shevchenko olga - george mason...

Olga Shevchenko

Ukraine TEA Program, Fall 2009

George Mason University, Virginia

1. Foreword

2. Curriculum Vitae

3. Reflections

4. GMU Seminars

5. Lesson Plans

6. Lesson Strategies

7. Shared Strategies and Lesson Plans

8. Internship

9. Multicultural Day

10. Resources

11. My Home Assignments

12. Afterword

The brighter you are the more you have to learn Don Herold Once again I am a student. This feeling is not new for me but still it is very exciting and unforgettable. I am really glad that I am a TEA fellow and my host university is George Mason University. I have learnt a lot of new things not only as a teacher but as a personality as well. When you communicate with different people you realize how bright the world is, how rich the world is, how many new and interesting things are around. Here in my portfolio I gathered the material I had been working on during my studies. But of course that is not all. I am taking much more in my head. There are a lot of things I have to analyze, to reflect on, to discuss with my colleagues.

Olga Shevchenko 100 Franko Street, Flat 12 Zhmerynka, Ukraine

Professional experience

School‐lyceum – Zhmerynka, Ukraine

Teacher of English (08/2001‐present)

‐ Teach English to grades 2‐12 ‐ Head of Methodological Commission (2006‐present) ‐ Secretary of Pedagogical Council (2006‐present) ‐ Member of School Methodical Council (2007‐present) ‐ Winner of the competition “The Teacher of the Year‐2008” (December, 2008) ‐ Winner of the competition “The Young Person of the Year‐ 2009” (June, 2009) ‐ Winner of the competition “The Person of the Year‐ 2009” (September, 2009)

Kyiv International University

Regional Preparatory Course

Teacher of English (10/2001‐05/2007)

European University (Vinnytsia Branch)

Teacher of English (09/2003‐05/2005)

Education

Vinnytsia State Pedagogical University‐Vinnytsia, Ukraine

Diploma (09/1996‐06/2001)

Department of Foreign Languages

Winner of the republican Olympiad in Esthetics (Third Prize) (04/2000)

Vinnytsia Pedagogical College‐ Vinnytsia, Ukraine

Diploma (09/1993‐06/1997)

Department of Elementary Education

Winner of the oblast Olympiad in Ukrainian History (third Prize) (05/1995)

Professional Development

Coordinator of EFL Teachers Conference (March, 2006)

A conference on how to teach discussions in secondary school for 30 teachers of Zhmerynka

Advanced Training Course – Vinnytsia, Ukraine

Institute of Postgraduate Education of Teachers (May – June, 2005)

Computer Skills

Microsoft Word, Power Point

Languages

Ukrainian (fluent), Russian (fluent), English (excellent)

Reflection about my fieldwork assignment

Since I am in a constant progress of looking for new teaching and learning strategies, the chance to observe firsthand experience of the US ESOL teachers is a great opportunity for me.

After my first day at a US school I have worked out several key points which I am going to research:

1. Teaching strategies, methods and techniques (the ways the teachers present, explain, organize the teaching material and activities).

2. Learning strategies (the ways the students perceive, understand, remember and put in practice the material in class).

3. Classroom management (how the teachers manage the students’ behavior, the timing in class, the ways of keeping the students’ attention).

4. Assessment techniques (how the teachers evaluate the students’ knowledge, understanding and practical skills).

5. Use of technology (the ways the technology is used at different stages: at the stage of learning and the stage of assessment).

Though there are many visible differences in the US and Ukrainian schools (these differences are connected with the traditions of the development of school systems in both countries), it seems to me that the most important differences are motivation and background knowledge.

On the one hand, for the US ESOL teachers the main challenge is to involve the students into active participation during the class. There is no need to make the students sure they need English for their everyday life. For the Ukrainian teachers the task is double difficult. We must break through the wall and make our students believe that they are learning English not for the sake of it, but because it will give them more opportunities. On the other hand, Ukrainian students have deeper background knowledge and there is no need for the teacher to go into detail about the topics being covered in class. I think these are the main cultural differences.

The experience I will get in the US is valuable for me because I will develop new ideas on my individual teaching style combined with the main guidelines which I am given at the sessions and at school. I will start to compile my teacher’s portfolio for the improvement of my reflective practice and sharing my experience and ideas with my colleagues.

What kind of incident causes you to reflect on your teaching? How does that reflection inform your teaching? Do you share your reflections with colleagues? Supervisors?

I reflect on my teaching all the time because I am always unsatisfied with what I am doing: I think I can do better. I am looking for new ways of improving my teaching methods and techniques, but sometimes it turns out that I cannot implement what I have thought of just because some of my students have not done their homework and the activities I have prepared are based on it. I find it distressing because I have to change my plan completely. I am really sorry for the time being wasted. I always feel lack of time because there are a lot of things I would like to do. And when my efforts and time are wasted I feel really angry.

I am aware of the fact that the achieving of success at the lesson depends both on the teacher and the students. If one party fails, the whole system does not work properly.

What is the purpose or goal of a portfolio in your country?

We do not have portfolios as they are in Ukraine, but every teacher in the country should have a binder with the main documents on the standards, methodical recommendations, etc. As far as reflective practice is concerned, we do not do it in writing. After any demonstration lesson a teacher usually does a self‐analysis but orally. We do this for knowing and understanding what our goals are and for improving our teaching skills.

What factors does the teacher consider in planning?

1. National standards. 2. Objectives of the lesson. 3. Individual peculiarities of the class as a whole. 4. Differentiated instruction. 5. The principles of the brain‐compatible teaching and learning (multiple

intelligences, learning styles, 4MAT System, etc.). 6. Timing. 7. Variety of activities. 8. Assessment. 9. Reflection from the previous class. 10. Integrated curriculum.

How does a teacher use objectives in planning? Are there differences between your country and the fieldwork schools here?

The teacher sets objectives according to the standards and requirements and chooses the strategies, activities, visual aids that will help to fulfill these objectives.

In Ukraine we have main guidelines set by the European Common Framework, the Program on teaching English and the requirements and methodological recommendations from the Ministry of Education. The teacher has the right to choose what he/she thinks will help to achieve the goal.

How can group work aid your teaching?

Group work is very effective for facilitating students’ independent work and giving them an opportunity for interaction. Group work develops social skills alongside with learning skills.

The teacher’s task is to organize group work as early as possible so that the students can be motivated to speaking English to each other. The students should also know that though they work in a group, the teacher has effective tools for evaluating their work.

1. Seminar on Professional Development and Change: Reflective Practice and Portfolio Development

We realized that reflective practice was critical to meaningful growth and change. We were provided with a platform for integrating our individual experiences, professional goals, professional development experiences while in the U.S., encompassing both fieldwork and coursework, and work on developing our individual action plan for implementation upon return to our home countries. We examined our professional identity and change agency, reflected on educational and administrative structures and systems within which we practiced our teaching profession in our home countries. We undertook a self‐assessment in order to hone our individual goals for the duration of the program and develop individual goals for each of our seminars and independent research sessions. As a result we are prepared to present and implement portfolios for disseminating innovation upon return to our home schools.

2. Educational Leadership Program

We examined functions of leadership and management and foundations of the American school system. We explored organizational theories and models of leadership and management and personal and organizational change. We bridged theory to practical applications in educational settings. We were provided with an opportunity to explore meanings of leadership in schools,

leaders’ role in school change and restructuring; and ways school leaders make sense of school organization.

3. ESL/EFL Research and Assessment The seminar course was based according to three important educational pillars: research, methods, and assessment. We identified questions on prime topics around brain‐compatible learning and teaching practices. We learned to implement differentiated methods and lessons to English language learners (ELLs) while developing students’ language ability. The third important matter was assessing students understanding and if the objectives were met in the classroom by integrating “authentic assessment”.

4. Special Professional Development Topics: 1) Professional Development Portfolios and Reflective Practice (Dr.

Rebecca Fox) 2) Ability and International Education (Dr. Beverly Sheklee) 3) Multiple Intelligences (Dr. Marjorie Haley) 4) The Role of Community in Education (Svetlana Filiatreau) 5) International Cases for Instructional Improvement (Dr. Chris Johnston) 6) Education Leadership in 21st Century Schools (Dr. Alan Sturrock) 7) World Englishes and Teaching Writing to the ESL Students (Dr. Paul

Matsuda)

5. WATESOL Fall Convention 2009 (Chevy Chase, Maryland)

“Improving Outcomes Through Quality Instruction” 1) Integrating Pronunciation into Grammar and Vocabulary Instruction (Sue

Miller)

2) Engaging Learners through Collaborative Writing Projects (Donette Artenie, Sigrun Biesenbach‐Lucas, Georgetown University)

3) Practical Techniques for Developing Reading Fluency (Carol Romett, Georgetown University)

4) Practice Makes Perfect: Giving Presentations with PPT Slides (Sigrun Biesenbach, Georgetown University)

5) Ready, Aim: Read for Speed and Enjoy (Dale Ringer, Fairfax County Public Schools, Adult ESOL)

Nothing great was ever achieved without enthusiasm

Ralph Waldo Emerson

Sample Lesson Plan 1. Implementing the theory of multiple intelligences (MI).

Content: My Working Day

Objectives:

1) Improving students’ speaking and writing skills. 2) Involving the students into the active participation during the lesson. 3) Teaching them to be well‐organized and to plan their time.

Procedure of the lesson:

Activity 1.

Warm up. Mind‐mapping “My Working Day” (Spatial Intelligence).

Activity 2.

Listen to the song “The copycat”, then

1) fill in the missing phrases in your handouts; 2) read the song; 3) sing along and act it out;

4) make up your own verse, pay attention to the third person singular of the verbs.

(Linguistic, Musical, Bodily‐ Kinesthetic Intelligences)

Activity 3.

Journal Writing. Use a graphic organizer and write what you usually do in the morning (in the afternoon, in the evening).

(Logical‐ Mathematical, Intrapersonal Intelligences)

Activity 4.

Pair work. Interview each other and report on the information you have.

(Interpersonal Intelligence)

Activity 5.

Whole class discussion. Do you have time to take care of your pets and plants?

(Naturalistic Intelligence)

I. Home Assignment. Prepare a Power Point Presentation “My Ideal Day”(Intrapersonal Intelligence)

Lesson Plan 1

Intern: Olga Shevchenko Grade Level: 2 Title: Getting Acquainted Date: October 18, 2009

I. Objectives By the end of the lesson the students will be able to:

1. Greet each other (Hi! Hello!). 2. Introduce themselves (I’m Olga). 3. React to each other’s replies (Nice to meet you). 4. Say goodbye (Bye!).

II. Materials for Learning Activities: 1. A picture of the situation. 2. A tape with the model dialog. 3. Pictures with cartoon characters.

III. Procedures for Learning Activities: Warm-Up. The students will listen to the tale about the tongue and practice pronunciation of the English sounds. Activity 1. The students will describe the situation in the picture (in the mother tongue). Activity 2. The students will listen to the model dialog and practice speaking together with the speakers. Activity 3. The students will practice speaking with the teacher and in pairs. Activity 4. The students will get acquainted as if they were cartoon characters.

IV. Assessment: The students will be evaluated by observing and presenting their dialogs as cartoon characters.

V. Differentiation As the students are at the very beginning of learning English, it will take some time to see how fast and how easily they can acquire skills.

VI. Reflection All the small kids are eager to learn a new language. The task of the teacher is to make the process interesting, stimulating and challenging to some extent.

Lesson Plan Format

Intern: Olga Shevchenko Grade Level: 5 Title: Seasons. Fall Date: October 18, 2009

I. Objectives By the end of the lesson the students will be able to:

1. Describe the weather in fall. 2. Express their feelings about this season. 3. Use the present progressive tense in describing the now-actions.

II. Materials for Learning Activities: 1. Index cards in the shape of leaves. 2. Notebooks.

III. Procedures for Learning Activities: Warm-Up. The students will revise the names of the seasons of the year and the months. Activity 1. The students will go out and observe the changes fall has brought. Activity 2. The students will brainstorm the words they associate with fall and write them down on the leaf-cards. Activity 3. The students will make up sentences about fall and write them on the blackboard. Activity 4. The students will take their corners according to their feelings about fall: “Negative”, “Positive”, “Neutral”. They will explain why.

IV. Assessment: Activity “3 – 2 - 1”. Write three things which happen in fall. Write two things you like about fall. Write 1 thing you can do in fall.

V. Differentiation:

Starting Up. These students will do the observation and take their corner. Beginning. These students will participate in the warm-up, Activity 1 and will take their corner. Developing. These students will participate in the warm-up, Activity 1, 2 and take their corner. Expanding. These students will make up sentences. Bridging. These students will make up sentences and explain their group’s feelings about fall.

VI. Reflection: This lesson is good for developing and activating Naturalistic and Bodily‐ Kinesthetic Intelligences. It gives the opportunity to integrate English and Nature Study.

Sample Lesson Plan

(English as a Second Language)

Teacher Olga Shevchenko School‐Lyceum (Zhmerynka, Ukraine )

Grade 7 Proficiency Level: Pre‐intermediate Program Model: Pull out

Content: English Teacher

Planning Phase

Content and Language Objectives:

As a result of the unit, students will be able to:

1. Name the kinds of sports and games. 2. Make up short conversations about the favorite kind of sports. 3. Describe sports competitions. 4. Tell about the Olympic Games. 5. Tell about the life of famous sportsmen. 6. Make oral presentations.

Vocabulary: names of the kinds of sports, structures “What is your favorite kind of sports? – My favorite kind is … because…”

Materials: Flash cards with different sports, Olympic symbols, graphic organizers.

Lesson Outline

Content: The Kinds of Sports

National Standards:

1. The State Standard of the Secondary Education (Branch “Languages and Literatures”.

2. The Program for the English Language Teaching (Grade 7) (See www.mon.gov.ua)

1. European Common Framework (Level A2)

(See www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf)

Teaching Phase Sequence

Lesson 1

Warm –Up Activity:

Read a short rhyme on sports. Name the kinds of sports mentioned in it.(Entire class work)

Transition:

Students guess the content of the lesson and write the new vocabulary in the notebooks. The teacher pays attention to the term “international words”.(Individual work)

Activities

Activity 1: Show the pictures with different kinds of sports to the students. Work on the meaning and pronunciation of the words. Write down the new vocabulary.(Entire class and individual work)

Activity 2: Miming game. A student mimes a kind of sports, the other students guess what it is.(Entire class work)

Activity3: Group the kinds of sports according to the categories “Individual Sports”, “Team Games”, “Indoor Sports”, “Outdoor Sports”. (Individual work)

Activity 4: Role‐play “An Interview”. One student (the strongest one) is a reporter. He/she asks the group members questions about their favorite kinds of sports and writes the information down. (Small group work) Then the reporters gather together and classify the data and report on it (Activity 4a). (Small group work) The other students do another activity “Jumbled Words” (Activity 4b).(Individual work)

Differentiated Instruction

Starting Up: Students can participate in Warm‐up and Activities 1, 2, 3.

Beginning: Students can participate in Warm‐up and Activities 1, 2, 3.

Developing: Students can participate in Warm‐up and Activities 1, 2, 3, 4, 4b.

Expanding: Students can participate in Activity 4, 4a.

Bridging: Students can participate in Activity 4, 4a.

Assessment:

The evaluation will be done by observing the students during the lesson and taking notes.

Closure:

1. Write 3 kinds of sports you would like to go in for. 2. Write the reason of choosing these very sports.

Homework:

1. The students will learn the new vocabulary. 2. The students will find information on the history of the Olympic Games.

Lesson 2

Content: The Olympic Games

Warm‐Up Activity.

The students will match the kind of sports and the name of the person who goes in for this kind of sports.

e.g. tennis – a tennis‐ player (Individual work)

What are the ways of forming such nouns? (Entire class work)

Transition

The students will discuss the questions:

Where can athletes show how skillful they are? What kind of competitions is the dream of every athlete? (Entire class work)

Activities

Activity 1: Jigsaw reading. The students will read the text “The Olympic Games” and fill in the table. (Small group work)

The Olympic Games

The origin…

The main idea…

The motto…

Kinds of the Olympics…

The symbols…

Kinds of sports…

Activity 2: Q&A. One group (stronger students) will ask questions, the other group (weaker students) will answer them using the table. (Group work)


Starting Up: These students can participate in the warm‐up, Activity 1(fill in the table), Activity 2 (answer the questions).

Beginning: The same activities like Starting Up.

Developing: These students can participate in the transition.

Expanding: These students can participate in Activity 1 (reading and sharing the information), Activity 2(asking questions).

Bridging: The same activities like Expanding.

The teacher will check the filled tables and take into consideration the oral answers.

Closure

Write 3 things that you’ve learnt about the Olympic Games.

Write 2 things that are the most interesting for you.

Write 1 thing about which you want to know more.

Homework

1. Use the table and write about the Olympics (Developing, Expanding, Bridging)

2. Prepare flashcards with different kinds of sports and Olympic symbols.

Lesson 3

Content: Famous Ukrainian Sportsmen. Serhiy Bubka – a pole – vaulter.

Warm‐Up

The students will take flashcards prepared by their classmates and make up sentences. (Entire class work)

Transition

The students will start filling in the KWL – chart about S. Bubka. (Individual work)

Activities

Activity 1: The students will listen to the text about S. Bubka and say if the facts they have written in the first column are true.(Individual work)

Activity 2: The students will listen to the text again and complete a timeline of his life. (Individual work)

Activity 3: Discuss your timelines and report the information. (Small group work)


Starting Up: The students will participate in the warm‐up, the transition and will make the lifeline with the help of their classmates.

Beginning: The same tasks like Starting Up.

Developing: The students can participate in Activity 1.

Expanding: The students can participate in Activities 2, 3.

Bridging: The students can participate in Activity 3.

Assessment

The teacher will evaluate the oral answers and the lifelines of the students.

Closure

The students will fill the third column of the KWL – chart. (Individual work)

Homework

Make a lifeline of any famous sportsmen.

Lesson 4

Content: Getting Ready for the Project Work

Warm up

The students will share their lifelines. (Small group work)

Transition

Brainstorming. The students will draw a mind‐map answering the question “What do you think about when you hear the word “Sport”. (Entire class work)

Activities

Activity 1: The students will discuss the outline of the project and draw a mind‐map. (Partners and entire class work)

Activity 2: The students will discuss the format, the way of presenting and the standards of evaluation. The students will make a rubric.(Small group and entire class work)


The students of all proficiency levels will do the same tasks.

Assessment

The teacher will evaluate how active the students were in discussing the projects.

Closure

The students will answer the question “What should you take into account preparing a project work?”

Homework

Prepare the project work

Lesson 5

Content: Project Presentation

Warm‐Up

The students will answer the question “How well does my presentation meet the standards?” (Individual work)

Transition

Each student gets 3 experts to evaluate his/her presentation.

Activities

Activity 1

The students present their projects.

Activity 2

The experts evaluate the projects and report to the class. The students must agree or disagree with the evaluation.


All the students will participate in all the activities. The teacher should form the groups of experts in such a way that the groups consist of the students with different proficiency levels.

Assessment

The students will be evaluated according to the quality of their projects and their work as experts.

Closure

The students will answer the question “How well did my presentation meet the standards?”

Homework

Write the recommendations for a good presentation.

Teachers open the door, but you must enter by yourself.

Chinese Proverb

Education is not preparation for life; education is life itself.

John Dewey

We learn by doing, achieve by pursuing.

By learning you will teach; by teaching you will learn.

Latin proverb

Lessons hard to learn are sweet to know.

Proverb

Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Predicting the story from the title

2. When is this method or strategy useful?

Pre-reading, before working on the text

3. Why or how is this method or strategy useful?

1. Develops reading skills, 2. Stimulate interest in reading, 3. Give motivation to students for reading,

4. What are the steps involved in using this strategy or method?

1. Select an appropriate story

2. Choose key words

3. Writes instructions and sets time limit

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 is good for logical thinking as well, the students will try to guess the gist of the

text, by using the key words, and also it helps to develop creative skills.



Anticipation Task


This strategy is useful when a new piece of information is introduced.


It helps the students develop their prediction skills and they are motivated to

read or listen to the information very carefully to check their predictions.


The teacher must prepare true and false statements for the text for the

students to predict the content.


This strategy is useful as a pre-reading or pre-writing activity.



Group Work


It can be useful at any stage of the lesson.


It is useful for developing both social and learning skills.


The teacher should take into consideration the following things:

- Group formation;

- Task instruction;

- Differentiated instruction;

- Group work code;

- Evaluating of the process and the result of the work.

5.When would this method or strategy be useful in your setting?

This strategy is already used by Ukrainian teachers and has proved to be an effective one at

the English lesson.

6. What would you like other teachers in your school to know about this method or

strategy?

I would like them to be more careful in setting the task and assessing both the process and the

outcome.



Graphic Organizers. Venn Diagram


It is useful when we should compare two phenomena and find differences

and similarities.


This strategy is useful for developing logical-mathematical intelligence.


The teacher should show the students what a venn diagram looks like and

explain to them the procedure of filling it.


It can be useful while reading different stories, both fiction and non-fiction.



Peer assessment


It is useful when it is necessary to evaluate a piece of student’s work.


It is useful because the students should not only know the criteria according

to which their work is assessed but they also should be able to participate

and see the procedure itself.


The teacher should present or discuss together with the students the criteria

of the assessment, then appoint experts to each student. When the experts

have graded the work, they themselves should be graded for being experts.


This strategy can be useful in my setting because we always assess our students at the lessons.

Why shouldn’t we give a chance to the students themselves.

6. What would you like other teachers in your school to know about this method or

strategy?

This strategy helps the students improve their own work because they will see the procedure

from inside

Help other teachers. It’s not like you’re movie stars competing for the

same roles. There are plenty of kids and problems to go around for

everyone.

Don’t teach in a vacuum. Good teachers learn from each other.

Network. Team teach. Find a way to connect with peers. Even

competent professionals need a support group.

Be shameless. Copy what the best teachers do, and don’t feel guilty

about it.

Listen to older teachers. They have wisdom and experience. Listen to

younger teachers. They have exuberance and boldness. Listen most to

yourself. You alone know what you want to do and what you can do.



Vocabulary matching with L1


1. to learn new vocabulary by classifying them into groups

2. to learn a pronunciation difference between words


1. Help students increase vocabulary using L1 2. Students figure out the differences for themselves

3. Students think about the words to help internalize them

4. Students write and then “handle” the words to help understand and remember

them.

4.What are the steps involved in using this strategy or method?

1. Students read the text silently to the end and while reading write out the

unknown words and make their own list of new words. They should write the

words exactly as they appear in the text, E.g “looked”

2. Check the meaning of unknown with their partner,

3. Make the list of unknown words as a pair,

4. Count the number of words on their list and tell the number to the teacher,

5. The pair who`s got the most number of words comes to the board and writes

their list in the left column.

6. One person from other pairs come to the board and add the words from their

list that are not on the board.

7. The students match the words on the left with the words on the right

individually,



Running Dictation


At the beginning of class


1. Gives students practice in scanning the sentence level and remember forms 2. Checks and improves students` language reproduction


1. Choose appropriate text

2. Write two copies of the text

3. Write clear instructions

4. Put copies of the text in opposite end of the room

5. Tell the students that a secretary will write down sentences dictated by runners,

6. Runner take turns running to the pointed text, Each runner has to bring back

one sentence to the secretary, the following runner can`t go to the text until the

previous runner has returned. As soon as the first group finished the dictation,

the activity stops, but learners should be aware the focus is on accuracy.


Many uses: nouns / verbs; regular and irregular verbs; pronunciation of regular

past tense; pronunciation of c sound as s or k; rules for forming plurals; etc.

6.What would you like other teachers in your school to know about this method or strategy?



Vocabulary matching with L1


1. to learn new vocabulary by classifying them into groups

2. to learn a pronunciation difference between words


1. Help students increase vocabulary using L1 2. Students figure out the differences for themselves

3. Students think about the words to help internalize them

4. Students write and then “handle” the words to help understand and remember

them.

4.What are the steps involved in using this strategy or method?

1. Students read the text silently to the end and while reading write out the

unknown words and make their own list of new words. They should write the

words exactly as they appear in the text, E.g “looked”

2. Check the meaning of unknown with their partner,

3. Make the list of unknown words as a pair,

4. Count the number of words on their list and tell the number to the teacher,

5. The pair who`s got the most number of words comes to the board and writes

their list in the left column.

6. One person from other pairs come to the board and add the words from their

list that are not on the board.

7. The students match the words on the left with the words on the right

individually,

Integrated Lesson Plan Topic – “The Forty Niners”

Grade – IXth grade

The subjects integrated with– English Language; Geography,

Music

Number of st s.– 23

1. OBJECTIVES Engl. - Reading for purpose.

Engl. - Enrich the vocabulary with new words.

Engl. - Connect the words logically with each other.

Engl. - Develop listening skills.

Geogr.- Research the routes of 49-ers and transfer them onto

the map.

Geogr.- Use Geography's international language-map for

research.

Geogr.- Travel with imaginary route to make research.

Music - Perceive the composition according to the context.

Music – Guess the content of the song and pick the information

about the characters.

ICT – Look for the necessary information by ICT, though the

internet.

ICT – Involve the ICT in the lesson in order to improve it.

ICT – Use ICT with their classmates to improve their knowledge

implement their ambition and interests.

Holmes Middle School, located near Braddock Road in Annandale, is one of three Fairfax County middle schools with grades six, seven, and eight.

The central theme of the Holmes School Plan is to improve school achievement for all students. The school finds strength in its diverse population, exemplified by students and staff members representing more than 50 of the world’s countries. Teachers meet daily in their teams to plan lessons, and regularly meet by grade level to coordinate instruction and activities. Special education services are available for students with disabilities consistent with the recommendations of individualized education program teams. In addition, the needs of students in the following programs are met: school‐based gifted and talented and English for speakers of other languages.

The curriculum is organized to maximize individual growth, academic skills, and opportunities for exploration of related and extracurricular activities. Staff members at Holmes are committed to providing a safe learning environment that stimulates student involvement and fosters learning and self‐esteem. School goals and policy are shaped by the Middle School Council, a 25‐member teacher leadership committee with active input from the PTA board. This unites the entire school community in the continuing mission of strengthening and enhancing learning opportunities for all students. The students are organized on six instructional teams, ranging from 130 to 150 members, that share the same language arts and English, mathematics, science, social studies, and resource teachers.

Co‐teaching Process

1. Warm‐Up. Grade 7 Complete the sentences. Use the example: My name is Angela. I am active. (Note: both words begin with the same letter “a”)

2. Warm‐Up. Grade 6. On which continent is Ukraine located? What countries border Ukraine?

Comparing the geographical features of Ukraine and the USA. Grade 6. The students listen to the teacher telling them about the geography of Ukraine. The key‐words are written on the blackboard. Then the students fill the T‐diagram comparing the geography of Ukraine and the USA (individual work). The students report on their work making up sentences according to their T‐diagrams.

3. Reading Class. Grade 7. Warm‐Up. 1) What is etiquette?

Give an example of etiquette? 2) Anticipation Task

1. Ukrainians address relatives and close friends by first names. 2. Ukrainians are very hospitable. 3. It is a custom in Ukraine to shake hands both with men and women. 4. Do not whistle in the room. 5. It is considered bad luck to shake hands across the threshold of a

door. 6. You should bring a small gift when you come to somebody’s house.

Main Activity

The students read the text “Ukrainian Etiquette”. They answer the teacher’s questions and check how well they have predicted the content. Then they fillin the in the graphic organizer “Venn‐diagram”.

Wrap‐Up

3 things ‐ what you have learned about Ukraine;

2 things ‐ what was the most interesting for you in the text;

1 thing – what else would you like to know about Ukraine.

4. Cultural Lesson. Grades 6, 7. Warm‐up. What do you already know about Ukraine?

Main Activity. The students watch the slide‐show about Ukraine and discuss the things being shown.

Wrap‐up. 3 things – what was new for me; 2 things – what was completely different from the USA; 1 thing – I’d like to know more about.

5. Vocabulary Work. Grade 6. The students get cards with the key‐words. They should explain the word, draw an illustration to it present the word to the class. (Group Work)

6. Analyzing the text. Grade 7. The students read a non‐fiction text. The teacher discusses the text with the students. The objective is to find the main ideas and write a summary of the text.

Ukrainian Etiquette When meeting informally, men and women usually wave the hand and give a verbal greeting such as Pryvit (Hi) or Dobry den’ (Good day).

In official situations titles are used, including Pan (Mr.), Pani (Mrs.), Panna (Miss), or Panove (Sirs or Gentlemen), as well as professional titles.

Relatives and close friends often hug and kiss cheeks when greeting. They address each other by first name. A respectful form of address is to use the first name followed by the patronymic, which is the father’s given name, and a gender‐ specific suffix.

Ukrainians are very hospitable. As their guest, you will receive red‐carpet treatment. This includes heavily‐laid tables, gifts, and many toasts.

Men in Ukraine will always shake hands when they greet for the first time during the day. But it is not a custom to shake hands with a woman.

If invited into a family home, it is traditional to bring a gift. A bottle of wine, a cake, or a bouquet of flowers (odd number of flowers only) are customary. If there are kids in the house, bring some small gifts for them (chocolate, fruits or souvenirs).

Do not whistle inside of the house, some believe it will “blow your money away”.

Do not shake hands or give things across the threshold of a door. It is considered bad luck.

Be prepared to remove your shoes upon entering a home. To keep apartments clean, most hosts will provide you with a pair of slippers.

Ukrainians love to demonstrate their natural and generous hospitality. It is a big thing for them to feed everyone who comes to their home. Be ready at least to try all food and drink offered you when visiting somebody’s home. Food prepared at home is delicious.

October, 26 was a multicultural day for our group. Everybody was ready to present their countries, to show the most significant things that can display the soul of the nation.

We all had national costumes on. We took a lot of pictures. Everybody was very proud to share something very national with everybody.

Our Ukrainian team consists of three people. We are Olga Shevchenko, Nataly Kanarska and Olena Dmitrieva.

We showed our fellows the power point presentation which depicted the geographical location, the main regions, traditions of Ukraine. We shared with our friends some interesting facts about our dear Motherland.

Then everybody could watch a cartoon based on the Ukrainian folk‐tale “There was once a dog”. This cartoon was so funny that all couldn’t help laughing.

It is great that we had an opportunity to share the information about our countries.

1. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey –

Bass.

2. Life Styles Inventory (LSI. Synergistic, Inc Classroom Materials).

3. Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria:

ASCD.

4. Haley, M. (2010). Brain compatible differentiated instruction for English

language learners. Pearson Education Inc., Boston. ISBN: 0‐205‐58239‐7.

5. O’Malley, J.M. & Valdez Pierce, L. (1996). Authentic assessment for English

language learners: Practical approaches for teachers. Reading, MA: Pearson

Education (formerly Addison Wesley Longman). ISBN: 978‐0201591514.

6. http://www.literacyworks.org/mi/assessment/index.html

7. http://www.newhorizons.org/

8. http://www.thirteen.org/edonline/concept2class/index.html

9. www.familyeducation.com/topic/front/0,1156,1‐12410,00.html

10. www.pbs.org/wnet/gperf/education/ed_mi_overview.html

11. http://trailfire.com/srlong/ trailview/63512

You cannot be a real student if you don’t have any homework to do

My SelfImprovement Plan Step 1.

My longest style extension is a dependent style (5 o’clock position).

My shortest extension style is an affiliative style (2 o’clock position).

Step 2.

The style I have chosen to work on is a dependent style (5 o’ clock position).

My score for this style means I tend to believe that I feel helpless in some area of life (personal) and that my effort makes little difference. I also may be seen too agreeable.

Step 3.

I think and behave as I do because I have been influenced by significant people and situations in my life.

The person who influences me greatly is my mother. She is the dearest and closest person to me and I am to her. We shared a great tragedy, the death of my father and we are connected by very tight ties.

The situation that has influenced me is one from my personal life. I feel helpless because I cannot change the situation myself.

Step 4.

The consequences of using this style:

‐ Positive: I am sensitive to people’s feelings and their reactions to me. I am modest and tactful (both in my personal and professional life).

‐ Self‐defeating: my opinions and thoughts can be discounted by others. I can feel lack of self‐esteem (in my personal life) and I cannot say no to people (in my professional life).

Step 5.

If I changed my behavior in this area, my life would have some positive differences ( I would be more independent, more confident, have control over my life) and some negative differences (I would be more aggressive, bossy and selfish).

Step 6.

The alternative style to the dependent one (5 o’clock position) is an achievement style (11 o’clock position).

The alternative thoughts I could use as effective substitutes:

‐ knowing that individual effort counts;

‐ setting and accomplishing my own goals;

‐ giving honest feedback;

‐ being satisfied with myself.

Step 7.

The main challenges I will have are to learn to listen and act according to my own needs and wants and to learn to please myself first.

Step 8.

The barriers that prevent me from changing my behavior :

‐ Unwillingness to change; ‐ Fear of conflicts.

Reflection about the assessment of the students My internship is taking place in O. W. Holmes Middle School. I attend and co‐teach in Grade 6 (Social Studies) and Grade 7 (Reading).

As one of the researches that we are supposed to do during our program is assessment, I paid a lot of attention to the ways and tools my mentor used while evaluating the students.

For Grade 6 she usually uses quizzes, tests and interactive notebooks. She explained that according to the curriculum the students should know geographic and historic terms, be able to work with maps and outline maps, discuss the material learned in class.

For Grade 7 she grades warm‐ups and wrap‐ups, reading logs and summaries of the books for independent reading. At the lessons she discusses with the students different texts, uses different reading strategies. All the skills that the students acquire should be appropriately applied in the graded works.

I think that the teacher uses authentic assessment, because “authentic assessment is procedures for evaluating student achievement or performance using activities that represent classroom goals, curricula, and instruction or real‐life performance” (J. M. O’Malley, L.V. Pierce “Authentic Assessment for English Language Learners”, p. 237)

Using quizzes and tests she “measures what the students know, what needs to be learned, and where in the curriculum instruction should begin”. These “procedures focus on measuring mastery of goals, objectives, and criteria embedded in school‐adopted curriculum” (C. G. Spinelli “Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners”, p. 107)

Interactive notebooks can be considered portfolios because in portfolios “we identify several key elements. These include: samples of student work, student self‐assessment, and clearly stated criteria” (J. M. O’Malley, L. V. Pierce, p. 35)

Reading logs is an effective tool for evaluating independent reading and observing how well the students can use reading strategies. “By reviewing reading logs for reading interest levels as well as for the quantity of materials read independently, teachers can provide feedback to students on their reading progress and on additional materials which may interest them ” (J. M. O’Malley, L. V. Pierce, p. 111)

Grading warm‐ups, wrap‐ups and summaries of the books for independent reading the teacher evaluates how well the students can apply the reading strategies, how they develop their ideas how creative they are in asking questions.

Back home I am going to implement such kinds of authentic assessment: portfolios (for giving my students and their parents an opportunity to trace the progress in learning), reading logs ( for encouraging my students to read in English and for improving their vocabulary, oral and writing skills).

Reference List:

1. J. Michael O’Malley, Lorraine Valdez Pierce “Authentic Assessment for English Language Learners. Practical Approaches for Teachers”.

Cathleen G. Spinelli “Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners”.

Assessment Design Project

In my Unit Lesson Plan the content of Lesson 5 was Power Point Presentation.

I think, and I have mentioned it in my lesson plan that this assignment will be assessed with the help of the rubric that we are going to create with the pupils.

The rubric can be like this:

Excellent – 4

Good – 3

Satisfactory – 2

Weak – 1

Unsatisfactory – 0

Effective Introduction

_ introduced self and presentation topic

_ showed how topic relates to the audience

_ gave overview of presentation

Body of Presentation

_ main points clearly stated

_ gave sufficient details to support main points

_ logically organized

Effective Closing

_ reviewed presentation points

_ made a memorable closing point

Use of Presentation Language

_ used register vocabulary

_ used correct grammar

Overall Impression

_ well organized and prepared

Delivery

_ eye contact with audience

_posture/gestures

_pronunciation/clarity/volume

_ not read from screen or from notes

Power Point

_ concise information on each slide

_ correct grammar and spelling

I have chosen power point presentation as an assessment tool because I want to evaluate students’ oral speech and practice their presentation skills at the same time. I consider an analytic scoring rubric to be the most suitable in this case. “Analytic and weighted rating scales, while complicated and time‐consuming to use, are most effective for communicating diagnostic information, such as students’ strengths and needs”(J. M. O’Malley, L. V. Pierce).

I like the idea of a rubric very much. It can fit my setting greatly. My task will be to think of appropriate criteria for different tasks.

Personal Leadership Plan

Vision/Mission

The project I am planning to work on is Lesson Study.

The goals of it are

1) To encourage experienced teachers to spreading their best ideas; 2) To assist young teachers; 3) To work collaboratively on the most difficult for learning material; 4) To create and promote functioning of the Professional Learning Community

(PLC) in my school and then in my town.

Planning Calendar

The pilot project will start in January, 2010. I think it will take at least 1 year to introduce it and see the first results.

Results

The success can be measured by assessing the students’ skills in the area of the Lesson Study process.

Leadership Practices

Introducing this project into practice I will implement one of the ideas I have learned here and I will prove myself that I can make changes.

After I have done my portfolio, I should analyze it. Here are the questions for portfolio revision:

1. Is my portfolio clearly organized? 2. Are my goals realistic? 3. Is my portfolio colorful? 4. Does my portfolio show the results of my work? 5. Will my portfolio be useful? 6. Are the lessons plans practical? 7. Does my portfolio show professional development? 8. Is the portfolio coherent?

I answer “yes” to all these questions. I have leaned a lot, and I am taking home a lot of useful and practical things that I can combine with the Ukrainian practices and implement in my school.

I am grateful to all the instructors who conducted seminars. Dr. Farnoosh Shahrokhi, Dr. Sherry Steeley, Dr. Beverly Woody, Nora Elbilawi are professionals in their field, they are very competent and friendly.

Thank you, George Mason University, for having been our host university.

shevchenko olga - george mason...

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