Post on 20-Jan-2016
PORTFOLIOPORTFOLIO
Perdeshov Bahtiyar
Urazaliyevich
September 22-November 9, 2008
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Introduction
Professional Reflections
Fieldwork Reflections
Lesson Plans
Strategy Sheets
Group photos
CONTENTSCONTENTS
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IntroductionIntroduction
I’m English Language teacher from Chirchik town, Uzbekistan. I was
born on August 10, 1981. I’ve been teaching English for 6 years and I
really enjoy it. I have a family: mother, father, brother and me, Leonid. At
present time I teach English to 9-12 grades at the Academic Lyceum in
Chirchik. I am also a member of UzTEA branch (Uzbekistan teachers of
English Association) and active participant of annual conferences in
Tashkent. I also have participated at several workshops lead by US
embassy, British Council. I’m always open to something new and
interesting, anything that might be useful at my work or worth teaching to
my students. I like challenges and eager to expand my experience.
At my lyceum I’m responsible for developing and improving
curriculum, conducting workshops for other English teachers, sharing
experience and information got from UzTEA conferences. Of course, it
requires a lot of knowledge and skills . Participating in TEA 2008
program I have a great chance and possibilities to increase the
knowledge of the subject and achieve higher levels at teaching foreign
language .
I’m interested in listening to music, chess and travelling.
The aim of creating portfolio is to reflect my experience and skills
gained during the professional program at George Mason University. The
program includes two parts: seminars at the University and observation
by attending lessons of US colleagues at JEB Stuart High School.
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Professional reflections
As other professions the profession of teacher has directive and specific
disciplines. And it takes much time to be professional language teacher.
Professional development is a continuous process of individual and
collective improvement of practice. Its empowering effects should reach
individual educators and also learning communities. To practice to foster
reflection and awareness of one’s and our community’s teaching
practices, bridging the gap between information and knowledge, aiming
at deepening and broadening knowledge of content, and thus, laying the
grounds for pedagogy of all disciplines related to English teaching.
Professional development should be rooted in and reflect the best
available research, and should also be intellectually engaging, as well as
address the complexity of teaching. It is through knowledge management
that the teachers pave the way to personal reflection, fostering individual
professional insight, and thus, having a positive impact on teaching
community.
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Fieldwork reflections
JEB Stuart High School
Mentor teacher: Dale
WHITESELL
My fieldwork is bases in JEB Stuart High School and when I observed the lessons I noticed some differences and similarities.
The similarities are that we Use some methods of teaching as they do. Our teachers focus on Learner
Centered Method and so do the American Teachers. The students feel free during the lessons. The lessons are interactive and integrated. During the lessons all four skills are taken into account. The library system has a great access to resources at JEB Stuart High School. The students have various options for reading. The books are available all the time and the students can choose any book easily as they are divided into sections. There are strict rules set at he school.
Concerning differences the one thing I observed is the use of technology. Certainly we have the technology provided to our lyceum but we don’t use it as often as they do. They use computers for language learning. As for us, we don’t use it in language classes. The students are taught the computer skills and they can use internet for finding the information and assignments but they don’t perform tasks in class hours in computer.
The other thing, I noticed is that the American English teachers use listening activities. To my opinion they even don’t need that as they have the English speaking environment and they are native speakers but we use audio and video recordings for students to listen to the native speakers’ conversations in different situations. Our classes have to cover more things. The pronunciation and phonetics also have to be integrated along with the skills practice.
From my observation I found that it is good to use computer as a language teaching recourse. The students can submit their work and get feedback individually. As for some tasks they can even look at the percentage of their performance and assess themselves. It encourages them to self -development.
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Strategy Sheet #1
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Using a Map What You Understand2. When is this method or strategy useful? To develop student communicative skills
3. Why or how is this method or strategy useful? This method is useful to develop student creative skills4. What are the steps involved in using this strategy or method? Using vocabulary to find information Using geography knowledge to identify any country (city) 5. When would this method or strategy be useful in your setting? To describe any English speaking country (city) To present facts6. What would you like other teachers in your school to know about this method or strategy? It’s also increases geographic knowledge
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
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George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
Strategy Sheet #2
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Anticipation guide
2. When is this method or strategy useful? Before presenting new content or skills
3. Why or how is this method or strategy useful? It begins to activate prior knowledge
It brings up questions
It shows how much the students know
4. What are the steps involved in using this strategy or method? Teacher writes a brief “quiz” using information to be presented later in the lesson. Include two places fro answers, before and after
Students take the “quiz” before the lesson, look for the answers during the lesson, and then take it again afterwards
5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill
6. What would you like other teachers in your school to know about this method or strategy? It’s easy and a good way to tell the students what is important
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Strategy Sheet #3
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Venn Diagram
2. When is this method or strategy useful? For listening and speaking, writing, and viewing activities.
3. Why or how is this method or strategy useful? It begins to activate prior knowledge
It helps to compare things of the same group
It shows how much the students analyze by comparing
4. What are the steps involved in using this strategy or method? Students write the two things they are comparing on the lines in the two circles.
Students take the “quiz” before the lesson, look for the answers during the lesson, and then take it again afterwards
5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill
6. What would you like other teachers in your school to know about this method or strategy? It’s easy and a good way to tell the students what is important
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
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Strategy Sheet #4
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Graphic organizer
2. When is this method or strategy useful? In comparing and contrasting, either from reading or from content in the course
3. Why or how is this method or strategy useful? It can be developed with the students so they do thinking
4. What are the steps involved in using this strategy or method? Read a story or study new content
Discuss the possible differences
5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill
6. What would you like other teachers in your school to know about this method or strategy? It works well in small groups and teaches group skills.
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
9
Strategy Sheet #5
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Word wall
2. When is this method or strategy useful? In learning new vocabulary
3. Why or how is this method or strategy useful? During academic year
4. What are the steps involved in using this strategy or method? Words need to be posted on a wall to help students remember them and to remind teacher and students to use them through out the academic year
5. When would this method or strategy be useful in your setting? Periodically can be reviewed
6. What would you like other teachers in your school to know about this method or strategy? It’s extremely easy and requires no special materials
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
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LESSON PLAN #1
PLANNING PHASE Identify Performance Objectives By the end of the lesson students will be able:1. to put 10 adjectives into comparative degree;
2. to use comparative adjectives in sentences
3. to ask questions using comparative adjectives and answer them;
Lesson OutlineContent: Curriculum plan TEACHING PHASEPreparation
Warm-up activity: In turn students are to say one adjective describing native town. Teacher write down adjectives on the blackboard and fill in the chart:
Simple adjective Complex adjective Irregular adjectives small modern good
Prior knowledge
Language Goals (vocabulary/structure/communicative language/functional language) Checking homework on page 26, ENGLISH 2, Tashkent-2007
PresentationActivities – Four skills: listening, speaking, reading, writing
Poster with grammar chart with forming comparative adjectives.
Teacher say example to each comparative with –er (than), more (than)Exception in forming comparatives with suffix -y: easy: easier, more easy
10 adjectives: talkative, smart, ancient, wide, narrow, boring, sensible,
dark, salty, easy
Practice1. Exercises (fill in) on page 28, ENGLISH 2
2. Work in groups. Scrambled sentences with comparative adjectives.
Evaluation1. Each group present the answer to other groups.
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
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LESSON PLAN #2
PLANNING PHASE Identify Performance Objectives By the end of the lesson students will be able:
1. To form a short story by putting sentence stripes in order;
2. To retell the a short story;
3. to ask questions using lesson vocabulary;
Lesson OutlineContent: Curriculum plan TEACHING PHASE
PresentationActivities – Four skills: listening, speaking, reading, writing
Each group of four people gets sentence stripes of a short story. Teacher explains instructions.
Practice1. Each group read out own story
2. Presentation of the lesson vocabulary
Evaluation1. Each group present the answer to other groups.
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
12
LESSON PLAN #3
PLANNING PHASE
Identify Performance Objectives By the end of the lesson students will be able:1. To make graphic in Excel of favorite things to the question
“What’s my favorite hobbies;
2. to ask questions and find answers from other partners.
Lesson OutlineContent: Curriculum plan TEACHING PHASE
PresentationActivities – Four skills: listening, speaking, reading, writing
Teacher explains how to make graphic in Excel program and students follow teacher’s instructions.
Practice 1. Students make up graphic to the question What’s your favorite
hobbies, write 5 activities?
2. Work in groups.
Evaluation1. Each student presents the answer to other gstudents.
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
13
LESSON PLAN #4
Teacher: Bakhtiyar Perdeshov (Uzbekistan) School: JEB Stuart High school
Grade(s)_________ Language(s)_________________ Level(s)______________
Date: 10/22/08 Number of Students _____ Time/Period: period 5; 50 min.
PLANNING PHASE
Performance-based Objectives – As a result of this lesson, students will be able to:
1. talk about art, ask and answer the questions on given topic
2. discuss about painting
3. speak about painter Vincent Van Gogh
Alignment with Standards:
National/State/Local
TEACHING PHASE
(1) Preparation:
Warm-up Activity: Web. Teacher write the main vocabulary word (ART) in the large
oval in the middle on the blackboard. Students are to think and write
vocabulary words (movie, theatre, museum, painting) in the smaller ovals (2 min.)
Theme or Topic: Art (Vincent Van Gogh)
Vocabulary: mental, the country, scrap, to fail at, moody, a genius, to be good at
Grammatical structure(s): past simple tense
George Mason University College of Education and Human Development,
Center for International EducationTeaching Excellent and Achievement Project
Funded by IREX-U.S. Department of State/ECA
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Lesson plan #4 (cont.)Lesson plan #4 (cont.)
(2) Presentation and (3) Practice
1. Jigsaw. Students in pairs are to discuss the meaning of 7 words (mental, the
country, scrap, to fail at, moody, a genius, to be good at) on topic (10 min.)
Practice. Each group makes a presentation in front of the class
2. text on page 27. Students are to read a passage one by one (15 min.)
Practice. a). The class discusses about painter Vincent Van Gogh (15 min.)
b). Ex. Vocabulary (meaning), p.28 (3 min.)
c). Work in pairs. 6 questions, p.28 (5 min.)
Closure. Essential question: What words do we use to describe people? Students are to write 3 words on a piece of paper.
What words do we use to describe people?
____________________
___________________
____________________
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PhotosPhotos
TEA fellows at George
Mason University,
Fairfax County
JEB Stuart High school
fellows
GMU TEA fellows visiting to Smithsonian
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Photos
George Mason University
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Photos
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