My Portfolio Nurgul Abdukerimova KyrgyzstanPokrovka secondary school

Portfolio Outline

1. Introduction /Personal Reflection2. Fieldwork Reflection 3. Strategy Sheets4. Lesson Plans5. 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 PlansLesson 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#3Topic: 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

Chapter

Sections

Entry Point(s) Vocabulary Activity

Reading Skills

Activity

I. Chapters 1-6

March 27-April 6

1)Foundational:

Reading on Grief and Recovery; Concept Attainment chart on Grief

2)Intrapersonal:

Journal about an experience of loss

1)Pre-reading vocabulary chart with meanings or synonyms; usage examples

2)Crossword Puzzle

QAR: (partners) Comprehension questions on 4 levels (Right There, Think and Search, Author and You, On Your Own)

II. Chapters 7-11

April 17-21

Aesthetic: Find a photo from National Geographic magazines that represents a connection with one of the two settings in the novel; write a 5-sentence paragraph about how this photo connects with the place in the book; make a small poster with the photograph and your paragraph

1)Pre-reading vocabulary chart with meanings or synonyms; usage examples

2) Vocabulary Search: Copy a sentence from the chapters which use key vocabulary and find a second sentence in the Longman or Oxford Dictionaries

1)Reading “Hunt”: (partners) Answer “As you Go” questions as you read the chapters (page number clues provided)—2 different hunts

2)Jigsaw activity: (new partners) Share hunts with other groups; everyone then

completes two hunts

III. Chapters 12-16

April 24-28

1)Foundational: Introduction to Culture Shock

2)Intrapersonal: Use Culture Shock Diagram to map personal experience in a new environment(fromwww.iss.canterbury.az.nz/pages/culture.shtml

1)Pre-reading vocabulary chart with meanings or synonyms; usage examples

2)Complete vocabulary puzzlers: “Cross Outs” words that don’t belong; “Name the Category”; Complete“ Sentence Starters”

Metaphor of the Canyon: (Think-Pair-Share) In what ways (name 2 of them) is the canyon a metaphor for Davey’s experience of grief and culture shock? Answer written questions about the canyon

and Wolf.

IV.

Chapters 17-21

May 1-5

Interpersonal: Complete “Survey of Interest Groups at our School”; collate results as a whole class; write journal reflection about how our school is the same or different from Davey’s

1)Pre-reading vocabulary chart with meanings or synonyms; usage examples

(See next section for activity)

Plot Sequence: Using large folded paper, create an 8-frame illustrated sequence of the significant events in these chapters. Each frame will contain a drawing and sentence to identify or describe the

event.

V.

Chapters 22-27

May 8-12

Foundational: Stereotyping; (whole group and think-pair-share discussion) Why are stereotypes unfair? What are some unfortunate consequences of people believing stereotypes? Describe a time when you have discovered that a pre-conceived stereotype about a person, group, or culture is incorrect.

Intrapersonal: Journal: Write about a stereotype that you think others may have about your group of peers or your culture. (For example, “All Americans are rich,” or all “All teenagers drive recklessly.”) What would be the best way to disprove such stereotypes?

1)Pre-reading vocabulary chart with meanings or synonyms; usage examples

2) Crossword puzzle for vocabulary in Sections IV. And V.

Motive and Character Analysis: (small groups)

Answer 8 “Why” questions about Davey and the other characters in these chapters

VI.

Chapters 28-

Aesthetic: Examine a landscape by Georgia O’Keefe of the American Southwest.

Journal #1: Answer

1)Pre-reading vocabulary chart with meanings

Characterization:

(partner

33

May 15-19

questions from the Muse Game about the painting. (currently on order from the PZ Bookstore)

Journal #2: Write about why the nature of the Los Alamos setting is important for Davey’s recovery.

or synonyms; usage examples

3) (Individual) Create your own crossword puzzle with 15-20 words chosen from Ch. 1-33.

s)

Select adjectives to describe the main characters; Davey, Gwen (Mom), Walter, Bitsy, Wolf, and Jason; Fill out the Characterization Chart with the name, the adjective, and a quotation or sentence from any chapter that

illustrates the adjective you chose.

VII.

Chapters 34-40

May 22-30

Aesthetic: Watch scenes from the video of Oklahoma, the musical show in which Davey performs.

Pre-reading vocabulary chart with meanings or synonyms; usage examples

(no follow-up vocabulary activity)

Reading performances: Everyone will practice a segment of the last group of chapters and read that part aloud for the class.