Presentation on theme: "George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded."— Presentation transcript:
George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA UZBEKISTAN TASHKENT PORTFOLIO of Otabek Kobiljonov
CONTENTS INTRODUCTION STRATEGY SHEETS FIELD WORK ASSESSMENT REFLECTION FIELD WORK REFLECTIONS LESSON PLANS SELF-IMPROVEMENT PLAN PHOTOS OF GMU AND LECTURES
Kobiljonov Otabek Kobiljon Ugli Date of birth: April, Address: Uzbekistan, Tashkent, Uchtepa district, Istirohat str.74 Tel.: home number ( ) ; Cell phone ( ) Education 2005 – nd specialty Bachelor’s degree. Economy and Management faculty. Diploma – 2005 Master’s degree. The faculty of Theory and practice of translation. Uzbek State World Languages University. Diploma.
2003 – 1999 Bachelor's degree. English philology faculty. Uzbek State World Languages University. Diploma – 1999 Accountant’s course. Certificate – 1987 Secondary School № 236. Certificate. Work experience 2008 – 2009 Tashkent School N13 Teacher of English 2004 – 2008 Tashkent State Aviation Institute. Deputy Dean and a teacher of English of Civil Aviation faculty – 2004 Tashkent Communication College. Teacher of English.
2003 – 2003 Akmal Ikramov district people's education department. Inspector – Methodist – 2001 School № 236 of Tashkent city. Teacher of English – 2001 School № 2 of Tashkent region Zangiota district. Teacher of English. PROFESSIONAL DEVELOPMENT A program of the Bureau of Educational & Cultural Affairs (ECA), U.S. Department of State Teaching Excellence and Achievement Program (TEA) Washington, The USA. September 21 – November,
Strategy Sheet #1 1. Name of method or strategy: Jig Saw 2. When is this method or strategy useful? For listening and speaking, reading, 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 helps to develop working in pairs and groups 4. What are the steps involved in using this strategy or method? Students should be divided into groups e.g. 1,2,3,4, then teacher gives them material of the lesson e.g. text of the lesson or reading material, then everybody will read in their groups, after that they asked to count 1,2 and divided in to large group, then they will listen and (or) discuss every body’s text. 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? This method is very productive and fruitful way of teaching new material what helps teachers to cover or involve many kinds of multiple intelligences.
Strategy Sheet #2 1. Name of method or strategy: Running Dictation 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 students to be more active during the lesson It is useful for multiple intelligences It elicit students to study well 4. What are the steps involved in using this strategy or method? Students are divided into two groups and in each group one writer will put down on the sheet of paper and others go and read the text then come back to the writer and say the sentences which he or she remembered and the writer writes the sentences said by the participants, this procedure lasts by the time when they finish writing all sentences of the given text. 5. When would this method or strategy be useful in your setting? As a project lesson after reading or writing classes 6. What would you like other teachers in your school to know about this method or strategy? Yes
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 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
Strategy Sheet #4 1. Name of method or strategy: Reading with pause 2. When is this method or strategy useful? For listening and speaking and viewing activities 3. Why or how is this method or strategy useful? It begins to activate prior knowledge It helps students to be more active during the lesson It is useful for multiple intelligences It helps to attract students’ attention 4. What are the steps involved in using this strategy or method? Teacher will read the text and while reading it he or she will pause and ask students to guess what can be happen then. Students will guess, teacher will resume her reading and this procedure lasts by the end of the text. 5. When would this method or strategy be useful in your setting? This kind of activity is very good for reading classes. 6. What would you like other teachers in your school to know about this method or strategy? Activities like this are very productive and don’t demand a lot of equipment which is very important for the rural schools.It is easy to implement and very interesting for students.
Strategy Sheet #5 Name of method or strategy: Student-centered, integrating Multiple Intelligence theory. When is this method or strategy useful? When the class is large with students of mixed abilities. When the class is heterogeneous with students having different styles of learning. When the students are learning English as a Foreign Language. When the students have low level of English proficiency. Why or how is this method or strategy useful? It can be made effective and useful if the lesson plan is designed in such a manner that it would challenge the intelligence of different style of learners. Like there will be questions and tasks suitable for students having different approaches to learning. What are the steps involved in using this strategy or method? In this strategy there are eight ways of learning. So the lesson in the class has to be such which would engage all the students in different types of activities involving reading, writing, talking, listening, drawing, visualizing, critical thinking, touching and acting. Such lesson may also have tasks and activities which will have something to connect to a student’s personal life or to living things and natural phenomena. When would this method or strategy be useful in your setting? In my setting that is in my class where I have about 125 students this strategy will be the most appropriate one. My class is a heterogeneous one and the students, though in Grade 12 have different levels of English proficiency. Besides what I have noticed is that not all students respond to my other type of teaching methods. And now I have learned that I should use the teaching strategy using MI (Multiple Intelligences) now and then to help my students to learn better. What would you like other teachers in your school to know about this method or strategy? I would be very proud and fortunate to help my co-teachers and colleagues to learn about the benefits and the positive sides of this strategy. I will first ask them to sit in my class and observe me conducting the class using the integrated MI theory of learning. I will let my students share their views and thoughts about the teaching method and have the teachers decide for themselves about the advantages of the strategy, particularly in our context and setting.
Field work assessment reflection of Otabek Kobiljonov During our field work observing procedure we were able to see and observe so many assessment types. In order to monitor students’ progress, it is essential to consider assessment as you put a lesson plan together. This procedure can be complex and challenging due to various language proficiency levels of students. During periods my mentor used Authentic, reading, collaborative assessment, oral language assessment, writing assessment, peer assessment, self assessment. As a sample as these are that she asks to do her students some activity and after completing the task she gives answer sheet so that students can correct their mistakes if there any.
After finishing the unit she tests them by reflecting all materials they had. She sometimes uses peer assessment by giving them leading questions like: What you like in your friend’s story? What you like her to change next time retelling what she read before? What kind of positive information you got from your friend’s story? What can you advise him or her to improve in story telling? etc. One day she made wring assessment, she asked students giving instructions she involved in the construction of narratives on topics in which they have a personal interest. Students were asked to share their writing with peers, who comment on the piece and ask questions and encouragement. Teacher says them to do some feedback to edit and to revise their work.
Reflection of field works at Holmes Middle School of Otabek Kobiljonov We all 5 TEA participants arrived at school in time. The school building was nice. We can see the school buses were arriving, departing after overloaded the school children. Our school has a pretty nice view and the place. Ecological system of that place was excellent chosen for the school. All participant interns and I went into the school and approached to the
info desk to sign in as it was written on the script of the school. As we introduced at info desk the responsible worker of the school came and greeted, welcomed us very friendly. She led us to the meeting room of the school and while we were going through the corridor we were asked to stop because on the school radio the principle was saying something and every student in the classes was repeating his words. This kind of event is done everyday. We were surprised seeing the student who was on the wheelchair for disabled people. Immediately I understood that inclusive education is practiced in the
United States already which is going to be actual case in my country. So we were invited to the room where our school principle welcomed us. The principle’s deputies explained us school rules and we were invited to go into our mentor’s classes. My mentor, Mrs. Lawyer, firstly I thought she was so strange person but after a while I changed my opinion about her. I understood that she is very experienced, interesting person. Introducing me to her students she said that I am also was the same teacher as she and not training to be a teacher. She asked me to write what country I am from and what is my name on the whiteboard. During first period she asked me to observe her classes then asked me to help her to explain the adjective to the students. While observing her classes I could see the student centered methods of teaching were applying by her.
She was very patient for her student’s and addressing them with “sir” or “madam”. After achieved good results in explanation of the adjective I was satisfied myself and was glad that the day was successful. I reached my goals of that day. The first day was excellent. Having finished internship for that day we all went back to the university.
Otabek Kobiljonov self-improvement Plan Uzbekistan Step1. My primary style is Oppositional (7 o ’ clock position). Step2. The style I have chosen to work on is Oppositional(7 o ’ clock) My score for the Oppositional style means to me that I tend to take a slightly somehow skeptical stand toward other. This approach originates in a belief that my ideas are slightly superior to anyone else ’ s. While I can be direct, I am slightly prone to opposing things indirectly. This tendency to criticize in a roundabout way often makes it a little difficulty for to know what I am thinking, and may cause them to see me as manipulative. Step 3. Some situations when people are strongly trying to oppose me I try my best to oppose them strongly, if I am right in that case of course. I should recognize that other opposing me people have something valuable to contribute. I should seek out other ’ s opinions and consider them objectively. Listen more attentively to those around me. I should try to be more loyal to others and a good listener.
Step 4. Personally positive consequences of using this style is having an opportunity to have my own opinion, will not believe to the people who sometimes can not be fair or cheat me. I will rarely be tricked or cheated. Personally Self-Defeating consequences people in the society where I work and live will think about me that I am an obstacle to overcome. I will not have a respect among my colleagues, friends and others if I am over critic. Professionally Positive Consequences of my style are the ability to use my insight and questioning techniques in a more productive, less antagonistic way. I will get a more accepting attitude toward criticism. I will develop myself more professionally because opposing others; We usually find perfect ways to overcome our mistakes and learn seeing anybody else ’ s failures and not to repeat them. Professionally Self-Defeating Consequences are having a lot of opposes who directly criticize me even they are not right and will think the same about me as I am thinking about them. This will resist me in my progressive career because usually people do not like to be criticized and this kind of
Step 5. If I become less oppositional I shall have an ability to use my insight and questioning techniques in a more productive, less antagonistic way, also I will have an increased application for the benefits of sincerely praising others. I ’ ll be more flexible while receiving some information. Some negative differences will be and I will feel myself like a obeyed person by somebody who doesn ’ t have his own opinion. activity will resist me to make some positive thoughts about me.
Step 6. Defensive style Recognize other ’ s opinion and be more objective. Alternative style Solicit ideas and feedback. Ask others what they think. Step 7. I should be more attentive listener, to recognize other people ’ s ideas and be more tolerant. Step 8. I just should try to do it and I am sure I can manage to achieve my goal.
GMU PHOTOS Picturesque view of the campus trees TEA fellows are hurrying to classes
AS USUAL OUR GENTLEMAN IS CARING ABOUT LADIES SUB II is not a place to sleep!!! Nora’s lessons and assignments are not easy, so let’s to sit comfortable or you’ll fell down