Transcript Slide 1

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, 10. 1981
Address: Uzbekistan, Tashkent, Uchtepa district,
Istirohat str.74
Tel.: home number (+998 71) 247 31
31; e-mail: [email protected]
Cell phone (+998 97) 727 79 82
Education
2005 – 2009 2nd specialty Bachelor’s degree.
Economy and Management faculty. Diploma.
2003 – 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 – 1999 Accountant’s course.
Certificate.
1998 – 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.
2003 – 2004 Tashkent
Communication College. Teacher of
English.
2003 – 2003 Akmal Ikramov district
people's education department.
Inspector – Methodist.
2003 – 2001 School № 236 of
Tashkent city. Teacher of English.
1999 – 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, 8 2009.
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
activity will resist me to make
some positive thoughts about
me.
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.
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