “Many of those who used to live in this village now live in the city. Why do think they moved? • “Why do you think people move from large cities to the country side? T.elicits answers from students to warm up for the lesson. Then she asks the students “What do you think our lesson‘s going to be?” • Activity : Students play the jig-saw ( students work in groups of 5 numbered as1,2,3,4,5) .T.distributes the paragraphs of the text on the groups. Each group with one paragraph and a vocabulary activity. Ex; Find the meaning of each word in the puzzle Rural s d s a r c o u n t r y s I d e p l o u Or :What is the suitable definition according to the text? Overcrowded: a- having a lot of traffic b- having too many people c- having fewer people. Students in groups have to read ,discuss, and answer the vocabulary questions. Students regroup each other by making groups of 1s and 2s …etc.to discuss the text together so that each group representative is responsible for telling others about his group.

29. T. shows a documentary film about rural and urban life and why people start to move to cities. Students write down their notes while the movie is on. Then in pair-work they are supposed to prepare a 3-minute interview then share it with the class.( The interviewer asks questions like this: where are you from? Where do you live? Would you like to live in a city or village ?Why? Why do you think people move from large cities to the country side? The interviewee must answer these questions) • Assignment (thinking questions) -How could city life be made less stressful for the people? Write an article to a local newspaper suggesting actions that can be made to make city life less stressful for people. • F- Exit slip ( 1-2-3-)as a closure 1-One thing that you struggled with. 2-Two things that made people move to live in a ciy. 3-Three new vocabulary you have learned

30. Differentiation • Starting up – Anticipation Guide -3 sentences for agreeing or disagreeing • Beginning: brainstorming questions about two photos related to the subject • Developing: jigsaw and class discussion • Expanding: documentary film and 3 minute interview • Bridging: writing a report • For weak students they may write a paragraph only This lesson has met the intra and interpersonal, visual, linguistic intelligences . • Assessment • Performance assessment is done to assess student performance . • Check-list is used to assess the interview • Rubric for the jigsaw reading

32. Lesson plan 2 • Objectives: The Suitable place for the suitable family • As a result of this lesson, Students will be able to • Present their families using family words • Compare and contrast houses and places • Decide the best place for the best family • Materials Data show , case study, worksheets, flip charts and markers for drawing, • Vocabulary In comparison with, much more, whereas ,but, If they……, they would…., On the one hand ….. on the other hand. • Procedures Warm -up:Teacher starts with ‘just like me activity as a warm up. One group comes to the front of the class. One student says I have two sisters .( Those who have the same step forward and say just like me and so on) Transition: Teacher asks students to draw their own family trees .Then students make a gallery walk for 5 minutes to decide if this family have to live in a big or small houses. Activity : Students work in small groups to compare and contrast the four pictures shown on the data show. These pictures are: city centre apartment, leafy suburban area, rural villa, and busy touristic resort on Red Sea. Then T. delivers a case study for each group .It is about different families ,different size, type of jobs….etc. then student s decide which place is the best for each family.( using the useful language box)

33. Then compare their choices with that of another group. Teacher collects their papers where they have written the comparison and the judgments

34. Assignment (thinking questions) Quote “ if you would be known, and not know, vegetate in a village; if you would know and not be known, live in the city.” Search who said this quote and do you agree or not supporting your answers? • The assessment Students are going to be assessed while they are doing the case study and the comparison I’m going to use a formative assessment to inform me about the quality of learning and understanding the students have achieved. Rubric is used here to assess and it is as follows

36. Lesson 3 • Giving Recommendation • As a result of this lesson, Students will be able to • Give recommendations and suggestions • Listen to the podcast then answer the questions • Think ,read, listen and speak about families • Materials Computers with podcast software, speakers and headphones, instructions for using the podcast, • Procedures Warm- up: Teacher asks students to listen to the podcast. It is a conversation between a person who wants to buy a house and a consultant who gives suggestions and recommendations. Transition: teacher asks students to think in pairs of a family ( size, job, work place, kid ‘s school..etc) Activity 2: Teacher asks students to work in pairs to create a conversation between the family who want to buy a house and the consultant who suggests the best house for them supported with justification and use the conversation they listened to as a guide to make a similar one. Teacher guides s.s how to use the pod cast supporting it with the instruction paper . Then students will share their work in front of the class. Activity 3:While the class is listening ,they are supposed to answer the following questions Is the podcast persuasive? Why or why not? What kind of families is this? Which kind of houses is suggested and why?

37. Assignment (thinking questions) Students must go back home and study their own families and the type of houses they are living in to see if it suits them or not? The assessment Teacher will make use of the final three questions as an assessment (student-centered) because students will assess each other to improve the learning process and adjust the teaching process. An authentic assessment is done also when students study their own families to give suggestions and recommendations to their families about the suitable type of house they’re living in

38. Lesson 4 • Objectives: Write a magazine artile As a result of this lesson, Students will be able to • Read and discuss the content of the article and the format • Write a magazine article • Recognize the values of being a good brother, sister or student Materials and teaching activities Magazine article- blackboard – useful language box • Vocabulary Learning the structure of giving an advice. Procedures Warm-up: Teacher asks students to work in groups to write a spider web about How to be a successful person Ex. punctual, listen to other’s opinions , sincere ,loves his job, helpful …etc. T. tells the students that they are going to write an article giving advice to people of their age how to be successful and good at school. Transition Teacher hands the groups a magazine article which is about how to be a good brother or sister then asks students to read the article while T. is writing 3 titles that may suit this article. Groups have to think of the suitable title with justification. T,asks if there is any pieces of advice included in this article and if they agree or not agree with .

39. Activity: Teacher hand students a sheet with 5 headings, each group has to match each paragraph with one of the suitable headings T ,writes 5 questions for discussion .each group has to pick up one question to discuss. Ex . How does the writer of the article try to interest the reader? How formal or informal is the style of the article? Why does the Writer use this style/ What is the purpose of the last sentence? Does it end the article successfully? ……etc Students then give a master answer for each question then discuss with the whole class. Then Teacher assures to students the outline of the article as they found out Ex.1st paragraph- An opening question 2nd paragraph- an explanation of why the writer wrote this article. … etc Teacher gives time to draft their article reminding them of the 5 paragraph and the title Then 5 minutes to revise and edit and another time to publish.

40. Assignment (thinking questions) Quote “Age is an issue of mind over matter. if you don’t mind, it doesn’t matter.” Mark Twain Search for more quotes on age and success . • The assessment Teacher will use the performance assessment by using rubric to evaluate what the produces and assess their understanding of the steps required for writing an article

42. Lesson 5 : How has time changed • Objectives: As a result of this lesson, Students will be able to • Compare and contrast the past and the present generations • Recognize the values of the past life • Materials and teaching activities Group-pair-solo activity, PowerPoint slides, • Procedures Warm up: T. starts with the anticipation guide activity ( T.delivers a sheet of paper with 5agree/disagree questions about the past generation and this generation ) Ex. My grannies used to eat healthy food. Agree Disagree Nowadays people don’t like to make a lot of relationships. Agree Disagree …….etc Students are supposed to guess the title of the lesson. Transition: Students play the 4 –corner activity. Each corner is named as follows: Music , technology, entertainment, food. T. asks students to choose any corner they are interested in. Then they must compare and contrast how each aspect is different in both generation .They may draw, sing, draw charts,…..etc .then each group must show or perform what they came up with.

43. Activity: students listen to two people ( an old man and a young man) talking about their generation and their life style ,what kind of character they are /were. Students are supposed to use van diagram to make differences and similarities between the two generations. Then each group must draw their diagram on the board in turns. And they will receive feedback from others.Ex. Each group must write 3 questions to another group as an exit card. • Assignment (thinking questions) Students must prepare a questionnaire for their families to find out the differences and the similarities between their granny’s past life and father’s past life . • The assessment A summative assessment is used here to evaluate student’s at the end of the unit .It’s a test for the whole unit.

44. Strategy Sheet • Name of method or strategy 1 ? Cognitive /grouping /Jig-saw • When is this method or strategy useful? • To deal with large size of classes • To involve students in the teaching process • To learn the material when the focus is on the content • Why or how is this method or strategy useful? • To develop independent learning • To enhance understanding of knowledge without taking the time for each student to read every piece of text. • To feel responsible of teaching other groups.(No student can succeed completely unless everyone works well together as a team) • To develop the high thinking skills • To encourage reading , listening ,engagement and empathy. • What are the steps involved in using this strategy or method? • Dividing the class into groups of five or six • Each group is given a task to search on or read about the first paragraph of a text) • Each member goes back to his group to discuss what he understood about the paragraph he is responsible for.  • When would this method or strategy be useful in your setting? • When I’m teaching content • When the class is big • When I want all students to take part and have a role • What would you like other teachers in your school to know about this method or strategy? I think that I would like to tell my colleagues about this method since we all have large classes in Jordan and with this method you can reach each student and assess him easily with spurring less effort from the teacher.

45. Name of method or strategy 2? Social affective strategy /Self-talk/ Circle talking • When is this method or strategy useful? • When the content is interesting to create more learning opportunities for participant to discuss their viewpoints • When the goal is to improve speaking ability • Why or how is this method or strategy useful? To improve student ability in speaking ,asking and answering questions To strengthen the students’ confidence To foster respect , good listening skills, resolve conflicts and build self- esteem. To provide a way to pass on knowledge , values and culture. Individuals were given the chance to express their thought on an issue. • What are the steps involved in using this strategy or method? Set the class in circle Teacher may ask students to prepare certain issue at home ( it can be a topic with 5 questions ) so that students get prepared. The teacher’s role is observing students participation and writing down the times of participation for each one in a record also marking out whose viewpoints were relevant to the issue. The teacher must raise certain issue if the dialogue stops • When would this method or strategy be useful in your setting? When the content has to do with multicultural awareness. When I want all students to take part in expressing viewpoints For teaching speaking skills. • What would you like other teachers in your school to know about this method or strategy? I would like to tell my colleagues about this method since it measures students speaking skills .

46. Name of method or strategy 3? Cognitive /note-taking/Quote and comment • When is this method or strategy useful? It is used as a pre-reading activity To let students guess the topic of the lesson • Why or how is this method or strategy useful? To teach reading or making comments about specific information and for specific time To prepare students’ minds of the new material To make connections to what the students already know and what they will learn ( bridging ) • What are the steps involved in using this strategy or method? Teacher chooses five to eight pictures, sentences from the reading ,diagrams ,famous quotes, or graphs to post around the room. The students then walk around, responding with a comment, reaction, or a question about items. Teacher allows students to discuss their reactions and questions in small groups For management reasons, teacher will number each sheet and may want to post more than one of each item so students do not crowd around one paper on the wall . • When would this method or strategy be useful in your setting? As pre-reading activity As a warm up for the lesson • What would you like other teachers in your school to know about this method or strategy? I would like to tell my colleagues about this method since bridging is a pre-requisite for an effective teaching and this method prepares students minds for the learning material.

47. Name of method or strategy 4 ? Cognitive strategy/ Imagery/ Video viewing • When is this method or strategy useful? It is used as a pre-reading activity To build students background knowledge To address those students with visual intelligences. Why or how is this method or strategy useful? To teach reading or making comments about specific information and for specific time To provide visual images for unusual topics To make connections to what the students already know and what they will learn ( bridging ) To enhance an upcoming reading • What are the steps involved in using this strategy or method? Teacher chooses five-minute video to show to the class either before reading or while The students take notes while the video is on Teacher allows students to discuss their ideas in groups or in front of the class • When would this method or strategy be useful in your setting? As pre-reading activity • When I want student to listen to a reference related to their topic To prepare their minds for the upcoming material. • What would you like other teachers in your school to know about this method or strategy? I would like to tell my colleagues about this method since bridging is a pre-requisite for an effective teaching and this method prepares students minds for the learning material also it is good for those who have visual intelligences.

48. Name of method or strategy 5? Cognitive strategy/ Making inferences/(That’s me activity) • When is this method or strategy useful? As a warm up activity • Why or how is this method or strategy useful? To make a review for the new vocabulary To practice listening to definitions and make connections • What are the steps involved in using this strategy or method? As students walk in the door, they are given one vocabulary term on a card. When class starts the teacher calls out a definition. The student who has the corresponding term stands up and says “That’s me” each students might be given a different term or more than one student can have same term. In that case ,more than one person would stand up when the term is called. • When would this method or strategy be useful in your setting? To review or teach vocabulary • What would you like other teachers in your school to know about thiI think that I would like to tell my colleagues about this method because it is a good way to revise the new vocabulary in a non-traditional way. • s method or strategy?