Teaching Portfolio

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Teaching Portfolio

• Prepared By
• Alaaeldin Abouabdallah
• Supervised By
• Dr. Elizabeth Haslam
• Drexel University
• Philadelphia, Pennsylvania
• USA/ 2007

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TABLE OF CONTENTS

• Acknowledgements
• Chapter 1 My Teaching
  Philosophy
• Chapter 2 Credentials
• Chapter 3 Classroom Planning
• Chapter 4 Learning Environment
  
• Chapter 5 Assessment
  Strategies
• Chapter 6 Professionalism
• Resources Miscellaneous
  

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ACKNOWLEDGEMENTS

• My sincere and profound sense of
  gratitude goes to Dr. Elizabeth Haslam for her
  continual guidance, effective
• criticism and her influential reflection
  which helped me fulfill my portfolio
  appropriately. She is a role model for every
  successful, proficient , efficient ,
  brilliant and experienced educator . She
  has played a pivotal role in developing my
  teaching methods.
• I am grateful to the many people who
  contributed to the
• success of this program such as
  Dr . David Urias, Stephanie Mckissic
  , Dr Barbara J. Hoekje , Dr
  Deanna Federman, Dr. Mary Jo
  Grdina, Jacqueline Landau , Mara Blakeward
  , Aaron Preetam , David Appleton, Cory
  Schmitt, Obinna Otti, and Amita Desai.

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Axiom

• A little learning is a dangerous thing.
• Drink deep or taste not the Perian spring.
• (Alexander Popes Essay on Criticism)
• http//multimediaeproject.wikispaces.com/electroni
  cportfolio

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Chapter 1My Teaching Philosophy

• Every teacher has his/her own teaching style
  exactly like a fingerprint.
• The teacher is like a tent-maker and the
  students are like the tent itself.

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Tenets of my Teaching Philosophy

• Sharing problems with a colleague.
• Successes
• Decision making
• Individual presentation
• Recommendation
• Teacher appraisal
• A)Feedback from a colleague
• B) Student feedback
• C) Self-appraisal
• Conferences

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ACTION RESEARCH CYCLE I

• A problem is identified ( students' inability to
  work in groups)
• Relevant data are gathered recorded ( as a
  teacher , one has to act as a friend to the
  student or a second father, so to speak. One
  might ask students who do not like working in
  groups about the reasons for their disinterest (
  family problems, poverty, unhealthy environment,
  etc.
• Practical action is suggested that might solve
  the problem ( As a teacher, one should exert
  every possible effort to engage his/ her students
  in the learning process via diverse activities
  that suit such kind of learners.

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ACTION RESEACH CYCLE II

• A plan of action is designed( Every teacher is
  responsible for carrying out a plan of action
  that can solve his/her learners problems such as
  identifying their needs, getting to know them
  better, visiting their parents, and the like.
• The plan is implemented( A teacher should be
  careful when dealing with his/her students as
  every learner has his/her diverse needs.)
• Results are monitored and recorded ( Recording
  results is part and parcel of action research
  cycle as it is the main criterion upon which the
  whole research is based.

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ACTION RESEARCH III

• If the problem has been solved, the researchers
  may begin work on another.
• If not, the original problem is redefined and the
  cycle is repeated.
• The virtual community
• There are now a large number of channels on the
  internet, via which educators can talk to each
  other, exchanging ideas, philosophies, theories,
  opinions and asking for help.

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CHAPTER 2 CREDENTIALS

• I graduated from Alexandria University in 1995
• ( General Grade Good)
• In 2002 I attended a training course (CRM)
• Communicative Reflective Methodology at Damanhur
  Training Center.
• I was among the first five top scorers in this
  course, therefore, I was chosen to work as a
  part-time trainer apart from being a secondary
  School English teacher. Here are some of my
  Certificates

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ALEXANDRIA UNIVERSITY
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THE INTEGRATED ENGLISH LANGUAGE PROGRAM II
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EDINBURGH UNIVERSITY
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LETTER OF RECOMMENDATION
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SCHOOL PLACEMENT I
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SCHOOL PLACEMENT II
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USING TECHNOLOGY FOR OPTIMUM STUDENT LEARNING
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SCHOOL PLACEMENT ISCHOOL OF THE FUTURE
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SCHOOL PLACEMENT IINORTH EAST HIGH SCHOOL
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LETTER OF RECOMMENDATION

• UNIVERSITY
• The School of Education
• Re Alaaeldin Abouabdallah
• May 14, 2007
• To Whom It May Concern
• As program manager of the International
  Educators Program (IEP) hosted by Drexel
  Universitys School of Education (sponsored by
  the Bureau of Educational and Cultural Affairs of
  the US Department of State and administered by
  the International Research and Exchanges Board),
  it is a pleasure to comply with the request to
  provide a letter of recommendation in support of
  Mr.. Alaaeldin Abouabdallah, IEP Fellow.
• As a participant, I admired him for his many
  valuable qualities, and regarded him with
  respect. Very much a team player in class, the
  internship practicum, and cultural activities,
  Mr. Abouabdallah possesses an easygoing persona. 
  Being a real people person, his colleagues and I
  enjoyed being around him.
• Sincerely
• David Urias ,ph .D .
• Assistant Professor
• 3141 Chestnut Street, Philadelphia, PA 19104-2875
• TEL [phone] FAX [phone] E-MAIL
  dau25_at_drexel.edu

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CHAPTER 3

• My lesson plan is nothing but a suggestion of
  what I am likely to do in my class.
• Everything counts on how my learners respond to
  it.
• I may modify my lesson plan according to my
  learners' needs.
• The lesson plan is part and parcel for every
  successful teacher as it is a good record for
  him/her.

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MY LESSON PLAN

• Date Unit 19
• Lesson Topic Global Warming
• Time allowed 50 m
• Learners level Good
• Materials smart board, course book, flash cards,
  overhead projector and the like.
• Connect the learning
• Create a supportive learning environment

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OUTCOMES

• Students will have some information about the
  dangerous phenomenon of Global Warming.
• They will have a very clear difference between
  conditional sentences.
• Students will be able to use communicative
  English to seek or give advice.
• They will be capable of filling the blank spaces
  given to them after reading the passage about
  Global Warming carefully.
• Finally, students will be able to write a
  paragraph of 8 sentences about the topic under
  discussion.

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TEACHING VIA VAK

• Teaching via visual , auditory and kinesthetic
  techniques .
• Teachers are to reflect on the big picture
  first.
• Activities should be based on multiple
  intelligences.
• Demonstrate clear understanding.
• Review for recall and retention.

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Unit 19 GLOBAL WARMING
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ON-LINE CLASS

• http//www.nicenet.org/ICA/class/
• conf_start.c04221255
• Topics Greek Mythology
• Integrating Technology
• Pros and Cons of One-to-one Computing
• How do you see yourself and how do others see you?

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SETTING THE TASK
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DESIGNING A WEBQUEST
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LEARN HOW TO TEACH PART I
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LEARN HOW TO TEACH PART II
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DIGITAL STORIESTHE FIRST STORY

• THE BALD KNIGHT

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THE SECOND STORYTHE TRAVELLER AND FORTUNE
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THE THIRD STORYTHE OAKS AND JUPITER
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THE FOURTH STORYTHE LION, THE FOX THE ASS
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THE FIFTH STORYTHE BULL, THE LIONESS THE WILD
BOAR-HUNTER
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CHAPTER 4LEARNING ENVIRONMENT
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LEARNING ENVIRONMENT

• Constructivist Environment

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LEARNING ENVIRONMENT CONTINUED

• Active Learners are engaged by the learning
  process of information where they are responsible
  for the result.
• Constructivist Learners integrate new ideas with
  prior knowledge in order to make sense or make
  meaning or reconcile a discrepancy, curiosity or
  puzzlement.
• Collaborative Learners naturally work in
  learning and knowledge building communities ,
  exploiting each others skills while providing
  social support and modeling.

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LEARNING ENVIRONMENT CONTINUED

• Intentional All human behavior is goal directed
  (Schank, 1994).That is to say everything that we
  do is intended to fulfill some goal.
• Complex The greatest mistake that teachers
  commit is to oversimplify most ideas or make them
  easily transmittable to learners.
• Contextual A great deal of recent research has
  shown that learning tasks that are situated
  in some meaningful real world task or situated
  in some case-based problem are not only better
  understood, but also more consistently
  transferred to new situations.

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LEARNING ENVIRONMENT CONTINUED

• Conversational Learning is inherently a social
  dialogical process ( Duffy Cumming, 1996). That
  is, given a problem or task, people naturally
  seek out opinions and ideas from others.
• Reflective Learners are required by
  technology-based learning to articulate what they
  are doing, the decisions they make, the
  strategies they use, the answers that they found
  and the like.

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TRADITIONAL LEARNING ENVIRONMENT

• Students are blank slate onto which teachers
  etch information.
• Students sit passively and absorb information.
• Students work alone.
• Students are grouped homogeneously.
• Students learn via a fixed curriculum.
• The teacher imparts specific knowledge to
  students.
• Assessment means testing which is separated from
  teaching.

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ENGAGING LEARNING ENVIRONMENT

• Students are engaged in authentic
  multidisciplinary tasks.
• Students' participation is interactive.
• Students work is collaborative.
• Students are grouped heterogeneously.
• Students learn via exploration.
• The teacher is a facilitator.
• Assessment is based on students' performances of
  real tasks.

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TECHNOLOGY

• Learning environments that engage and motivate
  diverse groups of learners often rely heavily on
  technology in order to meet their goals.

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FUTURE TECHNOLOGYIn the revolution of miniature
of computers, scientists are ahead with
Bluetooth technology.See the forthcoming
computers within your pockets.
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FUTURE TECHNOLOGYThis pen sort of
instrument produces both the monitor as well as
the keyboard on flat surfaces from where you can
just carry out the normal operations you do on
your desktop.
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CHAPTER 5INSTRUCTIONAL ASSESSMENT STRATEGIES
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INSTRUCTIONAL ASSESSMENT STRATEGIES

• The main question is how can assessment
  strategies be used?
• Assessment does not take time away from learning.
• Assessments can be learning in themselves
• Active assessment strategies enhance and promote
  skills that will be beneficial to students
  throughout their lives.
• The ability of students to work cooperatively
  with their peers is part and parcel of assessment
  strategies.

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EXAMPLES

• Scoring rubrics help students focus on content.
• Instructional Rubrics guide students in
  developing presentations, written and oral
  reports.
• Concept Maps assist students in seeing the big
  picture.
• Portfolios document student learning and improve
  metacognition.

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DEVELOPING INSTRUCTIONAL RUBRICS

• If a teacher is to enhance a rubric for written
  reports or oral presentations, he should ask
  himself these questions
• A) What prior experience do students have in
  preparing oral and/or written reports?
• What does one feel, as a teacher, are the
  essential elements he expects his students to
  include(e.g. citations, supporting evidence, etc.

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TESTS

• There is no denying that tests are a very
  important aspect of assessment and evaluation.
• I myself set a pre-test for my students to know
  their level.
• A while-course test to measure their progress
  through their course of study.
• And a post-course test to compare their levels
  pre, while and post their study course.

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CHAPTER 6PROFESSIONALISM
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PROFESSIONALISM

• I view the teacher as the core of the educational
  process.
• I am a professional English teacher.
• I have been teaching English as a foreign
  language for over 10 years now, the last six of
  which I have spent at Rashid Secondary School for
  Boys.
• I attended a pedagogic course at Damanhur
  Training Center in 2002.

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THE UNITED KINGDOM

• I took a very interesting course in pedagogy in
  the United Kingdom in 2005. It was a three-month
  teacher development course. The course included
  the following things
• Language Teaching ( Approaches Techniques)
• Language System( Phonology)
• Language Testing
• Information Technology
• School Placement

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A LETTER OF RECOMMENDATION

• I was given a letter of recommendation proving
  that I was a good leader as I was elected as
  Egyptian Teachers Representative.
• I carried my duties well with commitment, wisdom
  and selfless endeavor.
• At all times I have been very cooperative,
  helpful and communicative.
• I was given this letter in appreciation of the
  work I have done for my colleagues and for
  Edinburgh University.

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ACHIEVEMENTS

• I am an active member of Educators Syndicate.
• I am delegated to Damanhur Training Center
• to give lectures about language issues.
• I supervise some schools in order to transfer my
  international experience to other teachers within
  my own district.
• I was chosen as the ideal teacher in 2001.
• I was given an award for composing poetry.
• I translated many researches some books.

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EDUCATION CONTEMPORARNEOUSNESSWRITTEN
BYALAAELDIN ABOUABDALLAH

• Every school has some gaps in its ability
  to link education with society in our
  contemporary life . This phenomenon , though
  tends to be worldwide, may be regarded as the
  first drawback that faces the international
  educational process and impedes its appropriate
  functionality, along with killing the idea of
  innovation and creativity.
• To encounter and bridge the gap in the
  aforementioned problem, many things need to
  be done. First of all, every school is in need of
  restructuring its system in a way that suits
  the needs of its students. In other
  words, education should be directed for the
  service of students, not for just filling
  students minds with information. New policies
  are to be adopted via educationalists to
  create some kind of balance between what is
  learnt and what is taught, what is theoretical
  and what is practical, what is innate and what is
  acquired and the like. Taking the foregoing ideas
  into consideration is a priority to fill some
  gaps in the educational system in Egypt.

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CRITICAL ISSUES IN EGYPT

• Among the critical issues that face
  Secondary Education in Egypt are two serious
  problems. The first is the fact that Egyptian
  Secondary Education lacks quality to some extent.
  The second is the divorce between education and
  society.
• The former issue underscores the fact
  that the educational system in Egypt often
  produces graduates who lack the necessary skills
  to compete in the labor market. Structural
  changes tend to create the demand for new types
  of knowledge, skill and expertise that are
  lacking in the existing labor force. Education
  must serve the labor market.
• The latter focuses on the wide gap
  between education and society. In other words,
  education does not cope with societal changes.
• In spite of these serious issues, Egypt is
  on its way to adopt new educational policies
  which will help her cope with the international
  variables as far as education is concerned.

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EXCELLENCE AS A TEACHER
December 4, 2006
Dear Alaaeldin Abouabdalla,
On behalf of the United States Department of
State, I would like to congratulate you on
your selection for the International
Educators Program. The fact that you have been
chosen for an award is a testament to
your dedicated service to secondary education
and is international recognition for your
excellence as a teacher.. Sincerely,
Jennifer Gibson Branch Chief, Teacher Exchange
Branch
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CONCLUSION

• Learning never ends. It is a lifelong process.
• Self-study and self-learning are to be
  encouraged.
• Co-teaching is a very interesting issue that must
  be looked at with respect and consideration.
• I have learned different pedagogical approaches
  and techniques. I hope I will apply most , if not
  all ,of them.
• I do thank all the staff at Drexel University for
  their great efforts exerted for the sake of the
  success of this amazing program!

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RESOURCES

• http//www.coe.missouri.edu/jonassen/Courses/CLE
  
• http//www.ncrel.org/engauge/framewk/efe/environ
• http//serc.Carleton.edu/intogeo/assessment/stateg
  ies.html
• http//electronicportfolios.com/digeistry/purposes
  .html
• http//www.lth3.k12.il.us/rhampton/mi.html
• www.classroom.com
• www.learningnetwork.com
• www.inspiringteachers.com
• www.edutopia.org
• Jeremy Harmer, Cambridge University Press,1996.
• Presented By Alaaeldin Abouabdallah (IEP/Drexel
  University/2007)
• E-mail aladdin_dada_at_yahoo.com Cellular Phone
  12675284686