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Nataliya Khymych Teacher Development Portfolio 2007

MY PORTFOLIO TABLE OF CONTENTS

1.SECTION IPROFICIENCY AND PROFESSIONALISM

2.SECTION IILANGUAGE ACQUISITION THEORY AND TEACHING PRACTICE

3.SECTION IIIASSESSMENT

4.SECTION IVTECHNOLOGY

5.SECTION VFEEDBACK

6.SECTION VISHARED EXPERIENCE

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PURPOSES

The experience gained due to TEA program, including fieldwork observation of schooling arrangement and classroom teaching management, intensive professional training, experience of international interaction, opportunities for sharing the impressions, ideas, absorbing each others experience and targeted reflection will help us to become change agents in our schools and environment. Creation of Teacher’s Portfolio is necessary to:

1. synthesize and organize teacher’s work in order to reveal the drawbacks and see the achievements , to set new goals or to make changes

2. help teachers within the same school/ and locality share the experiences and achievements

3. help young teachers in-service to get involved into school routine and educational process easily and more effectively

4. serve as an evidence of teacher’s growth.

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SECTION I.PROFICIENCY AND PROFESSIONALISM

RESUME

Nataliya Denysivna Khymych vul.Fedyntsia, 18 Irshava, Zakarpatska region 90100 Ukraine (03144) 22683 [email protected]/[email protected]

PROFESSIONAL EXPERIENCE

Secondary School # 1 – Irshava, UkraineTeacher of English (09/1983 -present)

Teach English to grades 2-10 Provide training to young teachers of English in the school and district Provide training to the 4-5th year students of higher educational

institutions (takingpractical training at school)

District Department of Education – Irshava, Ukraine Head of the teachers’ of English methodological association (1994 –present)Trainer of participants of III stage of All-Ukrainian School Olympiad in English (2002 –present)

Responsible for arranging the work of methodological seminars Responsible for training finalists of the II stage of All-Ukrainian School

Olympiad in English

EDUCATION

Uzhgorod State University,Department of Romanic and Germanic Languages – Uzhgjrod, UkraineDiploma of Philologist, Teacher of English, Translator(09/1975- 06/1980)

PROFESSIONAL DEVELOPMENT

A member of jury for the III stage of All-Ukrainian Olympiad in English –Uzhgorod, Ulkraine 2001-2006

Leader of regional team at IV stage of All-Ukrainian School Olympiad in English –Kharkiv, Ukraine 2002

Status of “Senior teacher”, Irshava, 1998

COMPUTER SKILLS

Microsoft Word, Explorer, Outlook, Adobe PhotoShop, PageMaker

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LANGUAGES

Ukrainian (fluent), English (excellent), French (basic), Slovakian

ACTION RESEARCH PROPOSAL

WHAT CAN I DO TO ENRICH THE VOCABULARY OF MY 10TH GRADE ENGLISH LANGUAGE LEARNERS?

INTRODUCTION Irshava secondary school No.1, though rather advanced in comparison to the others

in the district, is an ordinary Ukrainian school. The challenges our school faces are also similar

: lack of facilities and modern supplies, and lack of students’ interest in getting knowledge.

There are 841 students in our school who study at III levels: elementary, middle and high. The

language of instruction is Ukrainian, the first language of all students. English and German are

taught as the foreign languages and constitute the part of compulsory section of curriculum.

In average the students come from middle class(according to Ukrainian standards )

families. In great number of cases these are the families where one of the parents or even both

presently work abroad. Such students are left for the care of their grandparents or other family

members. The parents do their best to provide their children with everything they need and

much more. No wonder, the children feel comfortable and safe. At home they have all modern

appliances and prefer to spend free time playing computer games and going out with friends.

The school attendance gets worse and worse from year to year for youngsters have a lot of

possibilities to entertain themselves rather than going to school.

At my school I also work as a class supervisor ,i.e. I am in charge of 25 students

aging 14-15. Presently they are in the 10th grade. Starting from the 7th grade the students have

been taking an intensive program in mathematics- that is the number of lesson in mathematics

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ranges 7-9 a week. Major students show a good progress in all subjects, actively participate in

after classes activities and have keen interest in different sciences.

PROBLEMS AND PURPOSE

According to the requirements of Ukrainian Educational standards and the Program in

English for secondary schools of Ukraine the main goal of teaching a foreign language at

school is to make students capable of using gained knowledge and skills for effective

communication in everyday situation of real life. This implies developing four language skills -

reading , listening, writing and speaking simultaneously. Among all four language skills greater

attention, nevertheless, is paid to the development of oral language, i.e. speaking skills. All

four skills are closely connected and hence, depend on each other. Usually, the one who has

good proficiency in writing can express his thoughts and ideas clearly and convey them to

others orally as well. And vise versa. Of course, reading and listening come easier in a way, for

in both cases a context serves a good support and develops guessing , plus ,so-called , passive

vocabulary which normally is much richer.

In major cases poor oral language performance is connected with students’ fear of

making mistakes. We also take into account some psychological peculiarities and personal traits

of character of some students- like shyness and reserve . Still, as grammar is far from being a

favourite among students , and the English grammar is in many aspects different from that of

the Ukrainian language , a number of mistakes Ukrainian learners make is sizable and that is

the main reason for them to avoid oral practice in English.

There is a great number of activities that help develop and master oral language

skills. Most popular and effective are those belonging to student-centered and interactive which

aim at developing ability to communicate. My students are fond of preparing and taking part in

different discussions, disputes ,project presentations etc. Still, mostly they can utter just two-

three phrases. If nothing can be more motivated for further development as success, repeated

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failures bring to loss of enthusiasm and interest. The students then become reluctant partners in

conversion and tongue-tied when expressing their own thoughts.

Learning of a new topic is always preceded by introduction of a new vocabulary.

There are various exercises of different levels that help to practice and master vocabulary.

This usually goes on within the whole unit of lessons which are normally 6-10 in it. By the end

of the topical unit the students are meant to use the relevant vocabulary freely and in different

context . Still, this does not work.

I see the lack of practicing as the prior reason of the problem. Following the national

curriculum for secondary school we have 2 lessons of FL starting from grade 2, in grade 5 this

number increases to 3,5 then in grades 6-9 students have 3 lessons of FL a week and 2 lessons

weekly in grade 10-11. Little wonder, on such circumstances students have few opportunities

for practicing and developing their speaking skills (as much as the other three, to be honest) in

class.

In this connection I see my prior task as teaching my students effective strategies to

enrich their vocabulary and help them become interesting and confident interlocutors. WHAT

CAN I DO TO ENRICH THE VOCABULARY OF MY 10TH GRADE ENGLISH

LANGUAGE LEARNERS?

LITERATURE REVIEW

As lots of teachers all around the world face the same problem, there is a lot of

literature available relevant to it. Besides published sources one can find in libraries we can use

internet to explore database of inet-libraries using foreign/second language teaching,

vocabulary development/enriching as the key words. I plan to see ERIC and GMU library

websites.

STUDY DESIGNS AND METHODS

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To study the problem I shall use the comparative method to analyze the size ,lexical

content (and grammar accuracy, which however, is not an issue of research) of utterance .I

first shall ask my students to develop the similar conversions in the native language. I want to

assure that their Ukrainian vocabulary is not the reason for poor oral language performance. My

next step is creating a Questionnaire in which I shall ask the students to specify the obstacles

that prevent them from confident and effective oral communication..

To collect the data I am going to use mixed methods of study. I will conduct a session

with my students and ask them to think about their suggestions as for the ways they can easier

and better master new words. I will help to pick up and synthesize a number of the most

effective methods and strategies they may offer.

I will also attentively follow my students progress in increasing vocabulary, and

interview my students time and again checking the mid-results. To receive reliable data I am

going to offer a specially designed Questionnaire for the students’ parents too.

I have two similar classes and I plan to apply new strategies in one class for at least a

month .At the end of the term I will offer the students of both classes a test to check vocabulary

( written and speaking comprehension). The data will be presented graphically with the help of

line graph.

Time Line

Task Time

Review of Related Literature & Designing of Questionnaires September, October 2007

Interviews of English teachers and students/parents November 2007

Evaluation of posttest sheets December 2007

Analysis, Interpretation and Report writing January 2008

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ETHICS

As my study cannot be done without the human subjects ,i.e. the students , I will

explain the students what the aim of my research is, what methods and strategies I am going to

use to get necessary data. I also inform the principal of the school on the same.

REFLECTION

On finishing my study I plan to get the reliable and effective ways for increasing my

students vocabulary and make their oral language more confident and fluent. I will use the same

methods to help the students of other classes I teach(adjusting them to the students’ age and

level of proficiency in each case). I will prepare a report to share the data received with the

colleagues in my school and other schools of our district (as I am the head of methodological

association of teachers of English).

As we are lucky to have a specialized professional teacher’s journal in our district, I

plan to write an article ,describing my findings, in it.

REFERENCES

Oxford, J. Crookall, D Vocabulary Learning: A Critical Analysis of Techniques, TESL , 1990

Gu, P. Vocabulary Learning in a Second Language, TESL-ES , 2003

Barcroff, J, Second Language Vocabulary Acquisition, Foreign Language Annals-Peer Reviewed

Journal, 2004

McCrostie, J, Examining Learner Vocabulary Notebook, ELT Journal, Peer Reviewed Journal,

2007

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KENMORE MIDDLE SCHOOL, VA

MY FIELDWORK REFLECTIONS.

Among the similarities based on my observation of classes in Kenmore Middle School are mostly those related to:

educational process in class organization, methods and techniques of presentation new material and activating acquired knowledge activities aiming at developing speaking/writing/listening/reading skills. class managing and school managing are also almost the same, but for students

behaviour and some specific security measures .

The differences are in bigger number. Still, I do not think them all to be striking, neither decisive for the final results of SLL – good students progress and their high level proficiency in use of English.

The very institution of summer school is something new for us. Though it might be frustrating for the children to stay for classes in summer, this can be a good motivation for them to work properly during an academic year, as well as a chance to catch up with the class-mates and feel comfortably in the coming year.

Another difference is a huge amount of practicing and less lecturing. In Ukraine we also have made a move towards understanding that true skills come through practice(sometimes, long one) only. But many teachers go on working the way they did within the former regime.

Self-study principle is my favourite. In Ukraine we usually “load” over students with ready-made knowledge. Whereas, in my opinion, from their very first steps in schooling we have to teach our students HOW to study and arm them with relevant strategies. We have to foster in them love for self-development and life-lasting self-improvement.

Life-directed learning. In our schools classroom use of language is constrained by factors that are , in many aspects, far from real life. We mostly teach students to talk for the sake of talking and attention is given to how the things are said and not to how it works in real life situations. More important is to make learners functionally oriented in the use of SL.

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COMMENTS All mentioned differences are worth introducing into our system and process of education.

Our students stay at school for fieldwork for about 10-14 days longer after the school year is over. Those who failed to get good results or simply want to improve them can have a kind of optional training instead of going on an excursions and so on. Other differences are just a rare practice with our teachers. Everything takes time. Our

teachers must be encouraged to master educational methods and learning strategies to introduce them into everyday practice at school. The experience and knowledge I gained owing to this program will enable me to show them advantages of such approach to educational process in class.

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Action PlanOBJECTIVES:to create ELT school resource center

Tasks/steps Who’s responsible

By when Resourcesneeded

Success signal

1.conduct a survey to study the opinions and suggestions of colleagues

2.drawing up the draft of project

3.discuss the project with the principal

4.discuss the draft of the project with colleagues

5.drawing up the final project and action plan

5.find a room for the center

6.familirize the students with the project/involve their assistance

6.start collecting printed materials, technology

7.open the ELT resourcecenter

Initiative group

Initiative group

Initiative group

Initiative group

Initiative group

Initiative group, school principal

Initiative group

Initiative group

EL teachers

Sept.30

Oct.20

Oct.25

Nov.20

Nov.30

Dec.25

Jan.10

March 31

Apr.1

i-net, telephone

Posters, students wishing to help

Moral support

Project

Approval of the principal

Approval of colleagues

Final projectand action plan

Place to locate the center

Students support and involvement

ELT resource center

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SECTION IILANGUAGE ACQUISITION THEORY AND TEACHING PRACTICE

TEACHING/LEARNING STRATEGIES

STRATEGY-1

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

1. Name of method or strategy:

Research project

2. When is this method or strategy useful?

It can be used for developing both reading , writing and speaking skills, for while doing

research students practice reading for specific purpose and recording certain information,

sequencing and organizing ideas. When presenting the results of their work students develop

oral language.

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

As any strategy of independent learning, this strategy has implication for responsible

decision making .The students are encouraged to analyze the problem, reflects , make decision

for taking relevant actions.

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

The students are advised to follow the steps:

determining the purpose of topic

gathering the information

organizing the information

presenting the information and sharing gained knowledge

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

This strategy is comparatively new in our setting but many teachers use it when

differentiating the tasks/or as a summary for the unit of lessons. The student may be involved

in research project individually , as a partner or as a member of a small group.

What would you like other teachers in your school to know about this method or

strategy?

I would like to advise my colleagues to give the students several options (within a certain topic)

for choosing the theme interesting for them. On that condition they will eagerly work on the

project and this is also an opportunity for them to show their competence in some aspects. This

may have a great motivating effect.

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STRATEGY -2Choose a method or strategy that you have learned about or observed during field experience.


Compare and contrast strategy.


It can be used for developing both speaking and writing skills as the result of observation

can be presented both in written form and as an oral report.


It develops students ability to observe details and develop criteria. They also learn how to

identify similarities and sort out differences both based on fix criteria. All together, this in

turn ,helps developing their analytical abilities.


First, students observe details and formulate criteria for comparison . Then ,they look for

similarities. The next step is searching and sorting out differences. And finally, they

summarize their observation.


While learning , for example, about English speaking countries my pupils tend to compare

different aspects to those of Ukrainian realities. In their future life the students will face a

number of challenges when their abilities to analyze and summarize based on comparison and

contrasting ,will be in great demand.

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

strategy?

I would like my colleagues to have in mind that it is highly teacher-centered strategy, for the rule

or generalization is presented and illustrated further with the example. This strategy

belongs to direct methods of teaching and is very popular and widely used by the

teachers. Nevertheless, it must not predominate in teacher’s practice.

STRATEGY-3


Interviewing


This strategy develops both speaking and listening and ,partly, writing skills as the result of

interview can be presented both in written form and as an oral report.

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It develops students ability to conversate as it involves meeting with a person to discuss a

topic or issue or to obtain the people’s view on it ; collect, analyze, sort out and present the

obtained information. They also learn how to put and present the information with the help of

diagrams, charts etc.


It is important fist to give the students clear instructions of what they are to accomplish, how

much time they have and what the recording or reporting procedures are.


Interviewing belongs to interactive instruction strategies that can be done by one student

only as well as can employ groups of learners. Usually, students like to do this activity for they

like to share the opinions and learn about other people’s opinions. This strategy can be

combined with a role-play when student interviewee plays the role of a celebrity etc.

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

strategy?

I would offer my colleagues to apply to this strategy for it is student-centered strategy

that besides developing three language skills, encourages students to come to their own decision

and work independently or in a team.

STRATEGY -4


Semanting-maping

I have found it very interesting and useful for me to observe and add to my awareness about

semantic maping- that is when each classroom object , objects in the pictures and posters are

labeled with a word card, so that students can recognize and remember English letters and

words easier and sooner.


This strategy is particularly useful at the very steps of SLL, when there is a need for the

students to build up a basil sight vocabulary. It can also help when working with more

successful students.


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Beginning level students start understanding the new language earlier than producing their

own utterance in it. For them such tips with the words related to the topic they are

learning/discussing at the lesson are very supporting and helpful. This makes them more

comfortable and their speaking/reading/writing/ listening more confident and free , and nothing

is more motivating for further learning than a gained success.


During the lesson the teacher once and again directs the students attention to the labeled

objects so that this repetition helps memorizing the words. The new maps , posters etc. with

word cards should be put instead when the set of the lessons on a certain topic ends and the

students start using the words/ phrases from the previous one on their own.

The use of maping can ,nevwertheless, be gradually minimized if the process of learning

vocabulary takes less time than the set of lessons (usually we have them 6-10 for one topic).


This strategy is , no doubt, very useful for Ukrainian environment for our students’

opportunities for listening to/ communicating in SL are limited, actually they mostly do this at

the SL lesson .

I think, it could be a good idea of suggesting following this strategy at home too(where

possible).


strategy?

I am going to stress on the usefulness of such a strategy for the beginners and warn my

colleagues against over-evaluating it while working with high level proficiency students. For,

these are encouraged and meant to use dictionary and develop/ improve their speaking skills

independently. Still, even at a higher stage, this strategy can remain actual for less-successful

students.

STRATEGY-5



Creating text


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The strategy’s primary purpose is to develop writing skills, but it also can involve

developing reading and speaking skills as follow-on activities. Therefore, it is useful for any

level of proficiency under the condition that it is adapted to the students’ capacity.


This strategy stimulates students’ imagination , interpretation, discussion and questioning.


To set up the activity the teacher uses resources that are illustrated , but contain little or no

text. These can be post-cards, series of pictures, photographs, filmstrips etc. Then the teacher

ask to make up a story about a character, situation, location from the resource. The students are

also encouraged to associate themselves with the characters from the picture and describe his

feelings, intends etc. The key-words can be offered as a support for the students with low level

proficiency .


This strategy can be applied when introducing a new topic to the students as a kind of

predicting activity. I can show my students pictures taken in the USA and ask what place can it

show, what I can be doing (have done before/ will do next) on the picture. Etc.

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

strategy?

I shall tell my colleagues that this strategy belongs to independent study instruction strategies

and it has implication for responsible decision making. Hence, it is advisable to use it to develop

students’ ability to work independently, showing their opinion.

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LESSON PLANS LESSON PLAN -1 OF UKRAINIAN FORMAT

Grade: intermediateTopic: Outstanding Ukrainian Writers

PLANNING PHASE Content Objectives-to introduce new topic

Language Objectives- to introduce new vocabulary- to develop students’ reading skills by using different kinds of exercises

PROCEDURE:Preparation (5min)Warm-up activityGuessing the riddle: My leaves are white. They never grow And everything You want to know Is stored in those Black marks you see On every leaf You find in me.

Brainstorming : Think of about at least one word you can apply to book: e.g. A book is a source of information.

Prior knowledge: (3min)Practicing grammar activity:Read and complete .Fill in the correct article a, an, the where necessary.

1. Have you read ___”Adventures of _____ Tom Sawyer’ by M.Twain?2. Will you put ___book on ___table?3. This book is full of _____ghost stories.4. You can find _______facts you need in ______encyclopedia.5. Alice is _____main character in _____book by _____Lewis Carrol.6. If you want to buy _____book, go to _______book-store.

Presentation: (8min)Presentation of new topic- ‘Outstanding Ukrainian Writers’

Introduction of new vocabulary: blacksmith, gifted, to enter, to graduate from, to obtain a doctorate, to apply, chair, to turn down, countryman,Outstanding.

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Lexical drills: Use the words from the box to complete the sentences:

1. I.Franko was the most _______poet.2. After school he _________Lviv university.3. In 1983 he ______a doctorate at Vienna University.4. His father was a _______.5. He ______from Chernivtsi University in 1981.

The key words : enter, obtain, blacksmith, outstanding, graduate

Practicing: (20min) Reading skills developing activity: 1..Skim the text .

Post- reading activities1).Number the period in the correct order:

Vienna University Naguievychi Chernivtsi University L’viv Magazine “Friend” L’viv University Kharkin University

2).What events are these dates connected with? 1880 1893 1906 1882 May 1906

2.Read the text more carefully and answer the questions:1. What foreign languages did I.Franko learn at school?2. When were the first poems of I.Franko published?3. What university did he graduate from?4. In how many languages have his works been translated?5. What famous works of I.Franko did you read?

Lesson summary (7 min).Speaking skills developing activity: Based on the text and exercises, give a summary of what you have learned above I.Franko at this lesson

EvaluationThe assessment is done by teacher orally.

Expansion/ExtensionExtra practice worksheet to practice Past Simple.

Methods/Approaches/StrategiesBrain-stormingCase studies.Scanning and skimming.

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Homework assignments (2min)Research project: make up an action plan to start working on a project about your favourite Ukranian writer.,

Materials used: Worksheets, textbook, illustrations, vocabulary.

LESSON PLAN-2 OF UKRAINIAN FORMAT

Grade: intermediateTopic: William Shakespeare. Life and Literary Heritage.

PLANNING PHASE Content Objectives-to acquaint students with life and literary heritage of W. Shakespeare

Language Objectives- to introduce new vocabulary- to develop students’ reading and listening skills by using different kinds of exercises

PROCEDURE:Preparation (5min)Warm-up activity10 questions game: the teacher introduces students to a topic of the lesson, announcing, that they are going to learn about a famous man of literature. The students are allowed to ask general questions only concerning the country, period of history, the famous books etc. to guess the name of the target person.

Prior knowledge: (5min)Revision of key vocabulary and introduction of new words and phrases in the exercise“Unscramble the word”

Presentation: (8min)Group-work: Pictures based guessing game: the pictures to illustrate W. Shakespeare’s life are scattered on the blackboard . The students divide in four groups and each group has to decide what events of Shakespeare’s life can be connected with two given pictures.

Sequencing: The students are asked to match the pictures with the dates on the time -line of Shakespeare’s life.

Practicing: (22min)I..Listening skills developing activity: The students listen to the text about W. Shakespeare and his literary heritage and check if they had true suggestions as for different events and dates in his life.

Post- listening activities:Fill in the gaps: The students do exercise aiming at practicing key(including new) vocabulary and memorizing facts of W. Shakespeare’s life.

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II.1.The students listen to the recorded poem -sonnet “My mistress’s eyes..” 2.Reading skills developing activities: Shared-reading: in groups of 3 students read the sonnet to each other, defining who’s reading is more artistic. 3.The best readers read the sonnet in front of the whole class. Lesson Summary(3 min)Reflection on the poetry: The students are offered to listen to the recorded sonnet one more time to the accompaniment of the Middle Ages music and then tell what feeling the music and the sonnet arise in them.

EvaluationPeer assessment when choosing the best reader. The assessment is done by teacher orally.

Expansion/ExtensionExtra practice worksheet to practice vocabulary.Book of Shakespeare’s sonnets.

Methods/Approaches/StrategiesShared reading.Sequencing.

Homework assignments (2min)To write a plan to make an oral report on W. Shakespeare’s life and literary heritage.

Materials used: Worksheets, textbook, illustrations, vocabulary, tape-recorder.

LESSON PLAN OF THE LESSON CONDUCTED BY ME AT SCHOOL KENMORE MIDDLE SCHOOL, VA

Intern: Nataliya Khymych Level: elementary-upperTitle: Meet my country – Ukraine Date: 26 June 2007

I. ObjectivesContent objectives: students will listen to the text about Ukraine.Language objectives: students will learn new vocabulary; students will read a short text about Ukraine; students will do a quiz on the material used

II.Materials for Learning ActivitiesThe map of Europe, the map of Ukraine, portrait of Ukrainian President, a flag of Ukraine, national Ukrainian costume, some items of handicraft works, pictures of Ukrainian students, hand-outs with a text about Ukraine, quiz hand- outs.

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III.Procedures for Learning Activities1.Warm-up activity: brainstorming: the students are offered to give as many words as they can to describe the country.2.Reviewing acquired knowledge: practicing grammar-use of articles with geographical namesInsert a, the or zero article .Presentation. 1. The teacher introduces the students to the topic and objectives.2. The teacher introduces the students to new vocabulary.3. The teacher presents the students the information on geographical position, some facts from history, national traditions and everyday life of Ukrainian people;5. The students read a short text about Ukraine.6. The students do the quiz about Ukraine.

IV. Assessment

The teacher encourages students orally and does not grade the students. The winner in doing a quiz activity gets a special prize from Ukraine.

V. DifferentiationThe teacher encourages some students to create a similar quiz about their countries.

VI. Reflection Ukraine’s presentation lesson was a success with students. The displayed a keen interest to a new country and actively participated in all activities at the lesson. They asked different questions and found similarities and differences between Ukraine and their countries. Doing quiz showed they remembered some facts about a new country ,and were inventing and proud creating a quiz about there countries. The activities chosen were feasible but for new vocabulary .The teacher should include activities to practice vocabulary for the next lesson.

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SECTION III. ASSESSMENT PRACTICES

AUTHENTIC ASSESSMENT OF WRITING

Reflection on the given sample of assessment

When assessing writing two important components have to be considered –the nature of

TASK and the SCORING CRITERIA. Hence, we also have to present some guidelines for

constructing writing task(prompts) and examples of different types of scoring criteria, or

rubrics.

Therefore the sample of assessment under consideration is not likely to be very effective.

Writing assessment can be used more effectively with instruction when the criteria for scoring

written product are clear to the students and when the students see an obvious relation

between what they have written and the scores they receive. This mostly occur with analytic

scoring rubrics. The scoring rubrics should be shared with students , to make the assessment

criteria public for students and they should be familiarized with the scoring rubrics so that they

can plan their writing effectively, and this should be done in advance of writing activity.

Analytic scoring presents scales that separate the features of composition into components

that are each scored separately. (Sometimes, the separate components are given different

weights to reflect their importance in instruction.

Following the abovementioned features of authentic assessment of writing I offer the

following changes to the initial task:

Read CHAPTER I and write a paragraph of what you have read, giving your opinions as for

the plot of the story and characters. Think of what is good/bad in being like Sarah and Caleb.

Use your best handwriting and demonstrate good writing skills. Your writing will be assessed

according to the rubric:

Content:details of story setting and characters

Language:paragraph, sentences,spelling

Vocabulary:interesting and variedwords and phrases

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Points

1 no detailscharacters missed

more than 5 errors altogether

incomplete

2 1 detail 4-5 errors altogether poor

3 2-3 details 3 errors altogether not very good

4 many details (more than4)

less than 3 errors very good and varied

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SECTION IVTECHNOLOGY

This section provides the evidence of teacher’s knowledge and skills to use a variety of media and other communication tools in professional practice.Required entries: evidence of teacher’s completion of appropriate training program compilation of web sites used for professional research and class preparation examples of a lesson plan or other learning activities that incorporate technology students products, created using technology and/or multimediaWill be completed.

SECTION V.FEEDBACK

This section provides information about students and parents reflection on teachers work..Required entries: examples of questionnaires designed to study students/parents reflections and judgments .

Will be completed.

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SECTION VI. SHARED EXPERIENCE

MY TEA-FELLOWS’ LESSON PLANS

Intern: Ruchi Goyal Grade Level: 10th Grade

Title: The Union Parliament Date: 07/31/2007

I. ObjectivesTo make the students understand the Parliamentary system of India.To make them understand the Legislature, the Executive & the Judiciary.To make them understand the working of the Lok Sabha & the Rajya Sabha.

II. Materials for Learning ActivitiesMap of India, photographs of some of the Presidents, Prime Ministers, Speakers etc., previous elections results etc.

III. Procedures for Learning Activities1. To test the previous knowledge of the students teacher will show the students the map

of India & ask them about the Parliamentary constituencies. 2. Then she will show the pictures of the Presidents, Prime Ministers and Speakers &

ask the students about their role in our functioning of the government.3. Now she will start the lesson with the explanation of the Lok Sabha & the Rajya

Sabha- composition, qualifications, disqualifications, tenure, sessions, quorum etc.4. Next class she will teach about the chair persons of the Lok Sabha & the Rajya

Sabha- Speaker & Chairman, their powers & functions.5. Above two topics can be taught in the class with the help of Mock Parliament. When

students will be directly involved in the Parliamentary procedures their understanding will be better.

6. Now the teacher will teach the powers of the Union Parliament, relationship & difference between the two Houses, various types of Motions, Legislative procedures, difference between the Ordinary Bill & Money Bill, Amendment of the Constitution etc.

7. This unit should take at least 20 teaching periods of 30 minutes each as it is a lengthy & complicated chapter.

IV. Assessment1. Students will be given blank mind maps, they will be divided in groups of four &

with the help of group discussion they will fill the blanks.2. Every day they will be given five drill questions at the beginning of the class to be

done in their note books.3. Small objective type exercises will be given to assess them. 4. They will be assessed on the basis of their participation in the Mock Parliament.

V. Differentiation

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1. To meet the needs of different student’s teacher is holding a Mock Parliament in the class as participation by the students themselves will make the understanding much better.2. Teacher can invite a government official for Guest Lecture so that the students can ask more questions, information is more authentic & first hand.

VI. ReflectionWith the help of an activity Mock Parliament the lesson becomes very interesting where students are playing the role of PM, Speaker, Council of Ministers & Opposition.

Teacher: Olga Oliynyk

Title: Britney Spears “Baby One More Time”

I. Objectives SWAT: - to practice listening skills

- to practice asking and answering Wh-questions- to practice speaking skills- to practice reading skills

II. Materials for Learning Activities Tape recorder, recorded song Hand-outs Role play cards

National/State/Local Standards National Ukrainian Standards

III. TEACHING PHASEIntroduction: (10 min)

1) Teacher plays the songInstructional strategies: (45 min)

Sts read the text and working in pairs fill in the gaps asking and answering questions.

Student A.Britney Jean Spears was born in rural ____a)______ (Kentwood) on December 2, 1981, to Jamie and Lynne Spears. As a child, Britney attended ____b)__ classes, and she was great at gymnastics, winning many competitions and the like. But, most of all, Britney loved to __c)__. At the age of __d)_, Britney tried out for "MMC" , but was turned down due to her young age. This directed her to an off-Broadway show, "Ruthless", for a 2-year run as the title character. At the age of 11, she again tried for “__e)__” and this time made it as a mouseketeer along side many stars of today (Justin Timberlake and Ryan Gosling). Her big ____f)___, however, came when she was signed as a Jive Recording Artist in the late 90s. With the release of her debut album, "..._______g)________" in early 1999, Britney became an international success, selling 13 million copies of "Baby" and __h)_ million (as of July 2001) of her sophomore album, "Oops!...I Did It Again," released in __i)__ of 2000.

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Student B.Britney Jean Spears was born in rural Louisiana (Kentwood) on December 2, __1)__, to Jamie and Lynne Spears. ___2)____, Britney attended dance classes, and she was great at _____3)___, winning many competitions and the like. But, most of all, Britney loved to sing. At age of 8, Britney tried out for "MMC" , but was turned down due to her ___4)__. This directed her to an off-Broadway show, "___5)___", for a 2-year run as the title character. At the age of 11, she again tried for "MMC" and this time made it as a _____6)_____ along side many stars of today (Justin Timberlake and Ryan Gosling). Her big break, however, came when she was signed as a Jive Recording Artist in the late 90s. With the release of her debut album, "...Baby One More Time" in early __7)____, Britney became an international success, selling _8)__ million copies of "Baby" and 9 million (as of July 2001) of her sophomore album, "Oops!...I Did It Again," released in May of __9)____.

Sts match the words and their definitions

Loneliness The state of being lonely

Reason A basis or circumstance explaining some belief, action, fact, or event

Breathe To inhale and exhale air in respiration

Sign A motion or gesture used to convey an idea, command, etc.

Confess To admit or reveal a secret, fault etc.

There are some lines that aren’t correct. Sts put an X beside the 10 lines that they think do not belong to the song.

Oh baby babyOh baby babyOh baby babyWhy did you leave me and goHow was I supposed to knowThat you were in KoreaThat something wasn’t right here

Oh baby babyI shouldn’t have let you goAnd now you’re out of sight, yesYou’ve become invisible

Show meHow you want it to beTell me babyDo you want an ice creamCause I need to know nowBecause

My lonelinessIs killing me (and I)I must confess

In ghosts and hellWhen I’m not with you I lose my mindMy wallet and my keysGive me a signRemember the car is mine andHit me baby one more time.

Oh baby babyThe reason to breathe is youAlthough I have asmaBoy you’ve got me blindedOh baby babyThere’s nothing that I wouldn’t doThat’s not they way I planned itI wanted all your money

Show meHow you want it to beTell me babyCause I need to know nowWhat’s your real name

REPEAT: MY LONELINESS…

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I still believe (still believe) REPEAT and REPEAT

Tojiddin Haitov, Tajikistan

Topic: Presentation of TajikistanAim: to review/develop geographical knowledge of students, improve speaking skills, enlarge vocabulary.Materials: Information on the topic, posters, world map, chalk-board and other class equipments

PROCEDURE:1.Warm Up. (10 minutes)

I will conduct a game called “Box of Wishes”. Everyone writes his 3 wishes in a sheet of paper. Then we put all the wishes together into a box. Teacher mixes the wishes and asks students to take one piece of paper with wishes. Then each reads his pieces of paper with wishes.

1.1 Review. (15 minutes)a. List all the countries you know. (5 minutes)

While students are writing their wishes I disseminate colored cards to each student. By the help of these cards I’m going to divide students to four small groups. I ask students to gather in one place according to their card’s color. Task 1: I ask students to discuss in their groups and list as many countries as they know.

b. Name & show the countries on the map. (10 minutes)Task 2: After they have finished their list of countries one member from each group will come to the blackboard and name their country and also I’ll ask them to show the country on the map.

2.Presentation (15 minutes)a) Dissemination of information about Tajikistan

After all for group will name and show the countries they listed I will disseminate a text about Tajikistan. I’ll ask them to read it attentively (Each group can divide the text between themselves).

b) Group Discussion/Presentation.Then I ask them to have a discussion over the text they have just read and make a presentation about Tajikistan. How they are going to present their presentation is up to them.

3.Practice/Assessment (35 minutes)Presentation: (20 minutes) Students present their presentation about Tajikistan. Also each group should ask at least 3 questions to presenter(s). After their presentations I distribute a “Written Task” among the students. There are 10 sentences in it. The students should fill in (put words) in blank spaces.Written Task: Fill in the blanks. (15 minutes)

1. Tajikistan is situated in the ___________________________.29


2. The ________________________ of Tajikistan is more than _________________________.

3. The capital of Tajikistan is ___________________________.4. In the south Tajikistan borders with _________________________.5. ____________________________ it borders on China 430 km.6. _____________________________ is official language of the country.7. The national flag consists of ________________ colors.8. The total length of border is ______________ km.9. Emomali Rahmon is __________________________ of the Republic of

Tajikistan.10. In the north Tajikistan borders with ___________________ and

_____________________.

4.Essay (25 minutes)I disseminate letters written by my pupils (I brought from Tajikistan) to U.S. students.

Ask them to read each aloud and discuss on it. When the last one is read I ask them to write one letter to their Tajik friends.

MY TEA-FELLOWS’ STRATEGY SHEETS

Olga Oliynyk, Ukrainian TEA team

Strategy Sheet 4.


Top Three


This is a good activity for extension of the topic “Professions” as well as expansion connecting

the language classes with other subjects.


It’s a great opportunity to connect the knowledge gained at school with the real life situations.


St lists three careers that interest him/her. Then they think of one that is possible but unlikely,

one that they would love to do if it only paid well, and one that seems a very safe choice. Them

they interview someone in each of these careers (family friends, relatives, etc). The final step is

to write a short report and share what they learnt with the class.


This activity can be used as the final step when studying the topic “Professions. Careers” with

advanced students. Sts can also come up with a wall newspaper as the wrapping up of this

project.

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strategy?

I would like them to practice it and see its advantages and its disadvantages in their own

classroom.

Nikolayenko Iryna, Ukraine

Portfolio Strategy Sheet



Daily Wrap-up


In my internship school I observed students doing this activity 10 minutes before the

end of the lesson.


This strategy is useful as students review what they have done at the lesson: what

vocabulary they learnt, what text they discussed, what grammar rule they revised or

learnt, etc. Students practice their speaking skills as it’s an oral activity. They also

learn how to summarize.


Teacher asks students to give short oral summaries about what they learned that

day. These short oral summaries can be compared to what was listed on the Daily

Agenda.


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This activity would be useful before giving and explaining students’ assignment.

This strategy can be used as a feedback.


strategy?

Students are always willing to give comments on what they did at the lesson.

They can evaluate their work at the lesson and the teacher can see what

language material needs revising at the next lesson. This activity leads to

explaining students’ home assignments.

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Documents

Teacher Development Portfolio - George Mason Universitycehd.gmu.edu/assets/docs/cie/08portfolio/khymych portfolio.doc · Web viewCreation of Teacher’s Portfolio is necessary to: