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Presentation on theme: "YELENA PLAXINA, Kazakhstan PROFESSIONAL PORTFOLIO."— Presentation transcript:


2 George Mason University College of Education and Human Development, Centre for International Education; Teaching Excellence And Achievement Project Funded by IREX USA Department of State/ ECA; School for Gifted and Talented #8, Shymkent, Kazakhstan


4 Forward: information about yourself Goal Reflections: reflection for internship reflection for university courses reflection for the visit to Sherando High School Strategies Lesson plans Afterward: how to use the portfolio in home country


6 Hi! I am Yelena Plaxina from Shymkent, Kazakhstan. I have been teaching English for 10 years. I am here to enrich my experience and enhance development of Kazakhstan PLC.

7 YELENA ANATOLYEVNA PLAXINA 8 Ul. Zheltoksan, Apt. 7 Shymkent, Kazakhstan 8 (725 2)232392; 8(705) ; Personal Information Date and place of birth 1979, November, 6 Shymkent Qualification 1994, May Junior Art School Designer Kentau 2000, June South-Kazakhstan State University Teacher of English Shymkent Education 1986, September – 1996, May English Speaking Gymnasium 22 Kentau 1989, September – 1994, May Junior Art School Kentau 1996, September – 2000, June South-Kazakhstan State University Shymkent Experience 1996, September – 2001 private lessons of English Shymkent 1999, August,2-23 Joint-Stock Company Excavator Interpreter Kentau 1999, September till now DARYN 8 school for gifted and talented Teacher of Business English Shymkent 2000, June-August English Private Camp Teacher of English Shymkent 2000, December – 2002, May Open South-Kazakhstan University Teacher of English Shymkent

8 Certificates 2001, March Macmillan Heinemann ELT Certificate Shymkent 2001, May TESh Certificate Shymkent 2002, March Macmillan Heinemann ELT Certificate Shymkent 2006, September Educational program Merits (reg.#AT-OO200) Shymkent 2007, April TESh for participation in the International Conference Road to Efficient Teachi Shymkent 2007, May TEA: New Standards in ELT (reg. # 190) Shymkent 2007, July US Embassy for participation in CATEC2007 Issyk-kul, Kyrgyzstan 2007, December TESh Web-technology in the ELT (reg. #:MK WT-0044) Shymkent 2008, March NGO INTELLECT Shaping Leadership and Business Skills Shymkent 2008, June IC KoldyBer VCT-Projects; IT application in the teaching process Shymkent 2008, July ETTE Teachers training Almaty 2008, November 1 st place in the teachers of English Regional Olympiad Shymkent 2008, December Republic Festival of Innovative Technologies Application in teaching Shchuchinsk 2009, March TEA finalist Washington Languages Russian(native), English(excellent), Kazakh(basic) Knowledge of Computer Microsoft Office: Word, Excel, PowerPoint, Outlook, Moviemaker; Adobe Photoshop; Internet Explorer; Corel; Merits

9 Goal of the portfolio to create a resource bank of diverse strategies and activities and example of their implementing in lesson plans

10 Presentations about the Republic of Kazakhstan nasha pr.ppt

11 My professional goals As any teacher I have a strong desire to see my students working hard during my lessons. That means I myself must work even harder. I am obliged to prove them I am worthy of being followed. I consider exchanging experience to be extremely efficient. When I return home I am planning to run seminars in the region teachers association to share with the teachers experience I have received in the USA. I also want to apply for a small grant to hold a conference devoted to brain-competible method. I am going to keep in touch with the other participants to exchange news as in field of teaching, so maybe in other areas, and certainly with those who will meet us in the USA. My dream is to establish our own news-paper or a radio-station. I know a lot of students in our school who are planning to be journalists. They would be eager to try themselves in a school-paper or radio-station. Issuing school news-paper will also enable to learning English for the specific purpose. Working as a school journalist will give the students such precious skills as teamwork, problem-solving, socializing skills which they will be applying all their life. It will also enable development of critical thinking, tolerance to opinions of other people, what will be also extremely necessary in their future life. I hope my US experience will help me in this.


13 My first school day The first impression of the school was like of something large, noisy and messy. Then, when I had a chance to have a deeper look into organizing of learning process I realized that Poe middle School is a well structured system where everyone knows his role and fulfils his duties properly. I was impressed and even envious by the fact that each room has all necessary appliances: TV, projector, laptop, white –board, black-board. Another thing that I noticed on the very first day and did not stop to admire is that there are a lot of students with disabilities in the mainstream and the other students do not tease or ignore them; on the contrary treat them as equals. The next thing I paid attention was atmosphere in the classroom – there was a sense of importance in the air, it was clearly understood that students and the teacher work in one team doing something extremely important for both sides.

14 Reflection for Ms Greenes lesson. Ms Greene started the lesson with reading aloud classroom rules. She had one of the students to read them. By means of this she develops as reading skills so the sense of participating in a very important process for both students and the teacher. She continued with the revision of the grammar material they learnt last lesson, warm-up. Firstly, the teacher elicited form the students an example of the grammar structure, then distributed the cards. So, when the students started the job they already had an example on the board. Students had to do the task individually in their work-books, if someone did not know the right answer they had to ask the partner, if the partner didnt know either, they had to ask another partner. Such kind of activity teaches students be helpful and responsible not only for themselves but also for the others. The student who finished first came to the board and wrote one sentence from the exercise they had been doing. This develops competitive and leadership skills. The second stage of the lesson was announcing the agenda what is very helpful in structuring the lesson and motivating the students.

15 The third stage of the lesson and the first point of agenda was presenting me. The teacher had told students about me in advance, by this she prepared the students and prevented odd questions. As the students had already know about the guest, the teacher elicited from them information about me. It included the country where I am from and grades I teach. It develops students memory skills. When I finished my presentation the teacher asked students what similarities and differences they noticed between the USA and Kazakhstan. That was a kind of post-listening/post-watching activity to see how attentively and carefully the students had listened and also developed their speaking skills. Then they went with the other points of the agenda. I had several feelings of this lesson. The first one is that the teacher conducted the lesson and did all the things so as I would do them. The next one is that the teacher is very consequent and it is understandable that her requirements are always the same, the students know what to do, they are acquainted with the procedures. The teacher is always very polite and concerning- the qualities I tend to lack and will have a chance to develop in myself. I liked that the room was more than equipped and all staff is used by the teacher thus I have chance to learn some new things about modern technologies. Everyone is involved into the process of study, there is atmosphere of friendship and co-operation, which I also appreciated a lot.


17 Thank you!!!!!!!!!!!!!!!!!!!!!

18 REFLECTIVE PRACRICE Dr. Steeley As reflection on this….

19 October, 5 What is the purpose or goal of a portfolio in your country? Every five years the teachers in my country have to prove their teaching license, that is why we have to keep some documents and materials with the activities we use in our classroom. For example some lesson plans, students works, our methodological research, reports on different themes, certificates, photos and etc. The purpose of these portfolios is to show our work, professional development and our achievement during these five years. The teacher cant prove his license without a portfolio.

20 October, 12 What factors does the teacher consider in planning? While planning the teacher should think about many things they maybe divide into 3 groups closely connected with each other: summative, formative and diagnostic. The most important of them are: Students background( students interests, origin, age, sex, level of English, personality, learning styles, MI, etc.); What you want to achieve by means of the lesson: your objectives - without objectives the lesson is not a lesson but a number of activities which are not connected with each other and are useless; Time limit; Etc.

21 October,13 How does a teacher use objectives in planning? Effective teachers begin planning by selecting and stating goals and objectives. They then select appropriate materials, strategies and methods, and evaluation techniques to teach and measure the accomplishment of the objectives that lead toward accomplishment of goals. When students are informed of the goals and objectives, they become aware of what the teacher expects them to accomplish. Both teaching and learning are more effective when goals and objectives are appropriate for the learners and stated in clear and measurable terms. Good instructional objectives tell what the student is expected to know or be able to do at the end of the lesson or unit of study. Each statement should begin with the phrase "the student will be able to" or have this phrase implied. I didnt notice any difference between my country and the fieldwork schools here.

22 October, 19 How can group work aid your teaching. Grouping students is very efficient because of many reasons. The main of them are: Student speaking time increases; Students are more active; Students are not shy; Students with lower language skills can be helped by students who have better language skills, in this process both parts win as one of them get an explanation and help and the other one memorizes the material, practices in it; and both get fun. Activity is done quicker; It is diversity for students and very flexible for teacher as students may have diverse roles; Students gain precious experience of interacting with different people.

23 SOCIAL CULTURE MS BREMER It is typical for American classroom …

24 Vocabulary Strategies: Review and Games When reviewing, teachers might consider one of the following activities: 25,000 Pyramid Based on the classic game show 25,000 Pyramid, this activity allows students to review vocabulary words or concepts that have been previously learned in class. First, the teacher chooses six to ten terms to place into slots on a PowerPoint or paper pyramid. Then in class, students pair up with a partner to play the game. One student faces the pyramid board, while the other faces away from it. Starting with the lowest dollar amount, the student facing the board gives the other student clues about the bottom words. If the student facing away from the board guesses the word correctly, they receive the points, or dollar amount for that word, and continue on to the next word. If the student is unable to identify the word, he or she can say pass and the pair moves on to the next word in the pyramid. When time is up, the pairs add up how many dollars the receiving partner has won. The teacher can then have the partners switch roles and go through the same procedure with a new game board. This game works well as a review activity. It can also be adapted by allowing students to develop their own pyramid boards based on information being learned in class. BINGO BINGO might also be used as a vocabulary review game. The teacher first prepares a list of 20 – 25 terms. In class, students choose 16 of the terms and place them in random order on a four-by-four board. The teacher then calls out the definitions, or examples of the words. If the student has the word on his or her board, he or she marks the term. When the students get four terms covered in a row, column, or diagonal pattern, the student calls out BINGO! He or she must give the word and definition back to the teacher in order to win BINGO. This helps the students show their knowledge of the terms, while it also serves as an oral review for the rest of the class. This activity can also be modified by changing the size of the board.

25 Before Reading: Strategies Before reading, teachers might consider one of the following activities: ABC Brainstorming This activity may be used as a before, during, or after reading strategy. It can be used before reading for students to brainstorm their knowledge, during reading to collect key vocabulary, or after reading as a review. Students are given a chart with all of the letters of the alphabet and asked to write down specific words or phrases about one particular topic that begin with each letter. This activity can be done individually, with partners, or in a group. If a teacher is short on time, it might also be modified by asking students to use only their personal initials for the brainstorm. An ABC chart used during or after reading might also be a valuable vocabulary resource for students when studying for a test or quiz. Admit Slip Admit slips are used before students read a selection. On a sheet of paper or index card, students are asked to respond to a specific prompt. The slip may be used as a homework assignment or as a warm up. One variation of this strategy would be asking students to respond to a question they developed the previous class period. Anticipation Guide The anticipation guide can be used before, during, and after reading a passage. In this strategy, the teacher provides general statements about a topic. The students are asked to agree or disagree with the statements, encouraging critical thinking and building student interest. In addition to agreeing or disagreeing, students may be asked to defend their opinions through written or oral communication. During or after reading, students may revisit and revise their anticipation guide based on the reading and class discussion. *This strategy could be adapted into the Back to Back activity.

26 During Reading Strategies Teachers might consider using one of the following strategies: Double Entry Journal (Cornell Notes) Double Entry Journals, also termed Cornell Notes, can be used in a variety of ways. Before assigning reading, the teacher develops a double column note sheet. On the left hand side of the sheet, the teacher writes down key terms or main ideas in the text. The right hand side of the note sheet is used for details or facts found in the reading. Teachers may choose to give students the details ahead of time and have them develop the main ideas as they read, or vice versa. Eventually with practice, students will be able to determine both the main ideas and important details from the text. Teachers may also differentiate, giving some students more support on the guide than others. Students should also know that the journal naturally lends itself to being used as a study guide after reading. Comprehension Strategies Having students practice a comprehension strategy during reading encourages them to be actively engaged in the text and thinking while reading. Teachers need to be careful to model the strategies before expecting students to use the methods themselves and should initially use one strategy at a time. Students may try the strategies by marking in the text or writing on post-it notes as they read. Practice with these skills will help students use them more naturally when they are reading independently or faced with difficult pieces of text. The following list has been adapted from the book, Strategies That Work, by Stephanie Harvey and Ann Goudvis. Making Connections Readers make connections by activating prior knowledge before, during, and after reading text. Students learn to use prior knowledge to make connections between the reading and what they have experienced, what they have read, or what they know about the world.

27 After Reading Strategies After reading, teachers might consider one of the following activities: 3 – 2 – 1 A 3 – 2 – 1 is a simple way for students to show what they have learned or ask questions about a topic. It can be used after reading, at the end of class, or toward the end of a unit as review. Teachers can adapt the 3 – organizer to best meet their needs. They might have three facts the students learned from a reading, two questions they had as they read, and one thing in an article that they found interesting. Teachers might also be more specific and ask for students to write three facts they learned about weapons during WWII, two battles that were fought during the war, and one way the war impacted the home front. 5, 4, 3, 2, 1 organizers might also be used if reviewing an entire unit or a long article. Cartoons / Cartoon Strip Single cartoons or cartoon strips are a wonderful way for students to show their ideas through art. After reading, allow students to draw a cartoon strip showing an event from a story, or a process, such as how a bill becomes a law or how a cell transforms during mitosis. Drawing can be a simple way for students to prove their understanding while also being creative. Discussion Web Useful during or after reading, this organizer has students identify which facts are important to the text and which are trivial. As they read, students write facts onto one column or another. Teachers might consider giving students the main topic from the reading and having them write down details that connect to the issue in one column and details that are not directly related in another. By mapping out the relevant and irrelevant details, this will help guide student discussions. Teachers might also adapt the organizer to also show two sides of an issue prior to a classroom debate, such as the beliefs of Democrats versus Republicans, or whether or not a character should have made a certain choice in a story. Writing down their ideas will help them form better arguments for a debate.


29 Assessment tools My mentor realizes that there are several key differences in the methods used to assess students in the regular classroom and the ones used to assess ESL students. Many students have a fear of the language barrier that prevents them from communicating to the teacher what they actually know. Ms Greene uses assessment to determine a learner's potential talent or capacity for learning languages; to determine a student's proficiency in a language; to identify the strengths and weaknesses a learner has; to determine how well students are comprehending the material that has been covered or how much information they picked up from a specific course. Ms Greene uses a variety of assessment forms. Some of them are: 1. Dictation is when a teacher reads a passage aloud and the students write what the teacher is saying. 2. Cloze tests are passages in which every nth word (ex. fifth, sixth, etc) is deleted and a blank is inserted in its place. The student must decide the appropriate words for the blanks. 3. Multiple-choice tests can be used the same way for ESL students that they are in the regular classroom. 4. Strip stories are passages that are cut apart sentence by sentence for the ESL students to put back in the correct order. 5. Role plays allow the ESL learners to be put in realistic situations and act them out in English. 6. Using writing samples helps teachers to determine certain grammatical strengths and weaknesses. 7. Portfolios are collections of your students' work which show their progress and achievements in one or more areas. Portfolios help students to see the growth that they have experienced in their language development. 8. "Physical Demonstration." To express academic concepts without speech, students can point or use other gestures. 9. "Pictorial Products." To elicit content knowledge without requiring students to speak or write, teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, and charts 10. K-W-L Charts (what I know/what I want to know/what I've learned) to begin and end a unit of study.

30 Among many forms of assessment Ms Greene prefers alternative assessments as they meet the following criteria: Focus is on documenting individual student growth over time, rather than comparing students with one another. Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't know). Consideration is given to the learning styles, language proficiencies, cultural and educational backgrounds, and grade levels of students. Ms Greene uses the following assessment tactics: Assess student understanding by promoting student discussion; Include presentations, and require that all students participate; Involve students in the development of rubrics; Make writing a routine, not a special occasion; Find a way for students to continue to talk outside of class; Assign self-assessments from your students to monitor their progress; Dont try to do it all at once. The new form for me was KWL-chart. I think this strategy will be relevant and useful in my classroom. Before the unit this strategy enables to gain an awareness of students' background knowledge and interests. Afterward, it helps to assess the content material learned. If to save the before-unit-chart till the end of the unit the students will be able to compare what they knew and what they have learnt what is very important in the learning process as it gives a clear sensation of progress. Reference:

31 Reflective statement Now about the content of the course. Certainly, I knew before about all the things we discussed with you. And as one of your article (dont remember which) mentioned that a research showed that teacher apply all the things but they dont know how they are scientifically named. That is about me. I always tried to use different types of activities during my lessons but I didnt really think that it is necessary to do because of different learning styles different students have. I just wanted my lessons not to be boring. Now I will always keep in mind MI and LS while planning a lesson. By the way, I now can explain the difference between MI (in-born features)and LS(acquired features ), MI (Gardners theory)and brain-based instruction(Gardners theory + psycolgical and neuron researches). The other thing I understood here is the difference between differentiating (using methods that address to different MI ) and bridging(preparing activities for student of different levels). The next in the turn is assessment. My daily problems are classroom discipline (though the others say that students behave well on my lessons ) and assessment. I could slightly understood what is the difference between assessment, measurement and evaluation. I can now but again not very clearly. I think I can name now different types of assessment (formal, informal, summative, formative, alternative, performance-based, authentic, traditional, let me not explain what is what, believe me I am aware what is what) but I sill mix meanings of summative and formative. I know that one of them is assessment of the activities done during explanation and consolidating the material and the other after finishing the topic but I forget what is what – if I start mixing something that is forever. At all I never considered the activities done during explanation and consolidating the material to be assessment. Now I know they are. The first part of the course was easier for me, I understood it better. Maybe that is because it was in the end of the course and it was too squashed, I think there should be more time for this part of the course. I still have some problems with assessment. There is a progress but not very big. I now have some guidelines. But I think I have to work on it. The course was very useful, I have written above what I will apply at home. Again, I have written I have already used many things before without knowing how they are named. Now I know. That was one of the most useful courses, thank you.

32 EDUCATIONAL LEADERSHIP DR SHAHROKHI If you have any problem just tell me

33 Self-improvement plan ps 5,6. Step1. I will talk about constructive style (humanistic -encouraging) and passive/defensive style (dependent). These two are the lowest in my profile. Humanistic-encouraging style. Step2. It is in clock 1 position. My score in it is 22. According to the explanation in the inventory you have given that means I tend to place unnecessary limits on my relations, etc. I cant agree to that explanation. I just dont have a strong demand in communicating with al people. Also I dont want to disturb them. But if I see that someone needs support I am always ready to offer my help. Step3. People who influence me are my closest and the nearest. Maybe I am not very open and prefer to have a few close friends to plenty of acquaintants because my parents did not have too many people to visit us. When I studied at school it was extremely difficult for me to communicate with people. Today I can talk and socialize with everyone on interesting to the person topic without any difficulty. That is a great change in my character which I consciously was persuiting. The thing is that I dont need too much communication. If someone approaches me I can communicate for mutual pleasure. But it is not a problem for me if nobody comes to me to talk. That is the description of my attitude to all people around me. Everything is different with close people. I strongly need constant communication with my family and constant friends.

34 Step 4. Personally. I have a few close friends(self-defeating consequences) but all of them are people who have proved their loyalty and reliability(positive consequences). I have sufficient level of communication (positive consequences). However, I dont open my mind to everyone I know (self- defeating consequences). Professionally. I have enough skills to interact with colleagues (positive consequences). But I discuss only professional matters with them(self-defeating consequences). Step 5. It is a difficult question as I am a self-moulded person. I have chosen that qualities to develop which I am mostly comfortable with. Besides, I dont know what is considered to be positive or negative as everyone decides it himself. Let me not answer these 2 questions. Step6. Alternative style(1). Prefer to work alone though possess teamwork skills and I am a good team member. Steps7, 8. Look at step 2,3.

35 Passive/defensive style. Step2. It is in clock 5 position, my score in it is 6. According to the explanation, I probably have confidence in myself and am able to control over my own life. In this case I absolutely agree with the explanation. Step3. I will again go back to my childhood. My parents always taught me to be responsible for my actions. How can a person be responsible for something that other people decided for him? Also there is a proverb in the Russian language If you want a job to be done well – do it yourself. That was my motto from early childhood. As a teacher I am able to distribute roles but I always check how the process is going on. While teamwork I can do any roles as the leading shares tasks, so fulfilling different tasks. Step 4.Personally. I dont press my friends and relatives with extra problems. It can be as a positive so a self-defeating consequence. Professionally. I am a reliable worker able to accept unusual decisions. Step5. Look at the first style. Step 6. It is a defensive style. I am able to govern my life. However while teamwork I am able to follow the leader and I am open to new ideas. Step 7, 8. Look at the first style.

36 EDUCATIONAL LEADERSHIP DR. WOODY You are teachers - leaders

37 Teacher Leadership for change. My goal is to be that person, who becomes the catalyst for change. In the course of my training I have been exposed to various teaching methodologies using Backward Design model, LEARN model (Link, Engage, Activate, Reflect, and Next Steps), Frayer model, Graphic organizers and numerous strategies for effective teaching. To implement these into our learning environment I believe that I must be an agent for change.

38 Components of change Knowledge Creation & sharing

39 The above diagram has helped me to understand the steps essential to achieve my goal. The first step is to be aware of the Multiple Intelligences that are within the teacher and the student. So accordingly the entire teaching –learning process is focused. When I go back I would like to be a Teacher agent of change. With the cooperation my management and my peers, I hope to bring about a conducive atmosphere for effective teaching. So a vision and a mission have to be evolved and an Action plan to be mapped. In the journey to achieve my GOAL, I have to find solutions to the numerous questions that pop up: -What is the project that you plan to work on? - What is the goal? - What is the time frame? - How will success be measured? - What are my convictions and beliefs and how do I act on it? - What do I know about change and how to tackle implementation dip? - How to work with my peers and what style should I approach? - Do others know that I care? - How does knowledge gets shared within the school? - How do I get coherence to the organization? - How to create a Professional learning community (PLC) and how can the PLC enrich the Learning of the students? Finding solutions to these questions will be my top priority.


41 Case studies. This method is useful in any phase of the unit. It may be introduction or expanding. This method is useful because it helps to enliven the material by making it concrete and "real." it encourages students to integrate theory with practice. Facilitates intuitive and integrated understanding of complex, interconnected issues. Students are given specific cases to study which illustrate general principles being studied in the course. Students may be asked to write an analysis of the case, to report on it orally or be prepared for detailed questions from the instructor. You can always apply this method because it connects real life and the learnt material. I would like to learn more different sets of cases and tasks to them.

42 Warm-up. This method is useful in the beginning of the lesson when you want to tune students for working wave and prepare them for the concrete topic you want to discuss. This strategy is useful because it helps to motivate and intrigue students. It provides them with materials and information they can with connect with themselves thus their interest to the topic increases. Usually there is a first activity connected with some visuals (pictures or a film) and a suggestion to guess what the lesson is about. At my school breaks between lessons are very short so warm- up can help to switch from one subject to another. I would like to learn diverse types of activities, brain gyms, may be some psychological moment, e.g. which type of music helps to concentrate, etc.

43 Learning centres. This strategy is useful when you want each student fulfill each task individually. This strategy is useful because of 2 main reasons. The first one is that activities change quickly and it is interesting for students to move from one centre to another. The sensation of doing something important is created. Thus motivation is provided. The second one is that this strategy provides each student, even low, to fulfill all the tasks himself. Preparation includes announcing the centres, preparing tasks for each centre, explaining the tasks, dividing students into groups, assessing the fulfilled tasks. These strategy is useful to assess students. I would like to learn more diverse types of activities.

44 Peer tutoring. When you want to increase level of responsibility of your students. This strategy enables memorizing of new material by higher students as they repeat the material while explaining it to another student or checking their task. From the other hand it is a kind of bridging exercise for higher students- to help those who didnt finish yet or check the job of another one who has finished if you want everyone to work individually. Also some students understand their peers better than a teacher; some students better understand new material when they explain it to someone (like in the anecdote: I explained it so well that I even understood myself). When some of the students have finished the task and dont know what to do; or when you want someone be responsible for something or somebody. Preparation involves announcing the task and delegating responsibilities. I would like to learn some psychological stuff, e.g. how to choose the best tutor, how to increase students motivation, as this tutoring is sometimes quite difficult.

45 Summarizing. Summarizing is useful when you want to check how well students remember what they have read/heard/talked about. This strategy helps to develop logical thinking as students must choose the most essential things form plenty they have learnt and arrange it in the chronological order. From the other hand this activity develops memorable skills and motivates students to work more attentively during the previous activity if they are informed about a summarizing activity in advance. The next role of summarizing is to develop speaking skills if you do summarizing orally or written skills if you do it in the written way. The first step is to inform students in advance that they will make a summary. Other steps may vary depending on the way the teacher is going to conduct the activity and the activity itself. You may arrange students in groups or instruct them to make a summary in chain or in written way; so the step of instruction is indispensible. Then, is preparation for the activity, for example distributing crayons or something like this. Finally, the activity itself follows. The last step is optional. It is feedback or reflection of the activity. This method usually useful to follow another activity in listening, speaking or reading. I would like to learn different activities to vary the process of summarizing.

46 STRATEGIES THAT HELP TO TEACH UNDERSTANDING: Framework Lessons Framing Prior Knowledge Prediction Group Work Context Embedded Questions Data Collection Data Summary strategies.pptx Data Manipulation Post Knowledge (Data Interpretation) Links to Everyday Knowledge Reflection Safe Environment Embedded (on-going) Assessment Authentic (summative) Assessment

47 Shared strategy(Zulema Roque Delgato) Carousel Feedback It is useful in written projects for students to develop critical thinking and communicative skills. It is useful because it helps students reflect on their own work and to give and receive feedback on their work. the steps involved in using this strategy are teams rotate from project to project to give feedback to other teams. Teams stand in front of their own projects. Teams rotate clockwise to the next project. For a specified time, teams discuss their reactions to the other teams project – no writing at this time. Person #1 records feedback on feedback form. Teacher calls time. Teams rotate, observe, discuss, and give feedback on next project. A new recorder is selected each round. Teams continue until each team rotates back to its own project or until the teacher calls time. Teams review the feedback they received from the other teams. It would be useful to develop communication skills in my students, any time I want them to share information on specific topics, and whenever I want them to practice oral and written language, but most of all, every time I want them to reflect on their work. Carousel Feedback involves active learning, which is a general term for teaching and learning strategies that engage and involve students in the learning process. Research has shown that not everyone learns in the same way, so teachers must find ways, such as this strategy, to get to all students.


49 Lesson plan 1. Theme: Industrial pollution. Objective: to encourage students be careful about the planet; to develop their multiple intelligences; to master their writing, speaking and listening skills. LESSON PROCEDURE. I. Warm-up. Video-clip about industrial pollution on the song of Remstein. Students watch the clip and predict what the class will be about.(Visual; l- mathematical, natural) II. Prediction. a) Probable passages. Students are given different quotations from newspapers. They are split for pairs, they read a quotation and try to guess what kind of pollution the quotation tells.(Interpersonal, linguistic) b) Tea party. Students are given separate words from the article they will read later. Students mingle, exchange their words. Then they give more specific prediction about the article. (Interpersonal, linguistic)

50 III. Reading. a)Students read the article independently and find what the numbers refer to. (Intrapersonal, linguistic, l-mathematical) b)Students find sentences that illustrate pictures.(linguistic, visual) IV. Summary. Students work in pairs to complete the table: (Interpersonal, linguistic) V. Writing. Exit ticket: students are to write what should the director of the factory they have read about do to stop industrial pollution. (Intrapersonal, linguistic, natural) somebodywantedbutso

51 Lesson plan 2. Teacher: Yelena Plaxina. School for gifted and talented #8. Grade: 7. Proficiency level: intermediate. Program model: pull-out. Content: English class. PLANNING PHASE. Content and/or language Objectives. As a result of the lesson students will be able to: name and describe sights of Washington DC; express their wish to visit one of the sights and explain why this sight appeals to his/her interest in the written form. Vocabulary: Names of sights ex.: a monument, a gallery, etc. Adjectives that express opinion of something: ex.: beautiful, ancient, etc. Materials: guide-book of Washington DC pictures of Washington DC sights 4 puzzles of Washington DC sights (a picture, name and short description)

52 Lesson Outline. Content: Washington DC sights. Standards: Standard 7.9 (Virginia Standards of learning). TEACHING PHASE SEQUENCE. Warm-Up Activity. Students are divided into 4 groups. They are to make up a puzzle of a sight (a picture, name and short description). Transition. Students are to predict the theme of the lesson, they are asked to guess where all these sights are situated. Activities. Activity 1. Students regroup into new groups where will be 1 student from each group they had for collecting puzzles and exchange information about their sights. Activity 2. Students watch a short film about the 4 sights and write down adjectives, that a narrator uses to describe the sight. Activity 3. In pairs students decide which sight is the most interesting for (define the target audience for each sight). Then they regroup and share their ideas. After that they report to the others about similarities and differences in the opinions. Activity 4. Students write 3-4 sentences explaining which sight they would never like to see and why. They are to base on the previous discussion and use the lesson vocabulary

53 Differentiating Instruction. Starting up. Warm-Up Activity. Beginning. Transition; Activity 1. Developing. Activities 2,3,. Expanding. Closure; Homework. Bridging. Activity 4. Assessment. informal assessment of student comprehension for this lesson can be observational as each student takes part in both group and paired activities. Keep records of the students responses and interaction as they are learning. The closure can also serve as a test of knowledge gained during the lesson. Closure. Students write 3-4 sentences explaining which sight they would like to see and why. They are to base on the previous discussion and use the lesson vocabulary. Homework. Students are to research about the sight they have chosen some interesting facts.

54 Unit plan (5 day lesson plan) 5dayplan nora.doc

55 Shared lesson plan Lesson Plan Format Intern: Jacqueline Cecilia Blanco Carranza_Grade Level: English 12 Title: Literature Vocabulary___________ Date: October 9 th, 2009 I.Objectives To build vocabulary based on synonyms and antonyms. To review readings from The Rubáiyát, The Gulistan and The counsels of the bird. II.Materials for Learning Activities Worksheets, Vocabulary sheets, overhead projector, transparencies, book, markers, eraser.

56 Procedures for Learning Activities First, the teacher asked students if they had read the assignment given as a homework for this class. Students agreed on having it read and after this a few opinions were heard. The lesson began with the review of the vocabulary in Chapter 3 with a revision on their vocabulary workbook; after this a test was made to check knowledge on antonyms and synonyms (vocabulary previously revised). Then the teacher gave students 15 minutes to read from The Rubáiyát and then they completed some critical thinking questions on a worksheet. Once students had finished with their worksheets they took another paper and started the open book test about the reading they had just made. The test included parts of vocabulary as well as literary analysis and critical thinking. Once students were done with their exams they continued to read their next class assignment until they were dismissed. IV.Assessment Open book test for the reading and practice of vocabulary on vocabulary workbooks. V.Differentiation The teacher has no problem with differentiation in this particular lesson. Students read individually the assignments given by the teacher as she sets a specific amount of time (15mins) for them to analyze and then answer the open book test. VI.Reflection Because Im an ESL teacher, I think the procedure the teacher had for the class was very much different than things I do in the school where I teach. For instance I never teach grammar directly,or do tests on grammar the way she did… I think the level of English and the fact that this was not like any other ESL class plays a very important role in the development of it.


58 As the program comes to an end I can say that all my goals have been achieved. I have gained theoretical and practical knowledge that I am taking back to share with my students and colleagues. What is more important I have lived an experience that I will always remember and I have made friends that I hope to keep for ever.


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