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My portfolio

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Title: My portfolio


1
My portfolio
  • Nadejda Rahmanova
  • Uzbekistan,Namangan
  • September22-November3

2
Contents
  • I- introduction
  • Personal information
  • Reflections/impressions
  • Photo collage
  • II- 5 Lesson plans
  • III-5 Strategies and strategies of other TEA
    participants
  • IV- Research mini proposal
  • V - Miscellaneous

3
Personal information
  • Hello , my name is Nadejda Rahmanova. One man
    once said What will others say about you if you
    cannot tell yourself about yourself? Well, Im
    an English teacher from Namangan, Uzbekistan. I
    was born on January 2, 1982. Ive been teaching
    English for almost 6 years and I really enjoy it.
    I have a 7-year-old son, Leonid, and I have been
    patiently waiting for him to start going to
    school and be ready for me to leave him for
    almost two months. Im glad that he understands
    my wish to gain more experience and see the USA!
    As for my work- I teach English to 9-12 grades at
    regional Academic Lyceum Dustlik in Namangan. I
    am a secretary of NamUzTEA branch (Uzbekistan
    teachers of English Association) and a constant
    participant at its annual conferences at the
    capital, as well as Forum conferences held in
    spring. I also have participated at several
    workshops lead by PCVs and other specialists from
    the USA. Three times I participated in republican
    the best English teacher of the year competition
    as a regional winner. Im 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. Thats why I try to take
    part in any course available. Thus I successfully
    completed two on-line courses two years
    ago-        iEARN Distant learning course
    -        Business English international on-line
    courseAt my lyceum Im responsible for
    developing and improving curriculum, conducting
    workshops for other English teachers, sharing
    news and information got from UzTEA and
    conferences, teaching gifted students to prepare
    them for regional and national Olympiads in
    English, Resource center and Im also engaged
    into the staff aware of integrating computer/
    internet into the lessons. All these require lots
    of knowledge and skills and experience, but I do
    feel some lack of it. That causes me to
    constantly work on myself and achieve higher
    levels at teaching and learning English as well
    .I want to get Masters Degree and be able to
    teach students at Universities to make the future
    generation of my country better and more
    intelligent and eager to build a wonderful
    country-Uzbekistan.Im interested in lots of
    things chess, hiking, table tennis, foreign
    languages (Uzbek, French, English, German),
    internet searching, psychology, horoscopes,
    reading (Russian literature, philosophic stories,
    books by OHenry and H.L.Borhes, novels about
    love and life), and of course-making up my own
    poems in Russian(some of you already know that
    Ive recently published a book of my verse called
    Luch Nadejdi- a Beam of Hope).Im very happy to
    be a part of this great program-TEA, and of this
    great team from 11 countries.

4
These are the pictures of my native city
Namangan and my lyceum where I work, and also a
picture of mine in a national dress.
Pictures from fieldtrips to Washington,
Baltimore, Philadelphia, Mount Vernon
Pictures with GMU and JEB Stuart High School
teachers
The BEST Head of ESOL department Ive eve
met-Ruth DeJong and my wonderful mentor teacher
Susan Parker
Dr Steely ,IREX and other TEA participants
Dr Woody(Leadership)
Intensive technology training experts- Abel,
Sumanth, Mohan
MrGeorge Flowers (WATESOL Conference)
5
My reflections and impressions of TEA program,
GMU and JEB Stuart High School
  • George Mason University is great!!!!Our
    teachers there- Dr Steely and Dr Shahrokhy are so
    experienced, kind and helpful!!! They provided us
    with laptops(one for each room at the hotel-so
    that we could do our assignments and write
    letters and reports in the evenings and on
    Sundays when we have our days off).I really like
    the program which they give to us twice a week
    we go to school, twice a week we have
    computer-technology classes and  three times a
    week we have lectures/trainings/workshops at GMU,
    once a week we have special guest-lectures, and
    on Saturdays we have extra curriculum
    activities-field-trips (October 4- we went to
    WATESOL Conference in Annandale, October 11-
    Baltimore and Annapolis (we were at dolphin show
    and inner harbor-they were incredible!!!),
    October 16- Philadelphia, October 18 -to the
    Smithsonian, October 25- to Mount Vernon!!!)-the
    organizers of the program really make our staying
    here sufficient, enjoyable and unforgettable. The
    topics and the lectures they choose are so
    interesting, new and indispensable at our future
    work as teachers that I cant stop admiring all
    the things and knowledge and experience I earn
    every day.
  • Our computer training also is something
    incredible the trainers (Sumanth, Abel, Mohan)
    explain Microsoft programs in such a way that I
    can make wonderful things on computer myself when
    just shown once!!! As if Ive always had that
    knowledge and skills. Now I can create documents
    in Word, Power Point, Excel, my web-page and all
    that I managed to learn for only 3-4 weeks! They
    are magicians!!! And I was able to make this
    portfolio myself after all!!
  • As for the school we go to -nine of us
    were arranged to go to JEB Stuart High School at
    Falls Church -it is also something unexpectedly
    great for me each our day there is so well
    planned by Ruth De Jong (the head of ESOL
    Department at that school)- we visited the
    meeting of community teachers on assessment
    system, we had a college career development
    meeting, we trained at PLATO lab to get
    acquainted to the new electronic system of
    teaching reading skills, we have an opportunity
    to observe 5-10 different lessons a day of
    different teachers of ESOL department(not only
    those of our mentor-teachers ),we also enjoyed
    the pap rally at school on Friday, we visited a
    typical American house of one of the mentors, we
    got information about Special Education and AVID,
    how to use OHP and Smart BoardAnd our mentors
    give us so many materials on lesson plans and
    strategies, handouts, assessment system at
    school, WIDA info, and many others. All the
    teachers at ESOL are so kind and helpful and
    ready to share everything they know and do, they
    are wonderful! My mentor teacher, Susan Parker,
    taught me a lot how to teach literature in
    English and helped me so much to prepare and
    conduct my lessons in her classes with American
    students. Those lessons are unforgettable
    experience of once being a part of this big
    system of education in this big country of great
    opportunities. I really love to be TEA
    participant and Im so proud to be allowed to
    show what I know and what I learned here.
  •  

6
Lesson plansLesson1
  •  
  • PLANNING PHASE
  • Topic Adverbs and proverbs
  • Identify Performance Objectives
  • 1. students will recall and remember better and
    know how properly to use English adverbs
  • 2. students will work with proverbs and will try
    to remember most of them
  • 3. students will develop their speaking and
    reading skills
  • Lesson Outline
  • Content-90 minute-lesson
  • National/State/Local Standards
  •  TEACHING PHASE
  • Preparation
  • Warm-up activity-
  • Various adverbs are written on the big poster
    which is placed on the wall. Students in teams
    try to group those adverbs by underlying each
    with a definite color ( adverbs of manner/ time/
    frequency, etc.)
  •  
  • Prior knowledge
  • Miming adverbs each student is given an
    adverb(on a piece of paper) and in turns students
    act in according with that adverb. The class
    tells the student at the blackboard to write
    something/to go to the door/open the book,
    anything, and the student does it in appropriate
    way(slowly, angrily, etc.)
  •  
  • Language Goals
  • Activities
  • Four skills listening and reading-
  • Teacher reads out examples and students must find
    appropriate proverb from their lists
  • Speaking students in groups try to come up with
    one situation on any chosen proverb(preferably
    from their own experience) and then share it with
    the class
  •  
  • Practice
  • 1.paper on the overhead projector with incomplete
    proverbs( some have the beginning but not the
    ending,others have only the end but not the
    beginning).Students in groups discuss and
    complete the proverbs and the teacher writes down
    the answers on that paper.
  • 2.in pairs (the lists of proverbs are put aside
    so that the students cannot cheat)- students try
    to recall as many proverbs and write them down as
    they can1)containing all/well/man/any
    adverbs,2)names of animals/numerals/it/adverbs,3
    )having the comparative degree/consisting of two
    rhyming parts/including repetition /adverbs.
    Share the results to the whole class
  •  
  • Evaluation
  • 1.for participating in each activity students
    are given reward-cards-points-which are counted
    by the end of the lesson and added to their mark
  • 2.reading,speaking and writing skills are
    evaluated
  • - Other Activities
  • - Follow-up
  • if we have extra time-students will write
    equivalents to the English proverbs in their
    native languages
  •  
  • Homework assignments - choose one of the
    following
  • Illustrate 3 favourite proverbs from the lesson
  • Compose a short dialogue containing at least 5
    idioms or proverbs

7
Lesson2

lesson plan3
  • PLANNING PHASE
  • Identify Performance Objectives
  • 1.develop critical thinking of the students
  • 2.check studentsreading skills
  • 3.enforce speaking skills through discussion
  • Lesson Outline
  • Content
  • 1-bell work
  • 2- prior knowledge and personal experience
  • 3-reading the text in turns
  • 4 discussion
  • 5- working on vocabulary and literature terms
  • 6-post-reading activities writing a paragraph
    how do I use my time?
  • National/State/Local Standards
  •  TEACHING PHASE
  • Preparation
  • Warm-up activity-bell work on inventors and
    inventions(match and make up sentences)
  • Prior knowledge
  • Ask questions
  •  
  • Intern Rahmanova Nadejda Grade Level
    esol level 1C
  •  
  • Title Time management Date 29
    october 2008
  •  
  •  
  • Objectives
  • Introduce fables to the students
  • Develop speaking skills
  • Develop writing skills
  • Lead students to be able to manage their time and
    reach their goals
  • Materials for Learning Activities
  • Journal Forum(volume 20), white board and markers
  • Procedures for Learning Activities
  • Discussion
  • What is a fable ? Do they know any examples? What
    are important things in life? Do they have any
    dreams or goals? Do they know how to make it come
    true? Will they have enough time for that? What
    is time management?
  • New vocabulary fable/audience/crowd/pebbles/suspi
    cious(not trusting,hesitating)/priorities(sth
    that needs attention,consideration,service before
    others)/achieve(ment) (to gain as the result of
    action, to finish successfully)
  • Read the text, Fable1 The Rocks, out in turns.
    Ill draw the illustration on the whiteboard
    meantime. Discussion while reading.
  • Discussion what does it demonstrate?

8
Lesson4
Lesson plan5
  • PLANNING PHASE
  •  Identify Performance Objectives
  • 1. The students will get to know with the
    famous American writer Edgar Allan Poe2.
    Improve reading skills(skimming, pronunciation,
    intonation, working on vocabulary and elements of
    literature)3) Develop speaking skills
    through discussion4) Halloweens coming
    discussion
  • 5) experience the work of their heart through
    authentic video (from my camera)
  • Topic of the lesson The Tell-Tale Heart
  • Contents
  • Before-reading activities
  • Questions what do you think small children are
    most afraid of?(the dark/large strange
    animals/sudden loud noises/things they do not
    understand?) Are older people afraid of the same
    things? Do most people talk easily about their
    fears?
  • How are they going to frighten somebody
    tonight(at Halloween)? Why will they do this and
    why they wont?
  • Skimming and vocabulary (p.40 4)-take 60
    seconds to skim the text(quickly read the first
    2/3 sentences of each paragraph). Look at the
    three groups of words provided and decide which
    group fits the general idea you got from skimming
    the story A,B, or C?
  • Show them the video I took in Philadelphia
    Franklin Institute inside the artificial heart
  • Reading activities-
  • I read paragraphs aloud(1-3 parag.)
  • Students start reading in turns
  • Post reading activities
  • In written-Tests A on pp48-49(understanding the
    main ideas- cause and effect),peer checking ,oral
    checking
  • Discussion C 1-the old man was dead but
    theyoung man believed that he could hear the old
    mans heart beating. Why? 2- what do you think
    will happen to the man after the police take him
    away? 3- do you enjoy horror stories or movies?
    Why?
  • Home work write a Police Report following the
    instructions in the handouts
  • TEACHING PHASE
  • Intern Rahmanova Nadejda Grade Level esol level
    2
  •  Title Famous people of Uzbekistan and their
    input into the world science and literature
    Date 10/17/2008
  • I. Objectives
  • -to introduce famous people of my country to
    American students
  • -develop students reading skills (scanning and
    skimming)
  • -develop students speaking skills
  • -encourage group work
  • II. Materials for Learning Activities
  • A grid to fill in the facts, texts about famous
    people(see attached)
  • III. Procedures for Learning Activities
  • 1 - introduction( about Uzbekistan)
  • Engage previous knowledge
  • Model the group activity
  • jigsaw group activities( groups A/B/C working
    accordingly with texts about Mirzo
    Ulugbek/Alisher Navoi/Al-Khorazmiy groups
    ABC,ABC,ABC)
  • scan the text, look for the necessary
    information, fill in the lines in the grid, share
    within the group, exchange groups and share the
    information to complete the grid present the
    information on each person
  • IV. Assessment
  • My own reward cards for active participation and
    being the first/correct with every task a student
    gets a reward card.at the end of the lesson
    depending on how many cards students have they
    get their grades.
  • V. Differentiation
  • The first three groups were spread according to
    the seats(1/2/3rd rows),the second group division
    was done in jigsaw manner(see above)

Names Dates Field of study Published works Great achievements
Alisher Navoi
Mirzo Ulugbek
AlKhorazmiy
9
Strategiesstrategy1
Strategy2
  • Name of method or strategy
  • Bell work
  • When is this method or strategy useful?
  • At the beginning of each lesson
  • Why or how is this method or strategy useful?
  • It helps to draw students attention to the
    lesson immediately after the bell,helps students
    to shift onto the English language smoothly and
    without delay,helps to get students ready for the
    main objectives of the lesson
  • What are the steps involved in using this
    strategy or method?
  • Before the lesson begins the teacher distributes
    appropriate handouts for the bellwork so that as
    soon as students come they will begin doing the
    tasks.
  • Tasks may vary either they will touch grammar
    exercise or vocabulary, or the topic of the
    previous lesson. Usually it should be not a
    difficult and boring one.
  •  When would this method or strategy be useful in
    your setting?
  • Now Ill try to use it every time.All Ill have
    to do is to adapt proper tasks for my students.
  • What would you like other teachers in your school
    to know about this method or strategy?
  • It is the best alternative for the usual good
    morning/sit down beginning of the lesson in most
    ex-soviet countries.
  •  
  • Name of method or strategy
  • Word wall
  • When is this method or strategy useful?
  • In learning new vocabulary
  • Why or how is this method or strategy useful?
  • In a formal vocabulary program throughout the
    year
  • 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 throughout the year.
  • Words can be put in alphabetical columns or
    posted in groups as they were learned. Teacher
    or students can be charge of adding the words.
  • When would this method or strategy be useful in
    your setting?
  • Each week a chapter from the vocabulary book is
    posted. Periodically lists can be reviewed and
    students can be assigned to use appropriate words
    in their speaking or writing.
  • What would you like other teachers in your school
    to know about this method or strategy?
  • It is extremely easy and requires no special
    materials. The words or lists must be neat and
    large enough to read from a distance. It helps
    the teacher to remember to use the words as often
    as possible and keeps them in front of the
    students so they can really become part of their
    vocabulary. If they are in groups it helps
    students associate the words with topics.
  •  
  •  

10
Strategy3
strategy4
  • 1-Corners
  • Processpose a question that has multiple answers
    or ask students to rank order several
    options.Give students time to consider their own
    thinking about the topic, they move to a corner
    of the room which has been designated as the
    meeting place of all those holding the same
    opinion.they discuss then report out for their
    corner.
  • Sample topics which professions are most id
    demand now?/ which character in the book would
    you most like to meet?/name four inventions,
    which is most significant and why?/name four
    historical figures-who changed the world the most
    and why?
  • 2-Frame of reference
  • Purpose-these initial notations help students
    surface prior knowledge or related experiences.
    Process the topic to be discussed is placed in
    the center of the matted frame( like darts). In
    five minutes students brainstorm about the
    topic-on the mat area of the frame.then they
    write who or what influenced their thinking and
    jot it down in the frame area of the
    graphic.students share frame of references with a
    partner or groups.
  • Variations historical person in the center,and
    around-their lives /events/people. Or the same
    about students themselves.
  • 3-Graffiti
  • Process write problems,formulas,sentences to be
    translated , ideas to brainstorm on pieces of
    large chart paper and post around the room.
    Students move in small groups from chart to
    chart.each group works on a different
    question/topic and writes responses/graffiti
    which can be short words,phrases,graphics on
    their chart paper.exchange the charts until all
    the charts are completed. Discuss.
  • Variation at the beginning students may find out
    what they already know and can do in the middle
    it is a useful way to check on their learning. At
    the end students may predict what will be on the
    exam.
  • Name of method or strategy
  • Scanning/selective attention
  • When is this method or strategy useful?
  • When working with texts or any information
    (reading,writing,listening)
  • Why or how is this method or strategy useful?
  • It helps to focus on specific content information
    or vocabulary as students read/listen or write.
  • It develops reading skills, helps to memorize the
    information or the vocabulary.
  • Its good for follow-on activities ( filling in
    grids, discussion, comparing)
  • What are the steps involved in using this
    strategy or method?
  • Distribute the texts among students (either
    pair/group work or individually)or turn on the
    tape in the recorder(actually it should follow
    the explanations) and give them the points to be
    focused on. For example, if it is the text on
    famous people-students will have to fill in the
    grid of different facts about them, and thus
    while reading students should look for those
    facts in their texts and jot down that
    information (either into the grids or into their
    notebooks).
  • As a follow-on activity teacher may use
    discussion/sharing the information, or group
    activities to complete the grid(jigsaw activity
    when each group had different information to look
    for and then to share with other groups)
  • When would this method or strategy be useful in
    your setting?
  • When working with texts or tapes, group work
  • What would you like other teachers in your school
    to know about this method or strategy? It really
    enables students to look for the necessary
    information themselves and be able to share it
    with their friends later, thus it also provides
    developing speaking skills sometimes.
  •  

11
Strategy5
Strategies of other TEA
participants
  • Name of method or strategy
  • using overhead projector with pictures/sentences
    and blanks to fill in with markers
  • When is this method or strategy useful?
  • As a warm-up activity,as a presentational or
    practice part of the lesson
  • Why or how is this method or strategy useful?
  • To teach beginner level students,to develop
    speaking skills and critical thinking,to
    reinforce vocabulary,to drill spelling,for
    spatial and linguistic intelligent
    students,requires little preparational time and
    saves time on learning process(instead of writing
    the same on the board)
  • What are the steps involved in using this
    strategy or method?
  • (there are lots of possibilities to use the
    projector-this is only one of many)
  • Choose a transparent according to the theme or
    topic of the lesson(eg. Furniture/nouns/verbs)
  • Put it on the glass of the projector
  • Ask students to name the object and you write the
    word below the picture.
  • Ask students to suggest verbs(as many as
    possible) to apply to the objects in the
    picture,and again write down those verbs near the
    objects.
  • Sometimes ask students to spell the words/drill
    the correct pronunciation/write a sentence with
    the object and the verb in the picture into their
    note-books.
  • When would this method or strategy be useful in
    your setting?
  • Whenever it is possible for me to use a
    projector, to have appropriate transparent,
    mostly when I need to work with the vocabulary.
  • What would you like other teachers in your school
    to know about this method or strategy?
  • All that usefulness described above!!!
  •  
  • 1(Marinas)
  • Name of method or strategy
  • Project work
  •  When is this method or strategy useful?
  • It is useful as a way to revise and consolidate
    the material.
  •  
  • Why or how is this method or strategy useful?
  • It is so because it is tended to develop
    listening, speaking, reading. The students are
    given enough time to be prepared. Moreover, this
    method is to contribute to the students
    collaboration, group working. Also it helps them
    to work with references, develops the ability
    drive to conclusions and makes the decisions
    within a group. What are the steps involved in
    using this strategy or method?
  • The teacher is to arrange the plan of the future
    project in advance and to inform the students.
    The tasks are up to the teacher, but he/she
    should aim the student at them. For example, to
    use active vocabulary, cover this or that topic.
    After the presentation the listeners are to
    comment on the presentation from different
    aspects manner of presentation, usage of
    vocabulary, sequences of speeches, emotional
    environment an so on.
  • When would this method or strategy be useful in
    your setting?
  • In the end of the unit. But it also helpful in
    the middle of the unit if the teacher is aimed at
    consolidation and revision of a definite set of
    the material.
  • What would you like other teachers in your school
    to know about this method or strategy?
  • It is very helpful to develop students
    independence in communication, be able to express
    negative and positive views. But developing these
    abilities requires patience of the teacher and
    her/ his ability to manage the process.
  •  

12
continued
  • 2(Rusudans)
  • Name of method or strategy
  • Dividing a group into 3 different working groups
    (1) Small group (2) Independent group (3)
    Computer.
  •  
  • When is this method or strategy useful?
  • While conducting a reading lesson.
  •  
  • Why or how is this method or strategy useful?
  • It engages all students throughout a reading
    lesson. It is often difficult to get the
    attention of all the students during a reading
    lesson. So, this strategy helps a teacher to
    engage all the students in different group
    activities during the lesson.
  •  
  • What are the steps involved in using this
    strategy or method?
  • A teacher makes a list of the students already
    divided into 3 different groups (A, B, C). These
    groups are then divided by the working group
    activities small group, independent group,
    computer group. At the same time, each group is
    assigned a different group activity.
  •  
  • When would this method or strategy be useful in
    your setting?
  • It will be really a useful tool while teaching
    reading.
  •  
  • What would you like other teachers in your school
    to know about this method or strategy?
  • I will introduce this strategy, and they will be
    able to use it during a reading lesson.
  •  
  • 3Name the method or strategy
  • Video viewing
  • 2. When is this method or strategy
    useful?
  • It is useful if you have a short
    video on any topic in the curriculum.
  • 3 Why or how is this method or strategy
    useful?
  • This method catches the interest of
    the children.It gives variation to a regular
    class. It develops childrens viewing and
    hearing abilities.They also need to be alert as
    they have to take down points.
  •  
  • 4.What are the steps involved in using
    this strategy or method?
  • The teacher gives a summary of the topic
    to be viewed.He asks children to take down the
    main points as they view.The teacher discusses
    the film and the children take down what they
    have missed.
  • 5.When would this method or strategy be
    useful in your setting?
  • It would be useful for any topic if the
    teacher is able to get a short film,no more than
    20 to 30 minutes.The children can then be given a
    worksheet where they put down the information
    they have collected.
  •  
  • 6.What would you like other teachers in your
    school to know about this method or strategy?


  • This method would would generate a lot of
    interest and vary a regural classroom
    teaching.But if overused,it could become boring
    and probably put children to sleep.
  •  
  •  

13
continued
  • 5(Lyudmilas)
  • Strategies for Teaching Writing
  • Explain to students that writing is a process.
    Students should not expect to sit down and 30
    minutes later have a finished product. All Write
    can serve as a handbook with good information
    about the writing process.
  •  It may be helpful to the students to begin the
    writing process as a class or in small groups.
    Begin the writing project by showing students
    examples of the form of writing the students need
    to produce. Another option might be to begin
    prewriting in groups.
  •  Have students explore where, when and how they
    write. For example, some students might prefer
    to write in a quiet library after school, while
    others might do most of their writing in their
    room at home with music playing. Some students
    prefer to write by hand, others on a computer.
    As students discuss their writing preferences,
    they can begin to take ownership of their
    personal writing process. You can use this
    activity as a class or group discussion or with
    the Sample Writing Anticipation Guide.
  •  It might be useful to have writing groups for,
    where each student reads his or her writing out
    loud to the other members of the group and
    solicits feedback. Alternately, students in
    writing groups can each be assigned a role in
    which they look at specific aspects of the piece,
    such as topic sentences, verb usage, or
    transitions.
  •  Try to incorporate vocabulary into writing as
    well as other units. Students could write a
    paragraph using a word bank of new vocabulary
    words, or to practice word families or different
    forms of words from the same root. Students
    could write a nonfiction piece or a fictional
    story. Students could work alone or in groups.
    You could also use this kind of writing as a tool
    for assessing vocabulary. Additionally, simple
    writing projects could provide opportunity for
    practice at peer response. You will find more
    tips on incorporating vocabulary into writing in
    Nonfiction Craft Lessons, pages 96 and 97.
  • Have the students begin the writing process by
    prewriting. The following chart lists some
    prewriting methods, as well as resources where
    you can find more information, if available.
    Inspiration and Think Sheets are two software
    programs that many schools have that are great
    tools for prewriting. Check with your school
    about accessing these programs. Pages 19-32
    (1998 edition) or 36-50 (2003 edition) of All
    Write are dedicated to various prewriting
    techniques.
  •  Sample Peer Response Sheet 1
  •  Author name _________Essay title_________________
    ____
  • Responder name _________ Assignment_______________
    _____
  •  Directions Read the essay you have been given
    before completing this sheet. This peer response
    is worth 10 points. You will receive points for
    complete answers. Remember that your job is not
    to correct mistakes or to write the essay for the
    author. Your only job is to give the author an
    outsiders perspective on his/her paper. If you
    cannot understand something well enough to
    summarize it here, then let the author know!
  • 4(Marinas)
  • Name of method or strategy
  • Foldable
  • When is this method or strategy useful?
  • Teachers use foldable to enhance the study of
    words in their classroom. After learners have
    been introduced to a concept, the teacher
    facilitates the construction and application of
    this three-dimensional organizer. As with all
    strategies, the creation process must be modeled
    .
  • Why or how is this method or strategy useful?
  • Learners retain more concepts due to the process
    of creation and manipulation
  • Learners enjoy working with new words and
    concepts
  •  
  • What are the steps involved in using this
    strategy or method?
  •  
  • Learners use foldables to create tangible
    containers for their new words in a useable and
    hands-on format. Of course, the strategy does not
    end with the construction. The foldable must be
    used in some format to show application. Learners
    created the Matchbook by laying multiple sheets
    on top of one another at staggered lengths and
    folding over. This strategy enables what appears
    to be a single sheet of paper to contain layers
    of information about words. Learners can organize
    words into different parts or even write details
    information on a specific word.
  •  
  •  
  • When would this method or strategy be useful in
    your setting?
  • It can be used not only esl classes you can use
    at any subject when you want your students have
    useful guide in their hand
  • What would you like other teachers in your school
    to know about this method or strategy?
  • This is strategy which really motivates your
    students to learn new information

14
continued
  • Part I Complete the following checklist
  • Does the essay have
  • _____ an introductory paragraph? _____ the
    required number of
  • paragraphs?_____ a concluding
    paragraph? _____ the required length? ____ an
    interesting title? _____ one inch margins?
  •  _____ 12 point Times New Roman type? (this peer
    response form is written in 12 points Times New
    Roman with one-inch margins)
  •  _____ a header with the authors name, class
    period and the date?
  •  Part II Introduction. Answer the following
    questions completely.
  • Does the introductory paragraph have a thesis
    statement? Underline the thesis statement in blue
    on the authors paper.
  •  
  • Is the thesis statement well written (in other
    words, is it neither too general nor too
    specific, and does it give you a hint about the
    essay)? Tell why or why not.
  •  Does the introduction contain background
    information that prepares the reader for the
    thesis statement? Underline the background
    information on the authors paper in green.
  •  Does the introduction grab your attention? Tell
    why it does or does not here.
  •  Sample Peer Response Sheet, continued
  •  Part III Body. Answer the following questions
    completely.
  • Does each body paragraph have a topic sentence?
    Underline each topic sentence on the authors
    paper in orange.
  • Does each body paragraph have at least 3-4
    sentences giving an example to support the topic
    sentence? Write a one-sentence summary of each
    example here AND underline those sentences in
    purple.
  • Body paragraph 1
  •   Body paragraph 2
  •   Body paragraph 3
  • 6
  • Name the method or strategy
  • Self-presentation
  • When is this method or strategy useful?
  •  
  • When you get to know with a new group of
    students, at the beginning of school year or
    school term.
  •  
  • Why or how is this method or strategy useful?
  •  
  • It gives you an opportunity to know about your
    students as much as possible in a very short time
    and organize friendly relationships inside the
    group
  •  
  • What are the steps involved in using this
    strategy or method?
  •  
  • At the beginning you give your kids small
    separate sheets of paper and ask them to draw in
    a simple way three most important points of their
    character in a three or four minutes. When the
    pictures are ready you ask kids to put them on
    the walls or on the blackboard in the classroom.
    And afterwards you all have a gallery walk around
    the class. Some students guess each other
    according to the pictures, the others try to
    guess. And the teacher has a chance to see a
    piece of his kids inner world.
  •  
  • When would this method be useful in your setting?
  •  
  • When I begin to work with a new group of
    students, or if Im asked to give a workshop to
    my colleagues in order to create a friendly
    atmosphere in the group.

15
Continued
Some posters and
photos
  • Name of method or strategy7
  • Field Trip to Philadelphia.
  • When is this method or strategy useful?
  • This method is used when the teacher covers
    materials in class about different topics from
    history or other. She can take students on field
    trip to see those places giving different tasks.
  • Why or how is this method or strategy useful?
  • When students learn different topics, seeing
    those things or places at the same time makes
    their understanding better. They can feel and see
    when they learn. Students find field trips fun
    and while the teacher also has tasks prepared for
    them.
  • What are the steps involved in using this
    strategy or method?
  • When the teacher decides to take students on a
    filed trip, s/he needs permission from the
    principal. H/se prepares tasks fro students, what
    s/he wants her students to observe or gather
    information about during the trip.
  • When would this method or strategy be useful in
    your setting?
  • This method will be very useful from my students
    as well. I have tried it once and it worked well.
    I will try to do it more often.
  • What would you like other teachers in your school
    to know about this method or strategy?
  • I will share this strategy with teachers of
    different subjects and I am sure they will also
    find it very useful.
  •  
  •  

16
Action research mini proposal
  • Action research mini proposal
  • My name is Nadejda Rahmanova. Ive
    been an English teacher for 6 years. I teach
    10-12th grades at academic lyceum Dustlik1 at
    Namangan Vocational Pedagogical Institute. There
    are about 1,500 students in our lyceum each
    group consists of 30 students. According to the
    chosen direction of studying and the curriculum
    some groups have English classes 6 hours per
    week, others 4 or 2 hours only. But knowledge of
    English is indispensable criterion when entering
    our universities and institutes. Thats why I try
    to do all my best to help my students develop
    English skills, increase vocabulary and improve
    their grammar knowledge. Yet the time allowed at
    classes is not sufficient. The process of
    acquiring a foreign language appears to be not so
    easy and exciting for most of my students, and
    Ive always been looking for something
    appropriate for them, something which would
    involve my students completely into the learning
    process and they would enjoy it. Gradually I came
    up with the idea of on-line projects with other
    schools from other countries. I became a member
    of iEARN (international education and research
    network) and took up two learning circles with a
    group of my students together with 10 other
    countries. I found out that my students got
    interested into those projects, they loved to get
    and send letters to other students from other
    countries. They were especially excited preparing
    a package to send to other schools and were so
    glad to get one from the USA. Their writing and
    speaking skills improved so much and so quickly!
    They even acquired basic computer skills due to
    that program. Unfortunately I had to give up my
    iEARN projects because of the end of the internet
    grant at our lyceum and also because of the fact
    that new groups of my students did not have
    enough competence even to read to say nothing
    about composing and typing letters in English on
    the computerLast year the enrollment of students
    in our lyceum was of much better level and when
    I proposed to take up one of such projects
    (e-pals and pen-pals), my students immediately
    agreed and started learning English harder so
    that this year they would be able to take part in
    international collaboration. Now Im
    here, in the USA, studying EFL/ ESL research and
    assessment, designing portfolio and acquiring
    leadership skills. I think now Im almost ready
    to conduct my own research in the field Im
    completely interested in and which will help me a
    lot on my coming back to my country, to my
    lyceum, to my classes and to my students. So my
    research question is
  • How can I organize on-line
    collaborative exchanges among EFL/ESL teachers
    and students in other schools and other
    countries?
  • The world becomes smaller day by day
    due to numerous and various international
    organizations, internet and means of
    communication. Meantime the world still remains
    rather enormous when you start thinking of other
    cultures, other nations, other religions and
    values. But not many would like to become a part
    of any collaborative work, they would prefer to
    stick to their own small world inside their city
    and country
  • . Not many people would love to reveal their
    thoughts and share their knowledge and experience
    with others not many people would like to spend
    their time and perhaps money on internet to work
    for the project suggested. Ill have to keep that
    in mind when I start working at my research
    question Ill also have to take into
    consideration my own lack of experience in this
    field and the fact that not many teachers and
    students would be able to take an active part at
    these collaborative exchanges in spite of their
    willingness to.
  • Eventually, Ive come up with the
    following possible steps and ideas on how to
    conduct my research and how to implement it into
    practice in future
  • Through interview Ill find future partners among
    TEA participants in Virginia, Alabama and
    Nebraska
  • Ill get in touch with Tom Holmes, a teacher from
    South Dakota, who showed his interest in the same
    work of an international pen-pals project and who
    is already ready to work with me on it( he might
    be very helpful in most questions)
  • Ill reregister into iEARN on-line and look for
    any appropriate suggestions on this topic in the
    internet (i.e. the work that is already being
    done or planned among teachers and students of
    the world)
  • Through interviews(oral or via-mail)well discuss
    plausible projects and possible ways to organize
    and lead these on-line collaborative exchanges
    among us and our students
  • Im thinking of inviting the following people
    into this project Tom Holmes(US), Ann
    Naurouz(US), Valeria(Ukraine),
    Lyudmila(Ukraine), Sojida(Uzbekistan),
    Svetlana(Kazakhstan), Sunita(India),
    Humoyun(Bangladesh)
  • Also on my coming back Ill ask my students to
    make up a list of topics they would love to
    discuss and work on with other students from
    other countries to describe themselves and make
    a summary of their life in lyceum and Uzbekistan
    and prepare a Power Point Presentation to share
    with other participants
  • I would suggest doing the same to my colleagues,
    so that we could settle the initial project for
    our students and organize the whole work in such
    a way which will be appropriate, convenient and
    most useful for each participant of those
    on-line collaborative exchanges
  • Perhaps some students would like to make video or
    prepare an electronic photo-album for other
    participants to see , and the other groups may
    follow them in that
  • Ill design a new web-page devoted to this
    project (thanks to our trainers at GMU on
    Intensive Technology Training) so that the
    results will be available for all participants in
    the quickest and most comfortable way.
  • As soon as this research work gets started and
    gets into the active process, I do hope that each
    participant will benefit a lot from that work and
    be able to share that experience with others,
    involving more and more newcomers, and therefore
    enriching our collaborative exchanges. Id love
    to make this enormous, sometimes cruel, world
    smaller, pleasant, friendly, and amazing for as
    many people as possible. And what is now mostly
    important for me that this project will
    definitely improve English knowledge and skills
    of my students and help me (and other teachers I
    suppose) make the learning process for students
    easier, more interesting and provide sufficient
    evidence of rapid improvement of EFL/ESL skills.

17
Miscellaneous
  • What elements are essential for successful group
    work?
  • After group discussion we came up with the
    following answer
  • Time aspect- no more than 30-40 minutes in one
    group(if you switch the groups like in jigsaw
    activity-its OK),but preferably this shouldnt
    take much time at all
  • The frequency and the variety of tasks and
    activities
  • Element of competition
  • Model the activity (students should definitely
    know how theyll work and what result is
    expected) or explain quite clearly
  • Enough handouts/materials for everybody in the
    group
  • Proper differentiation (level of knowledge, size
    of group, mixed groups, different activities)
  • Mind the objectives both of the lesson and the
    group work itself
  • Assessment- who and how will evaluate group
    work(the members themselves, the teacher, other
    groups)
  • Explain the benefits of group work to students
  • - Motivation for students to work in groups
  • - 5 Rs- responsibility /respect/
    relationship/ reliance/ reflection!!!
  • Planning stage what activities to use//how
    long/handouts
  • Implementation stage - examples, explanation,
    everyone is involved
  • Assessment stage- get a feedback be sure that
    everybody contributed into the activity
  • Self evaluation
  • - The teacher should be encouraging and
    motivating
  • To have a checklist to concentrate on for the
    teacher(vocabulary ,grammar mistakes,creativity)
  • How can group work aid your teaching?
  • A lot!!! I always use group work at my classes
    and sometimes it is indispensable to. So,
  • WHY do I need this strategy?
  • Because I have multi-level classes of students
  • Because I have 15-30 students at a time and want
    everyone to work at the lesson at least a little
  • Because I do find it useful
  • Because I need to develop such skills of my
    students as reading and speaking skills
  • WHEN do I use group work?
  • As a warm-up activity
  • To present a new theme
  • To reinforce the presentation/ practice part of
    the lesson
  • When I especially need their speaking skills to
    develop
  • When there is a necessity in discussion
  • A project work
  • A problem solving activity
  • A role-play
  • HOW group work helps me?
  • To keep time management
  • To get involved as many students into the
    learning process as possible

18
Thank you very much for your attention
  • It was a great pleasure to be a part of this
    great team of TEA participants, of IREX people,
    of GMU teachers, of JEB Stuart High School ESOL
    department teachers.
  • Dare to dream!
  • Never give up hoping for the best!
  • Nadejda Rahmanova
  • Visit my internet page at http//nadejdateawinner
    .blogspot.com
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