PORTFOLIO Perdeshov Bahtiyar Urazaliyevich September 22-November 9, 2008 1.

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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Strategy Sheet #2


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


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


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 #4


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


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.




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Strategy Sheet #5


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




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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.




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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


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.




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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


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.




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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




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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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PORTFOLIO Perdeshov Bahtiyar Urazaliyevich September 22-November 9, 2008 1.

Documents

Transcript of PORTFOLIO Perdeshov Bahtiyar Urazaliyevich September 22-November 9, 2008 1.