Ana`S Portfolio

TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM GEORGE MASON UNIVERSITY FAIRFAX, VIRGINIA FALL 2009 PROFESSIONAL DELVELOPMENT PORTFOLIO PRESENTED BY : ANA ELISA JIMENEZ EL SALVADOR, CENTRAL AMERICA 2200275139065 TABLE OF CONTENTS About the Author Defining “Portfolio” Goal and Reflection Seminar on Professional Development and Change ,[object Object]

StrategiesInternship at J.E.B. Stuart High School Summary of the observation done during Field trips Techniques observed Research, Methods and Assessment: Key Points on Brain-Based Learning Differentiated Instruction Lesson Plans ,[object Object],Comparative chart: American Basic Education System vs. El Salvador Basic Education System Seminar on Educational Leadership ,[object Object]

Teacher Leadership Self Assessment

Personal Leadership Action Plan Acknowledgments Pictures ABOUT THE AUTHOR My name is Ana Elisa Jimenez, I’m from El Salvador (Central America), and I teach English as a Foreign Language to grades 7 -9 at Centro Escolar “Tomas Medina” , in Santa Ana City. The average number of students in my classes is 40, ages 12 to 15. 1638300457200 DEFINING “PORTFOLIO” A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum. It should represent a collection of students' best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes. Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February).
What Makes a Portfolio a Portfolio?
Educational Leadership, pp. 60-63. PROFESSIONAL DEVELOPMENT AND CHANGE The Seminar on Professional Development and Change has been a platform for integrating individual experiences, professional goals, professional development experiences while in the U.S., in order to develop an Action Plan for implementing innovative teaching practices when returning to my country. Lesson Plans (See Annexes) Strategies (See Annexes) GOAL AND REFLECTION This portfolio intends to be used as a sample for disseminating non-traditional and innovative teaching and learning strategies to help both, teachers and students, develop reflective thinking and assessment in the ESOL class. The author hopes that the information presented will contribute to provide ideas to improve the quality of teaching and learning the English language in the institution she works for, and help other colleagues to explore the application of Multiple Intelligences in Lesson Planning, Brain-Compatible Differentiated Instruction, and Authentic Assessment in the classroom, at any level, for any field of study. 186690063500 OBSERVATION DURING FIELD TRIPS AT J.E.B. STUART HIGH SCHOOL The field trips at J.E.B. Stuart High School gave me understanding on how the Basic Educational System is developed in the U.S. . Based on that observation, I have concluded that: There is an Instructional Delivery Model the teachers implement in all the Courses. Every class starts with “an Essential Question”. This strategy stimulates the students’ reflective thinking. There is a determined seating arrangement to facilitate the students’ participation and exchange of information. Teachers use multiple teaching strategies, for example: collaborative pairs, writing in content areas, graphic organizers, small group tasks, think-pair-share activities, silent reading, jigsaw reading, etc. Classes are developed in a student-centered approach. The learning of the students is supported by the use of technology to great extent. Teachers vary the type of activities; the students are involved in different learning experiences. Teachers guide the learning process continuously. Teachers ask constant checking questions to evaluate the level of understanding of the students. The four macro skills of the target language are developed. The students are informed about the quizzes or any other summative activity in advanced. 1657350367665 RESEARCH, METHODS AND ASSESSMENT This learning theory is based on the idea that people learn due to the structure and function of the brain. In other words, learning occurs naturally, as long as the brain is not prohibited from doing so. Everyone does learn, humans are born with a powerful processor. The implications of Brain-Compatible Differentiated Instruction for the ESOL class are really important to be considered by any teacher. I have learned to apply this to lesson planning: CORE PRINCIPLES OF BRAIN-BASED LEARNING The brain is a parallel processor Learning engages the whole physiology The search for meaning is innate The brain processes wholes and parts simultaneously Learning involves focused attention and peripheral perception Learning involves conscious and unconscious processes Learning is enhanced by challenges and it is inhibited by threats Each brain is unique Five-day Unit Lesson Plan (See Annexes) SEMINAR ON U.S. CULTURE U.S. BASIC EDUCATION SYSTEM The U.S. education system is decentralized: there is no national curriculum. Teachers are certified by their own states. Pre-primary Levels include pre-school, ages 3-5 years old. Primary level (grades K-6); Secondary level (grades 7-12). Primary and Secondary Authority, ascendant order: teacher, chair, principal, school district or local authority, state. Challenges: Drop out rates, school safety, parental Involvement, discipline (no corporal punishment), respect for teachers. No Child Left Behind. Classes are student-centered. Technological support for teachers and students in all the levels 2190115285115 EL SALVADOR BASIC EDUCATION SYSTEM El Salvador education system is centralized: there is a national curriculum. Teachers are certified by the Ministry of Education of El Salvador. Preschooler level, ages 4-6. Basic level: Grades 1-9. Secondary level: Grades 10-11 or 12, depending on the field of study: Academic or Vocational. Authority in ascendant order: teacher, principal, local manager of education, national manager of education, minister of Education. Challenges: Dropout rates, school safety, discipline (no corporal punishment), large number of students who fail courses, parents’ responsibility, students’ responsibility. Classes are teacher-centered. Very limited or no use of technology to support teaching/learning 2266950116205 TECHNIQUES OBSERVED IN THE U.S. CULTURE CLASS (See Annexes) SEMINAR ON EDUCATIONAL LEADERSHIP This Seminar gave me the opportunity to acquire deeper understanding on the following areas: ,[object Object], ,[object Object]

Answering the Teacher Leadership Self Assessment Sheet in order to identify areas of strength and of growth as a leader for positive change in my work place. (See Annexes)

Creating a Personal Leadership Action plan. (See Annexes)ACKNOWLEDGEMENTS The author of this Portfolio wants to thank each of the following persons and institutions for giving her the possibility to be part of this wonderful TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM: The U.S. Department of State IREX The U.S. Embassy in El Salvador George Mason University J.E.B. Stuart High School, in Falls Church, VA. Dr. Sherry Steeley Dr. Farnoosh Shahrokhi Dr. Woody Dr. Cara Bremer Mrs. Nora Elbilawi Fellow Teachers participating in the Program. PICTURES J.E.B. STUART HIGH SCHOOL. FALLS CHURCH, VA. 352425327025 FELLOW TEACHERS AT J.E.B.STUART HIGH SCHOOL 447675212090HOST TEACHERS AND FELLOW TEACHERS SHARING LUNCH IN THE ESOL TEACHERS’ ROOM ANNEXES TABLE OF CONTENTS: ,[object Object]

Change: Reflective Practice and Portfolio

Lesson Plans ………………………………………………………

Teaching Strategies ……………………………………………

Seminar on Research, Methods and Assessment

Lesson planning based on Brain-

Compatible Differentiated Instruction .…………..

Strategies Observed……………………………………

Seminar on Educational Leadership

M.I. Applied to Lesson Planning …………………

Life Styles Inventory………………………………...

Teacher-Leadership Self-Assessment………...

Personal Leadership Action Plan………………..Lesson Plan Format Intern: Ana Elisa Jimenez Level: 7th Grade (Beginners) Title: Cardinal Numbers , telephone numbersDate: October 19, 2009. Objectives: At the end of the class, the students will be able to: a) Identify cardinal numbers from 0 to 9, correctly. b) Ask and answer questions to find out the telephone numbers of seven people in the class. c) Make a class directory which contains a list of seven telephone numbers. Materials for Learning Activities: Table to make class directory (Figure 1) Flashcards of numbers Whiteboard Marker Pens, pencils, notebooks Procedures for Learning Activities: Teacher models a chant of numbers while pointing at the flashcards of numbers. Students listen and then play the chant. Students form groups of ten. Every group begins to count from one to ten, every student takes turn to say a number. Students are aligned in rows of ten, they begin to count from one to ten like this: First student in the row says “one”, the second says “two”, and so on. Students write the numbers in their notebooks. Teacher writes the following exchange on the board and models how to say it: -What’s your phone number? - It’s _ _ _ _ _ _ _ _ (using eight digits, as it is used in El Salvador) 6. Pairs practice asking and answering questions and exchange their phone numbers. Assessment Teacher hands out photocopied chart where students will make a list of the phone numbers of seven people in the classroom. Students move around and exchange telephone numbers by using the target expressions. (See Figure 1) Figure 1. NAMETELEPHONE NUMBER Lesson Plan Format Intern: Ana Elisa JimenezGrade Level: 7th, Beginners Title: Prepositions of place: in, on, under, behindDate: October 2009 Objectives At the end of this class, the students will be able to: Differentiate the use of in, on, under, behind when expressing location. Ask and answer questions about the location of classroom objects. Write ten sentences expressing the position of some classroom objects in the classroom. Materials for Learning Activities Real classroom objects, boxes, whiteboard, markers, notebooks, pens, pencils Posters of illustrated use of prepositions posted on the walls Procedures for Learning Activities Students are asked to take a tour around the classroom and name as many classroom objects as they can, in one minute. Then, they write a list of them in their notebooks. Teacher uses a box and some classroom items to explain the uses of in, on, under, behind. Teacher models the way to make “Where is the (dictionary)?” questions and students answer the questions. Students work in pairs and move around the classroom while asking and answering questions about the classroom objects they see .They use the model provided. Students write three questions and their corresponding answers in their notebooks. They illustrate what they have written. Then, they write ten sentences expressing the location of some school items, in their notebooks. Assessment Students stand in circle, play the “Hot Potato” and the addressed guys will ask : “Where is the ___________?” to someone in the circle, the target student will then respond the question. Play the game for three minutes. Differentiation Weak learners might have a small chart with illustrations explaining the meaning of in, on, under, behind. Strong learners will have no help.They will be asked to write fifteen sentences. VI.Reflection Varying the type of activities gives the students a chance to move their bodies; body movement helps to activate their learning. Lesson Plan Format Intern: Ana Elisa JimenezGrade : 8th Level: Beginners Title: What are you wearing?Date :October 2009 Objectives At the end of this class, the students will be able to: Ask and answer questions to describe what they are wearing Write statements for describing what they are wearing by following the pattern: color + noun Materials for Learning Activities Real clothing items, posters of clothing items, colored paper circles posted around the classroom, whiteboard, markers, pens, notebooks, Procedures for Learning Activities Teacher sets pair work: Students A draw a clothing item in their notebooks, students B guess and say the corresponding English name. Then, they change roles and continue for three minutes. Students complete a table making a list of colors and clothing items they already know . (See Figure 1) Teacher explains that the above information is useful when responding the question: What are you wearing?. She clarifies the following grammatical features: a + color + singular noun: a red blouse, a blue shirt, a green tie (no article) + color + plural noun: blue jeans, white socks, brown shoes Students work in pairs. They take turns asking the question: What are you wearing? and providing answers by reading the information they have in the chart they completed. (Figure 1) . They are encouraged to use the indefinite article “a” before singular nouns, as in the next example: Student 1:- What are you wearing? Student 2: - A red blouse Students are prevented to avoid using “a” when using a plural noun, as in the next example: Student 1: What are you wearing? Student 2: Blue jeans Teacher calls out three volunteers and they respond the question: What are you wearing?. This time, every student is encouraged to provide real information (describe what they are really wearing). Then , the whole class will write the question and their corresponding answer. Assessment Students stand in circle. One of them tosses a ball to someone while asking: What are you wearing? . The guy who catches the ball will respond by using the target structures. The group play this game for three minutes. Differentiation Scaffolding is provided to slow learners, they can look at the colored paper circles to remember the way colors are said in the target language. They can also have access to the names of the clothing items by looking at the wall poster . In addition to this, these students can use Figure 1 as reference when providing their answers to the question “What are you wearing?” The type of activities is addressing to visual, auditory and kinesthetic learners. Reflection The use of real pieces of clothing increases the possibility to acquire vocabulary learning. Working in pairs allows the students to feel safe and be more likely to share what they are learning. It is important to include activities appealing to different learning styles. Figure 1. COLORCLOTHING ITEM Lesson Plan Format Intern: Ana Elisa Jimenez Grade: 8th Level: Beginners Title :The English AlphabetDate: October 2009 Objectives Students will be able to: Identify the sound of the English alphabet Spell their first name and last name by using the English alphabet, correctly. Materials for Learning Activities Photocopied sheet of the English alphabet, two sets of magnetic alphabet letters, poster of illustrated alphabet, chant of the English alphabet, CD player, audio CD of the alphabet Procedures for Learning Activities Teacher displays the English alphabet chart on the board, she points at the chart while pronouncing each of them; students listen to the sounds . Later, students are given a sheet with the letters of the alphabet. The teacher calls out the alphabet again and this time the students point at each of the letters on their sheets. Teacher plays the CD: First time, students listen only. Second time, students listen and repeat. Third time, students say the alphabet by themselves. Teacher displays the magnetic alphabet letters on the board, the students are divided into two teams, each team assigns a number to each of the participants. The teacher calls out a letter, one representative of each team runs to the board and grabs the letter the teacher has said. A point is given for the team whose representative got the letter from the whiteboard. The competence continues until there are not any magnetic letters on the board. Teacher asks: “What’s the next letter?” If she says “b”, students will say “c” and so on, the entire class participates orally. Teacher writes the following Chant on the board, she models it and asks the entire class to say it: A-B-C-D-E-F-G, H-H-J-K-L-M-N-O-P, Q, and R, and S, and T, U-V-W-X-Y-Z Teacher and students clap their hands to say the chant a second time. The third time, they clap and stamp their feet to provide more rhythm. The entire class plays “The Hangman” for five minutes. Teacher writes her first name and last name on the board, the students spell these words. Students work in pairs, they take turns spelling the other partner’s first and last. names. Every student switches partners three times to continue spelling their names to each other. Assessment Teacher tosses a ball, the student who catches the ball says his first name and then spells it. The game continues for five minutes. Teacher takes notes about the students’ performance in order to plan what strategies she will use in the next class. Differentiation When doing pair work, try to pair weak learners with strong learners. Scaffolding will be given to weak learners by displaying a poster of the alphabet and a symbolic representation of each of the sounds of each letter, on the board. VI.Reflection Chants and songs provide more possibilities to stimulate the students’ learning. The teacher should be a facilitator of the learning; therefore, the teacher has to provide a lot of opportunities for the students to practice the target vocabulary or grammatical structure. Lesson Plan Format Intern: Ana Elisa Jimenez Grade : 7th Level: Basic Title :El Salvador: Small, but beautifulDate: October, 2009. Objectives Students will be able to: Identify the meaning of the words map, beautiful, flag, coat (of arms), river, bird, flower, and volcano, accurately. Make a four-parts foldable with four words and their corresponding drawing. Materials for Learning Activities Power point presentation about El Salvador ( slides of the map, flag, coat of arms, the Lempa river, the national bird, the national flower, the Izalco volcano), , memory stick, LCD projector, laptop, pictures of the vocabulary mentioned, labels for pictures, colored sheets of paper, scissors, pencils. Procedures for Learning Activities Play the “Intonation Fun game”: Teacher greets the class, asks to say “hello” to each other as if they are greeting… … a one year-old boy … their best friend … the principal of the school. Teacher introduces the topic : El Salvador, Small But Beautiful”. Teacher says where she is from and what her nationality is. Students will then s take turns to say the names of their country and their nationality. Ask about the students’ countries of origin and their nationalities. Do the Power Point presentation. Pause to let the students practice the target words. Partners make a list of words they remember from the presentation. They volunteer to read their lists. Teacher distributes pictures of the target vocabulary and paper labels corresponding to each of the pictures ; students mingle and try to find who has the matching picture for the word they have and vice versa. They post the pictures and their corresponding labels on the board. Then, the entire class reviews the vocabulary. Assessment The students are given a sheet of paper. The teacher models how to make a “foldable”. The students choose four words they have learned during the class and make a picture for each of them , on each of the four parts of the “foldable. At the end, move around and ask the students to say the name of each of their drawings. Differentiation Do scaffolding for the weak learners, they may look at the pictures and their labels posted on the wall. Give the necessary help to those students who have problems in remembering the words. VI.Reflection Kids love drawing and coloring, they feel interested in the class and participate actively. Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience. Name of method or strategy: Exit ticket When is this method or strategy useful? At the end of the class Why or how is this method or strategy useful? It is useful to help the students determined what they have learned or to express any question or doubt they have. In addition to this, the teacher can also assess what the students have learned or what they still need to be explained. What are the steps involved in using this strategy or method? First: Tell the students from the beginning of the class what they are expected to do as an exit ticket Leave five minutes at the end of the class to have all the students write what you ask them to do and collect the notes by the moment that they go out of the class. When would this method or strategy be useful in your setting? At the end of the class, it would be used to assess what the students have learned or to get information about their doubts, expectations or any other aspect related to the learning; the use of this exit ticket varies depending on the task that the teacher sets. What would you like other teachers in your school to know about this method or strategy? I would like to share with them the benefits they could get by implementing this type of activity. Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience. Name of method or strategy: Word wall When is this method or strategy useful? In learning new vocabulary Why or how is this method or strategy useful? In a formal vocabulary program throughout the year What are the steps involved in using this strategy or method? Words need to be posted on a wall to help students remember them and to remind teacher and students to use them throughout the year. Words can be put in alphabetical columns or posted in groups as they were learned. Teacher or students can be charge of adding the words. When would this method or strategy be useful in your setting? Each week a chapter from the vocabulary book is posted. Periodically lists can be reviewed and students can be assigned to use appropriate words in their speaking or writing. What would you like other teachers in your school to know about this method or strategy? It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics. Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience. Name of method or strategy: Somebody …. Wanted…. But….. so….. When is this method or strategy useful? When you are working with reading passages. Why or how is this method or strategy useful? It’s useful because the students are given scaffolding to help them get a better understanding of what they are reading. What are the steps involved in using this strategy or method? First: Assign the article or text to students Second: Tell them to read and get the main idea Third: Students make a chart (See Figure 1) and choose pieces of information they consider are important about what they read. The chart is useful to follow the sequence of actions , the reasons for such actions, and the result of the actions developed by a specific character or individual involved in the story or situation. Figure 1. SOMEBODY…WANTED…BUT…SO… When would this method or strategy be useful in your setting? I would use it to enhance the reading skills. The strategy can be used at Intermediate level. 6. Would you like other teachers in your school to know about this method or strategy? Absolutely, I am sure this activity would work well even when teaching other subjects rather than ESOL, since it provides support to develop reading-comprehension skills. Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience. Name of method or strategy: Word wall When is this method or strategy useful? In learning new vocabulary Why or how is this method or strategy useful? In a formal vocabulary program throughout the year What are the steps involved in using this strategy or method? Words need to be posted on a wall to help students remember them and to remind teacher and students to use them throughout the year. Words can be put in alphabetical columns or posted in groups as they were learned. Teacher or students can be charge of adding the words. When would this method or strategy be useful in your setting? Each week a chapter from the vocabulary book is posted. Periodically lists can be reviewed and students can be assigned to use appropriate words in their speaking or writing. What would you like other teachers in your school to know about this method or strategy? It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics. Portfolio Strategy Sheet Choose a method or strategy that you have learned about or observed during field experience. Name of method or strategy: Learning Stations around the classroom When is this method or strategy useful? When doing group work in a class where the main goal is to develop the reading or the writing skills. Why or how is this method or strategy useful? It is useful because it gives to the students the possibility to be actively involved in the solution of determined tasks. The kinesthetic students have the opportunity to move from one task to another one and this helps them to activate their learning. In addition to this, the activity triggers the students’ attention and provides a very active learning environment. What are the steps involved in using this strategy or method? First prepare sheets of paper with specific tasks to develop, based on a reading.econd: make small groups and assign one number to each of the groups. Third: Tell the groups they will rotate and visit the different stations to write down what it is required in each of the stations. Fourth: Students are given time to develop the tasks and present their results in a plenary session. When would this method or strategy be useful in your setting? Any time you want your students to work actively and develop their reading and writing skills. What would you like other teachers in your school to know about this method or strategy? Definitely, I believe this is a very creative way to keep the students involved and working in building their own learning. SEMINAR ON RESEARCH, METHODS AND ASSESSMENT FIVE-DAY UNIT LESSON PLAN Teacher: Ana Elisa JimenezSchool: Tomas Medina Grade: 8th Proficiency Level: Beginners Program: Pull out Content: Clothes we wear ESOL CLASS PLANNING PHASE Content and/or Language Objectives As a result of this lesson, students will be able to: ,[object Object]

Describe what they are wearing by using the pattern color + noun.

Write a description of what someone is wearing by using the pattern color + noun.

Use How much is… and How much are… in order to ask for prices of clothing items.

Listen for prices from a recorded conversation.El Salvador Standards: ,[object Object]

Student successfully describes what he is wearing in the oral and in the written forms.

Student successfully describes what someone is s wearing in the oral and in the written form.

Student successfully asks for prices using the expressions “How much is…?” and “How much are…?”

Student successfully listens for prices down to $100.Vocabulary ,[object Object]

Colors: blue, black, gray, white, brown, red, yellow, orange, purple, pink, green, light blue.

Prices down to $100. (Cardinal numbers from 1 to 100, revisited)

How much is…? vs. How much are…? Materials Posters of clothing items, pictures of clothing items, posters of cardinal numbers, price tags, realia (pieces of clothes), recorded conversation, board, whiteboard markers, notebooks, pens, masking tape, flash cards of clothing items. Con tent: Summer and Winter Clothing Items ,[object Object]

Students stand in circle, each of them takes turn passing a ball while saying the name of a clothing item he already knows.

Teacher asks: What am I wearing? She shows what she is wearing by pointing at each of the pieces while saying their names. Students repeat the words while looking at the clothing items.

Teacher puts a box on her desk and calls volunteers to take turns in taking out one piece of cloth at a time and the teacher models the activity by calling out its name. The entire class does choral repetition. Then, students are guided to make a list of the items individually; they can look at the poster if they need to.

Partners are given pictures of clothing items, they identify each of them by calling out with at least two other pairs and continue practicing. their names. Pairs exchange pictures

Students are given a sheet to illustrate each of the clothing items listed. (See Figure 1)

Then, the students will add four more boxes and choose what to draw.

CLOTHING ITEMILLUSTRATIONdressshirtskirtcoatHigh heelspantsvest

Students write what they have learned, in their journals.

Starting up……………. Done in the Transition segment

Beginning…………….. Done in Activity 1

Developing………….. Done in Activity 2

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