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Candidate in Master of Arts in English/TESOL Salisbury University

Portfolio Homepage. Robin Adamopoulos. Candidate in Master of Arts in English/TESOL Salisbury University. Table of Contents. Table of Contents. I. Philosophy of Education II. Resume III. TESOL Standards IV. Technology Standards V. Artifacts TESOL Standards Technology Standards

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Candidate in Master of Arts in English/TESOL Salisbury University

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  1. Portfolio Homepage Robin Adamopoulos Candidate in Master of Arts in English/TESOL Salisbury University Table of Contents

  2. Table of Contents • I. Philosophy of Education • II. Resume • III. TESOL Standards • IV. Technology Standards • V. Artifacts • TESOL Standards • Technology Standards • VI. Classroom Evaluations Return to Homepage

  3. Philosophy of Education “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” Paolo Freire (1970), Pedagogy of the Oppressed The classroom should be an environment where students feel free to discuss their ideas and use their experiences to enhance their learning. My view of teaching is the teacher as a facilitator of learning: the teacher constructs an environment where learning can take place. I want to give my students the opportunity to try new things and to build on their developing concepts of the world and society. Acquiring a second language is a long and complex process, the teacher must help the students to face these difficulties and persevere through the challenges they will face. Therefore, as an ESL teacher, I must have a view towards caring and nurturing the whole person, accepting the students for who they are, and, at the same time, attempting to provide them with the tools, the language and literacy skills, the students will need to be able to succeed in academics and society. Back to Table of Contents

  4. Domain 1: Language Domain 2: Culture Domain 3: Planning and Managing Instruction Domain 4: Assessment Domain 5: Professionalism TESOL Standards Return to Table of Contents

  5. Technology Standards • I. Information Access, Evaluation, Processing and Application • II. Communication • III. Legal, Social and Ethical Issues • IV. Assessment for Administration and Instruction • V. Integrating Technology into the Curriculum and Instruction • VI. Assistive Technology • VII. Professional Growth Return to Table of Contents

  6. Artifacts TESOL Domains • Domain 1: Language • Standard 1.a. Describing Language • Standard 1.b. Language Acquisition and Development • Domain 2: Culture • Standard 2.a. Nature and Role of Culture • Standard 2.b. Cultural Groups and Identity • Standard 2.c. Interrelationship Between Language and Culture • Domain 3: Planning and Managing Instruction • Standard 3.a. Planning for ESL Instruction • Standard 3.b. Managing ESL Instruction • Standard 3.c. Managing Content Instruction for ESOL Learners • Standard 3.d. Using Resources Effectively in ESL Instruction • Domain 4: Assessment • Standard 4.a. Issues of Assessment for ESL • Standard 4.b. Language Proficiency Assessment • Standard 4.c. Classroom-based Assessment for ESL. • Domain 5: Professionalism • Standard 5.a. ESL Research and History • Standard 5.b. Partnerships and Advocacy • Standard 5.c. Professional Development and Collaboration Return to Table of Contents

  7. ArtifactsTechnology Standards • I. Information Access, Evaluation, Processing and Application • II. Communication • III. Legal, Social and Ethical Issues • IV. Assessment for Administration and Instruction • V. Integrating Technology into the Curriculum and Instruction • VI. Assistive Technology • VII. Professional Growth Return to Table of Contents

  8. TESOL Domain 1: Language • Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement. Standard 1.a. Standard 1.b. Return to TESOL Standards

  9. Standard 1.a. Describing Language • Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading and writing for both social and academic purposes. Artifact Reflection Return to TESOL Domain 1

  10. Artifact: Standard 1.a. • The artifact selected for TESOL Domain 1: Standard 1.a. Describing Language is a Food Shopping Lesson Plan developed for ENGL 539: Second Language Acquisition. Actual Artifact Back

  11. Standard 1.b. Language Acquisition and Development • Candidates know, understand and apply concepts, theories, research, and practice to facilitate the acquisition of both a primary and a new language in and out of classroom settings. Artifact Reflection Return to TESOL Standards

  12. Artifact: Standard 1.b. • The artifact selected for TESOL Domain 1: Standard 1.b. Language Acquisition and Development is a paper exploring the impact of personality on second language acquisition written for ENGL 539: Second Language Acquisition in the Spring of 2004. Actual Artifact Back

  13. TESOL Domain 2 : Culture • Candidates know, understand, and use the major concepts, theories, and research related to the nature and structure of culture to construct learning environments that support ESOL students’ language and literacy development and content area achievement. Standard 2.a. Standard 2.b. Standard 2.c. Return to TESOL Standards

  14. Standard 2.a. Nature and Role of Culture • Candidates know, understand, and use the major concepts, principles, theories and research related to the nature and role of culture in language development and academic achievement which support individual students’ learning. Reflection Artifact Return to TESOLDomain 2

  15. Artifact: Standard 2.a. • The artifact selected for TESOL Domain 2: Standard 2.a. Nature and Role of Culture is a reaction paper written for ENGL 535 : Language and Culture. The paper is a review of a chapter from Sonia Nieto (2002): Language, Culture, and Teaching: Critical Perspectivesfor a New Century. Actual Artifact Back

  16. Standard 2.b.Cultural Groups and Identity • Candidates know,understand, and use knowledge of how cultural groups and students’ cultural identity affect language learning and school achievement. Artifact Reflection Return to TESOLDomain 2

  17. Artifact: Standard 2.b. • The artifact selected for TESOL Domain 2: Standard 2.b. Cultural Groups and Identity is a lesson plan which builds on cultural knowledge. This lesson plan was developed for ENGL 538 Bilingualism. Actual Artifact Back

  18. Standard 2.c. Interrelationship Between Language and Culture • Candidates know and understand the interrelationship between language and culture and the impact of this relationship on learning. Artifact Reflection Return to TESOL Standards

  19. Artifact: Standard 2.c. • The Trickster Tales Lesson Plan I wrote for ENGL 538: Bilingualism was selected for Standards 2.b. and 2.c.: Interrelationship Between Language and Culture as this lesson uses culture as a medium to teach language. Actual Artifact Back

  20. TESOL Domain 3: Planning and Managing Instruction • Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources. Standard 3.a. Standard 3.c. Standard 3.b. Standard 3.d. Return to TESOL Standards

  21. Standard 3.a. Planning for ESL Instruction • Candidates know, understand, and apply concepts, research, and best practices to plan and organize classroom instruction in a supportive learning environment for ESOL students. Candidates demonstrate enthusiasm for learning a second language, serve as effective English language models, and manage the classroom effectively for multilevel classrooms with learners from diverse backgrounds. Artifact Reflection Return to TESOL Domain 3

  22. Artifact: Standard 3.a. • The artifact selected for TESOL Domain 3: Standard 3.a. Planning for ESL Instruction is an observation of a mainstream classroom with ELLs conducted for EDUC 547: Methods of Teaching ESOL in the Fall of 2004. Actual Artifact Back

  23. Standard 3.b. Managing ESL Instruction • Candidates know, understand and use a variety of effective teaching strategies and materials for developing and integrating English listening, speaking, reading and writing. Artifact Reflection Return to TESOL Domain 3

  24. Artifact: Standard 3.b. • The artifact selected for TESOL Domain 3: Standard 3.b. Managing ESL Instruction is a lesson plan prepared as part of a unit plan for ENGL 532: Literacy and ESOL Reading and developed further for ENGL 534: Literacy and ESOL Writing. Actual Artifact Back

  25. Standard 3.c. Managing Content Instruction for ESOL Learners • Candidates know, understand, and implement a range of teaching strategies, structures and models to support ESOL students in accessing the core curriculum by learning language and academic content together. Reflection Artifact Return to TESOL Domain 3

  26. Artifact: Standard 3.c. • The Information Quest Lesson Plan was selected as an artifact for Standard 3.c.Managing Content Instruction for ESOL Learners as this lesson integrates content knowledge– a history lesson with language learning. Actual Artifact Back

  27. Standard 3.d. Using Resources Effectively in ESL Instruction • Candidates are familiar with a wide range of materials, resources, and technologies and choose, adapt, and use them effectively in ESL teaching. Artifact Reflection Return to TESOL Domain 3

  28. Artifact: Standard 3.d. • The Information Quest Lesson Plan uses many resources in delivering content and literacy skills to ESOL learners. This artifact was also selected to demonstrate Standard 3.d. Using Resources Effectively in ESL Instruction. Actual Artifact Back

  29. TESOL Domain 4: Assessment • Candidates understand issues of assessment and use assessment measures as they relate to ESOL students. Standard 4.b. Standard 4.a. Standard 4.c. Return to TESOL Standards

  30. Standard 4.a. Issues of Assessment for ESL • Candidates understand various issues of assessment, e.g. cultural bias, political and social factors in assessment, IQ and special education testing (including gifted and talented), as they affect ESOL student learning. Artifact Reflection Return to TESOL Domain 4

  31. Artifact: Standard 4.a. • The artifact selected for TESOL Domain 4: Standard 4.a. Issues of Assessment for ESL is an independent study project developed for EDUC 591: Instructional Techniques for Inclusion addressing the assessment and evaluation of ELLs with learning disabilities. Actual Artifact Back

  32. Standard 4.b. Language Proficiency Assessment • Candidates know and use a variety of language proficiency instruments to inform instruction and understand its uses for identification and placement of students. Artifact Reflection Return to TESOL Domain 4

  33. Artifact: Standard 4.b. • The artifact selected for TESOL Domain 4: Standard 4.b. Language Proficiency Assessment is a survey of language proficiency I designed for teaching ESOL ENGL 101 at Salisbury University, Fall, 2004. Actual Artifact Back

  34. Standard 4.c. Classroom-based Assessment for ESL • Candidates know and use a variety of classroom-based assessment tools to inform instruction. Artifact Reflection Return to TESOL Domain 4

  35. Artifact: Standard 4.c. • The artifact selected for TESOL Domain 4: Standard 4.c. Classroom-Based Assessment for ESL is a project designed to teach rhetorical structure and assess students’ comprehension of this concept. This project was a part of a unit plan for EDUC 534: Literacy and ESOL Reading. Actual Artifact Back

  36. TESOL Domain 5: Professionalism • Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaborative to improve the learning environment. Standard 5.a. Standard 5.b. Standard 5.c. Return to TESOL Standards

  37. Standard 5.a. ESL Research and History • Candidates are knowledgeable of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Artifact Reflection Return to TESOL Domain 5

  38. Artifact: Standard 5.a. • The artifact selected for TESOL Domain 5: Standard 5.a. ESL Research and History is a research journal prepared for ENGL 538: Bilingualism which explored websites and current news involving ESL issues. Actual Artifact Back

  39. Standard 5.b. Partnerships and Advocacy • Candidates serve as professional resources, advocate for language minority children, and build partnerships with their families. Artifact Reflection Return to TESOL Domain 5

  40. Artifact: Standard 5.b. • The artifact selected for TESOL Domain 5: Standard 5.b. Partnerships and Advocacy is a Power Point presentation prepared for EDUC 591: Independent Study of the History and Foundations of Education. The Power Point presents a framework for collaboration between the school, parents and the community in supporting ELLs and their families. Actual Artifact Back

  41. Standard 5.c. Professional Development and Collaboration • Candidates collaborate with and are prepared to serve as a resource to all staff to improve learning for all ESOL students. Artifact Reflection Return to TESOL Domain 5

  42. Artifact: Standard 5.c. • The artifact selected for TESOL Domain 5: Standard 5.c. Professional Development and Collaboration is an Annotated Bibliography which serves as a handout/companion piece for the Power Point – Artifact for Standard 5.b. The handout and Power Point were designed to be used in a professional development workshop. Actual Artifact Back

  43. UNDER CONSTRUCTION Return to TESOL Standards Back

  44. Technology Standard I: Information Access, Evaluation, Processing and Application • Access, evaluate, process and apply information efficiently and effectively. Artifact Reflection Return to Technology Standards

  45. Artifact: Technology Standard I • The artifact selected for Technology Standard I: Information Access, Evaluation, Processing, and Application is an Annotated Bibliography which is the research base of the presentation selected for TESOL Domain 5. Actual Artifact Back

  46. Technology Standard II: Communication • Use technology effectively and appropriately to interact electronically. Use technology to communicate information in a variety of forms. Artifact Reflection Return to Technology Standards

  47. Artifact: Technology Standard II • The artifact selected for Technology Standard II: Communication is a Learning Experience Activity lesson developed for ENGL 547: ESOL Methods. The lesson involves using photography to create a composition. Actual Artifact Back

  48. Technology Standard III: Legal, Social and Ethical Issues • Demonstrate an understanding of the legal, social, and ethical issues related to technology use. Artifact Reflection Return to Technology Standards

  49. Artifact: Technology Standard III • The artifact selected for Technology Standard III: Legal, Social, and Ethical Issues is a journal consisting of reflections on articles gathered from on-line resources compiled for ENGL 538: Bilingualism. Actual Artifact Back

  50. Technology Standard IV: Assessment for Administration and Instruction • Use technology to analyze problems and develop data-driven solutions for instructional and school improvement. Artifact Reflection Return to Technology Standards

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