Transcript George Mason University Fairfax, Virginia, USA

My Portfolio
IREX TEA PROGRAM
2009
Phanet Chea
Cambodia
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Section 1: Introduction
Section 2: Strategy Sheets
My strategy sheets
Section 3: Lesson Plans
My lesson plans
Section 4: Reflections
My reflections on Oakton High
school
Section 5:
Additional selected materials
Sample of students’ written work
from Oakton High School
Section 6: Conclusion
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My goal of this portfolio is to bring
all the information and experiences
during my participation TEA
Program at George Mason
University together to show my
principals and colleagues. My
portfolio is the kind of Collections
Portfolio. It contains some
document from my mentor teachers
such as some newspaper, handout
and students’ written work and I
also have plenty of ESL Research
Methods, and Assessment
documents from Ms. Nora ElBilawi.
Dr. Woody and Ms. Cara has been
sending as some document
electronically, so I my portfolio is
the collections these materials to
take back home.
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Last week I visited to Oakton High School. It is a very large school. During the meeting before class,
Ms. Lora Bates and Ms. Mary gave us lots of information about her classes, ESOL syllabus as well as
grading the students. I was also scheduled to observed different classes such as History, Biology and
Geography.
From my observation, I could see the differences between Cambodian and American classroom such
as:
Cambodian
American
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Students wear uniform.
Students have long lunch break (3 hours) at home.
Students go to school on Saturday morning.
The stationary is provided
Classes are small.
All students in the class are Cambodian.
Technology based classroom.
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. Students don’t wear uniform.
. Students have lunch at school cafeteria.
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Students don’t go to school on Saturday.
The students buy the stationary.
Classes are large.
Diversity of nationalities.
Traditional
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My main goal is to see how American teachers write their own teaching plans, but they don’t often
write long details of the lessons. They only write short note of the steps of the activities and the
important information for the day.
I have learned the techniques of getting the students write, read and involved in the lessons. I
looking forward to implement these ideas to my classes and sharing with colleagues
Reflection on assessment
During the past four weeks I have observed a lot of different subject lesson, ESL, Biology, History,
Geography and I have seen the teacher have used some types of Authentic Assessment in their
classes. In the first of Ms Bates’s lesson, I could see that she conducted Oral Interview Assessment
in her class. She taught reading skill and she use newspaper article about War in Afghanistan and
she asked students orally a lot of questions about the text to check the students’ comprehension.
Ms. Rizzo used Constructed Respond Item while she was teaching her ESL class on Interpreting
Graphs. It was very interesting. The students were asked to work in pairs and
During the past four weeks I have
observed a lot of different subject
lesson, ESL, Biology, History,
Geography and I have seen the teacher
have used some types of Authentic
Assessment in their classes. In the first
of Ms Bates’s lesson, I could see that
she conducted Oral Interview
Assessment in her class. She taught
reading skill and she use newspaper
article about War in Afghanistan and
she asked students orally a lot of
questions about the text to check the
students’ comprehension. Ms. Rizzo
used Constructed Respond Item while
she was teaching her ESL class on
Interpreting Graphs. It was very
interesting. The students were asked
to work in pairs and
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shorted M&M into different color and
then write report on the percentages of
M&M. They also had to answer some
questions on different graphs. I saw
she used Writing Sample with her level
1 class after getting the students to
watch a short film about Columbus.
The students were asked to write about
“A JOURNEY WITH COLUMBUS”. The
students could write what did the
see/do during the journey with
Columbus. I thought that was such a
practical and appropriate technique for
the help the students to reflect on what
they have leaned. Both of Ms. Bate and
Ms. Rizzo applied Observations
assessment in their classes. They
observed the students’ attention and
their interactions during pair work and
group work, and then gave them some
help.
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Ms. Rizzo is very responsible and cares about her
students. She knows every student’s background and
some information about them. She knows which
student need more help and which are strong and
which are weak students. I think her personal
relationship with the students is excellent that I
should learn. I also impress by her classroom
decoration. She displays the students’ work on a
notice board and prepares the room on special
occasion. I observed her last lesson on 23 October
2009, it was a day before Halloween and it was a
great lesson. The classroom was full of scary toys.
She had a pumpkin carved with a candle inside on
the her desk and dressed up as a which and told the
students a ghost story, then the students took in
turn to share their own frightening stories to their
peers. All the students involved in the lesson and I
really appreciated that.
I find all the assessment they have used are very
practical and I would like implement them in my
classroom. Each assessment works well in different
lesson and classes. I will adapt and use them in
appropriate situation.
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Portfolio Strategy Sheet 1
Choose a method or strategy that you have learned about or
observed during field experience.
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Name of method or strategy:
Matching Adjective
When is this method or strategy useful?
Warm up (At the start of the lesson)
Why or how is this method or strategy useful?
To get the students to revise the words (adjectives) they have
learned, especially the pronunciations.
What are the steps involved in using this strategy or method?
Get the students in groups of 5.
Give each group of the students an envelope of cue cards. Example:
Expensive car
A student in the group picks up a slide of card.
Then read out loud the noun (car).
The group tries to guess adjective which can be used to describe a
car.
The person who can get the answer correct will have chance to pick
up the card and read a loud to the group.
Continue until all the cards in the envelop were picked.
When would this method or strategy be useful in your setting.
After teaching some new vocabulary items, especially adjectives and
adverbs. It helps to refresh the students’ memory and it’s fun.
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What would you like other teachers in your school to know about this
method or strategy?
How to prepare and use this activity in the classroom.
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Choose a method or strategy that you have learned about or
observed during field experience.
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Name of method or strategy:
3-2-1 strategy for story
When is this method or strategy useful?
When the teacher would like to encourage the students to read
books.
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Why or how is this method or strategy useful?
It gives the students reasons or tasks to do or focus on what they
read.
In general, the students are lazy to read if they don’t have tasks to
do.
What are the steps involved in using this strategy or method?
Teacher should guide the students on how to choose suitable books
for themselves.
Students can borrow the books from school library to read at home
Teacher gets the students read their books and write down 3 things
they have learned/known from the story. 2 things they are not sure
about the story and 1 question they would like to ask about the
story.
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When would this method or strategy be useful in your setting.
Cambodian students don’t like books, so I hope this strategy will
encourage them to read.
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What would you like other teachers in your school to know about this
method or strategy?
I would like to introduce this strategy and choosing books strategy
and I would like also tell them the advantages of using this method.
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Portfolio Strategy Sheet 3
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Choose a method or strategy that you have learned about or observed during field
experience.
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Name of method or strategy:
Practice Thinking Questions for Test
When is this method or strategy useful?
When teacher doesn’t have time to do reading test in class.
Why or how is this method or strategy useful?
Teacher can save time in class for other materials or to finish syllabus.
It’s also good and more relaxed for weak students. They can spend time as long
as they want to answer the questions.
What are the steps involved in using this strategy or method?
Teacher gives story handout and question sheet to student and get them to read
and answer at home.
Sample of questions:
What literary term did we focus on in The Dinner Party?
Write 5 new vocabulary words and their meanings.
Give an example of irony from the story.
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When would this method or strategy be useful in your setting.
Teacher doesn’t have time to reading test in class or teacher has unexpected
things to do at school. It also can be given to the students to help them revise on
materiel they have learned for the up coming tests.
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What would you like other teachers in your school to know about this method or
strategy?
I would like to present to my colleagues on how to create the questions for this
task and tell them when and why this method is useful.
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Portfolio Strategy Sheet 4
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Choose a method or strategy that you have learned about or observed during field
experience.
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Name of method or strategy:
Teaching Reading by using authentic material (Newspaper)
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When is this method or strategy useful?
Teacher wants to develop the students’ reading skills.
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Why or how is this method or strategy useful?
Students are usually given reading material in the text book which is out of date
with similar types of comprehensions. It’s good idea sometimes to get the
students to read something difference for a change. Newspaper is very good
because it’s always written about something new.
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What are the steps involved in using this strategy or method?
Teacher find a suitable newspaper article and write down some comprehension
questions. The questions should be increased the level of difficulty and a free
practiced question for critical thinking skills.
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When would this method or strategy be useful in your setting.
When the teacher feels like the need of new practice or informing the important
aspect of information in a newspaper to students.
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What would you like other teachers in your school to know about this method or
strategy?
I would like to present to my colleagues on choosing a suitable newspaper article
and how to create the questions for this task and tell them when and why this
method is useful.
This is method or strategy that I have learned for English
Teaching Forum by Emerita P. Cervantes, the Philippines
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Name of method or strategy:
Slay the Demons
When is this method or strategy useful?
For vocabulary enrichment
Why or how is this method or strategy useful?
Because it’s fun
What are the steps involved in using this strategy or
method?
1. Clip and article from a newspaper, or write a 125- to
150-word text yourself. After the text to introduce errors in
spelling and make sure that text contains homophones (eg.
“cite” “sight,” and “site”).
2. Make as many copies as you need for your class.
3. Give each pair or group a copy of the altered article with
several demons, the words are purposely misspelled. All
words that are not misspelled are called angels.
4. Tell the students that their task is (a) to “slay the demons”
by putting an X over each one and (b) to write to write down
the correct forms of the words. For each “slain demon” they
can earn 1 point. However, if they slay an “angel,” they lose
5 points. The group that has the highest score wins.
5. Do not tell the students how many demons are there in
the text. If they insist on a clue, just tell them there are
about “10 or 20” demons.
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6. Three minutes should be the
maximum time for a 125- to 150-word
text.
7. After the game, make the activity a
learning experience by explaining
words that were not familiar to your
students.
When would this method or strategy be
useful in your setting.
It’s useful for teaching the students
vocabulary especially the spelling of
the word.
What would you like other teachers in
your school to know about this method
or strategy?
I would like to introduce how to
prepare and use this game in the
classroom and tell them when and why
this method is useful.
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Lesson Plan Format 1
Intern: Phanet Chea___________
Grade Level: 2_________
Title: Teaching Reading, speaking______________
October 25th , 2009_________
Date:
I.
Objectives
By the end of the lesson the students will be able to remember/take
note and tell each other about the animals they read.
Answer some questions about the animals.
II.
Materials for Learning Activities
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By the end of the lesson the students will be able to remember/take
note and tell each other about the animals they read.
Answer some questions about the animals.
III.
Procedures for Learning Activities
Activity 1: Brainstorm about animals and write on the board. Ask the
students if they know any facts about these animals. Get 1 or 2
students to express as class.
Activity 2:
Get the students into 4 groups of 4. Give each group different
reading text for example; group 1 read about kiwi, group 2 read
about elephant…
Set time limit for them to read and they can ask the group about
anything they don’t understand while reading.
Tell the students that you will collect the worksheet, so hey have to
memorize the text by taking short note about the important facts
that they want to share with other group.
Activity 3:
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Once they finish, reform group work. Make sure in each new
group consist students who have read about different
animals.
Collect worksheet and tell the students to start telling each
other about the animal they read.
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Assessment
Get the students to have a competition. The group that can
answer the most questions will win.
Start the question the students. The students have to listen
to teacher carefully. If they think that they can answer the
question, raise their hands. The teacher will give the priority
to the student who hands up first to answer the question.
Continue until all questions are answered.
V.
Differentiation
This activity is very good for mixed-ability classes.
You can give the easy texts to weak group of the students
and more difficult ones to the strong group of the students
and they can get peer help during reading the text (Activity
1) on unknown vocabulary, context and phrase. This is a
very student centered lesson.
VI.
Reflection
This activity is great to help the students speaking skill. The
first introduction of this activity to class might take long
time and the students are a little bit confused, but if you
introduce it again, it’ll take shorter time for the classroom
management and more enjoyable.
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Lesson Plan Format 2
Intern: Phanet Chea___________
Grade Level: 2_________
Title: Teaching speaking______________
Date: October 25th , 2009_________
I.
Objectives
By the end of the lesson the students will be able
To match the symbols of weather with the words and describe
“What’s the weather like in a few cities in other cities and in
Cambodia?”
To write weather reports.
II.
Materials for Learning Activities
Some pictures (the symbols of the weather) ex. Windy, sunny,
snowing …
Word cards
Books, worksheet
III.
Procedures for Learning Activities
Warm-up:
I begin the lesson with a quick review of the weather words by
sticking pictures on the board and give a word card to each pair of
students. Students work in pair and then match the word with the
picture on the board. Students copy the vocabulary in their
textbooks.
I write down some adjectives on the board (ex. Cold, dry, cool, wet,
hot..) on the board. The students work in pairs and decide which
adjective goes with which symbol (more than one answer is possible).
Activity 1:
Get the students to read the dialogue with the missing words. Then
listen to cassette and complete the gaps. The students work in pair to
compare the a
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answers. Get the students to listen again and check the answer as whole class.
Students work in pair to act the dialogue and also ask and answer about the
weather where they are now.
Activity 2:
“Information Gap Activity” . Get the students to work in group of three and give
them the worksheet with some missing information. Students ask each other in
group and complete the chat and compare the chat with the group.
Sample question and answer:
What was the weather like in Bambi? It was……..and……..
Activity 3:
Contribute the hand out of weather of 4 cities ex. Bangkok, Rome, Hong kong,
Dallas. Students read a weather report of a city and say which city is described.
The students work in pair and choose one of the cities and then write the weather
report.
Once they finish, get them to come to front of the class and act as a weather
reporter on television. S/he reads the weather report to the class, but they don’t
tell which city is described. The other students listen and guess. Take turn to read
the report to the class.
IV.
Assessment
I use Observation Assessment. I observe the student attention, response to
instructional materials and interactions with other students while they are working
in pairs or in groups.
I also have to listen to their conversation and take note any errors and then
correct as class.
Then, get the students to write 2 weather reports as homework. They have to look
at worksheet (In activity 4) and write the weather report of the city which they
didn’t do in previous task and write the weather report about the weather where
they are today. By correcting the students’ homework the teacher will see if the
students learned well the other day.
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V.
Differentiation
This lesson is prepared and include different intelligences such as visual,
verbal/ linguistic, bodily/kinesthetic, intrapersonal, interpersonal. I always like to
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prepare the activities which
involve the students standing up
and moving activities because
sitting down for long time is
boring for kids.
VI. Reflection
The students enjoy and learn well
from this lesson because there is
enough practice for them. The
students are able to learn
affectively because of clear
instructions and the activities
move from controlled practiced
to free.
I would like to thank IREX for giving
me such a wonderful opportunity to
come to the US to join TEA Program
I have learned a lot from the course
as well as the travelling and field
trips. I have experience the real
English speaking country and
learned from friends who come
from different cultures. I have been
provided a lot of documents and the
lecturers are excellent and
enthusiastic. These will encourage
me to work harder. I feel now that
myself is heavier because I have
plenty of things to take back home
to my country.