Mostaq`S Portfolio


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Mostaq`S Portfolio

  1. 1. TEA FELLOW Portfolio<br />Contents:<br /><ul><li>Objective of portfolio
  2. 2. Self-introduction
  3. 3. My professional goals
  4. 4. Reflection on field work
  5. 5. Reflection on field trips
  6. 6. Life style inventory
  7. 7. Strategies
  8. 8. Lesson plan based on multiple intelligence
  9. 9. A typical American lesson Plan</li></ul>MD. MOSTAQ AHAMED86/2 Nijhum Residential Area,Zigatala, Dhanmondi, Dhaka-1209BangladeshCellular: +88 017 11 733679E-Mail: mosvision<br />CAREER OBJECTIVE<br />Achieving utmost competence in the field of educational development, Teacher training and research through enthusiasm, hard work, ethics, sincerity and brilliance, serving for the welfare of the society, education and economy through the assigned responsibility <br />SCHOLASTIC RECORD<br />PROFESSIONAL DEGREES<br />POST GRADUATION: Master of Education <br /> Institute of Education Research<br /> University of Dhaka<br /> <br />GRADUATION: Bachelor of Education, National University<br /> Bangladesh<br /> <br />TEA FELLOW: George Mason University, Virginia, U.S.A<br />GENERAL ACADEMIC DEGREES<br />POST GRADUATION: Master of Arts in English <br /> Daffodil International University <br />GRADUATION: Bachelor of Arts (B.A) <br /> National University, Bangladesh <br />PROFESSIONAL RECORD<br />From 1st January, 2000 to 1st March 2002<br />INSTITUTE NAME: ANGELICA INTERNATIONAL SCHOOL<br /> D/83/1 Bazar Road, Savar, Dhaka-1340<br /> <br /> Designation<br /> Assistant Teacher in English <br />From 2nd April 2002to till Present<br />INSTITUTE NAME: BEERSHRESTHA MUNSI ABDUR ROUF RIFELS COLLEGE<br /> BDR Head Quarters, Peelkhana, Dhaka-1205<br /> Senior Teacher in English<br />MY PROFESSIONAL GOALS<br />The education and training of children is among the most meritorious acts of mankind, for education is the indispensable foundation of all human excellence and allow man to work his way to the heights of abiding glory. Judged by this, teachers are like the vanguards of the perfection of humankind. They are to carry forward the various branches of knowledge and true understanding and to promote the gifts and graces of civilized life. As teachers are the transmitters of morality, the builders of characters and the custodians of culture, they must possess superb qualities to perform those roles. They must attain quality leadership to empower the students so that the students can find solutions to their problems, develop analytical skill, team work, channelize their reactive potentials and develop a win-win attitude in order to meet the demand of the new millennium. But the quality teachers are not matter of chance. It is indeed, a matter of constant and conscious effort to groom them. The teachers with commitment, positive outlook, leadership abilities and desire to excel have to be trained because of the sublime nature of their profession. That means the teachers do not need mare academic excellence, they also need intensive professional and intellectual training-the training of both Head and Heart to from patterns of behavior and a distinctive mode of life. In those far of days teaching was not organized. It was more or less affair of the individual. But teaching has now undergone a revolutionary change and it is a highly specialized job now. The skill of ideal teachers is based not only on their scholarship but also on the right methods of imparting knowledge to the students. Teaching nowadays is both a science to be acquired and an art to be practiced. <br />From this point of view my professional goals are to equip myself with the modern teaching techniques and methodologies and apply my acquired knowledge and skill to my teaching learning activities with a view to getting the desired feedback from the learners. As modern society has endless varieties of tasks to perform, my mission is to stir up the spirit of wonder and curiosity in my young learners to make them accomplish those tasks. My profession confers an exalted right on me to shape the attitudes, habits, personality of that children and make them total quality people, quality citizens and total human beings. My profession also allows me to help the young learners to achieve adult standards of technical performance and the capacity to take part in the social life of the group family, the community and the country in which they belong. <br />My profession confers a noble duty on me and this is to help my motherland to bring out well balanced citizens to meet the needs of the country. As a teacher it is my moral obligation to nurture the intellect of the students so as to create a certain habit of mind, a skill and temper that can be set to work on facts and ideas with equal readiness. Being a teacher I have got the best the platform to set some finest examples of dedication and inspire the students to dedicate their lives to matters of great human importance and to undertake studies that will benefit mankind and world. <br />I know that felicitous words can be used easily to define my goals. But realistically, to be a good teacher and to produce good students are very difficult. I shall have to go through the trials and tribulations of life to attain my goals. But I am optimistic because I believe the greatest feeling of life is to know who I am, doing what I love and living the life I enjoy.<br />It was a journey of my soul, a feeling of a change, and a thrilling of renewed insight and wisdom. My introductory sentence may seem to be hyperbole in many of my personal matters but very much accurate to the feeling of my visiting to the U.S schools. Unless I visited U.S schools my perception about U.S school would be incomplete or fragmented. After visiting the school I awfully discovered myself in a new state with new dimensions and outlook. I feel no hesitation to say that formerly I was obsessed with a so-called vanity of my poor knowledge which was encircled with some obsolete ideas. Yes, only my six weeks staying in America and participating in different programs has kindled my imagination and I can think how far Bangladesh, my mother land will have to go to be paralleled with America. The matter is that in no way, we can deny the fact.<br />I visited Poe Middle School, Annandale and Rockville High School, Mary land. The mind blowing teaching-learning environment, inviting atmosphere, and exciting teaching materials –all things together present an ideal and unique situation for learning. Now I can discern the fact that the ceaseless effort of the Americans to bring about a meaningful and effective change in the field of education has geared up the progress of America.<br />The wonderful multi-cultural environment of America’s schools has given me the impression of the biggest melting pot of the earth where all nationalities of the world become a single entity forgetting all the differences. I found some students newly immigrated to the U.S.A. imbibing American culture and trend very swiftly. They are, in fact, the teaching strategies that help them to be one of the mainstreams.<br />Most of the teachers seem to be occupied with continuous research about how the teaching-learning methods can be improved to ensure the utmost service and benefit to the students. It is clear that to be a teacher in America is not merely a matter of sweet will. I found all the teachers I met, skilled, knowledgeable and sweet tempered. They all have teaching licenses and the licenses can be achieved by crossing through a series of exam bars and finally being got approved by the State Department of Education, U.S.A.<br />The most striking feature U.S education is the integration of technology with education. It seems to me, no books –no papers but to impart and receive education through technology. Yes, the students are rightly being treated as they are being made prepared to face complicacies of this century. <br />I do consider myself a fortunate fellow as I got chance to attend the teachers’ meeting and to listen to their discussion. I found the teachers of different subjects coming one by one in the meeting and explaining their activities to the board consisted of veteran teachers. In fact, I found every teacher answerable to the authority for their activities. And the wonderful thing was that every teacher was trying to present some individual innovations/strategies he/she was currently applying to make the classes more effective. Their transparencies and creativities contribute to have the desired feedback from the students.<br />I asked my mentor, Mrs. Andrea Belly,” How are the students treated when they become unruly?” The sweet tempered lady answered with sweet smile, “Correction with patience.” I was really impressed with the tolerance and the democratic attitude of the lady. In fact, her attitude epitomizes the attitudes of most of the American teachers. The children want to ventilate their every feeling. If a teacher becomes coercive and tries to suppress the feelings of the students, they will try to find illegal outlets to demonstrate their feelings. From this psychological point of view the students in schools of the U.S.A enjoys more freedom.<br />Of course, there are some drawbacks of complete freedom. Freedom does not sense giving licenses to them to do whatever they like. Much deliberation is needed in this respect. <br />I found the students provided with a hand book titled How to Succeed in Middle School. In the book the rules and procedures for the students and for the teachers have nicely been explained. <br />At the beginning of the year, the teachers will explain how their classrooms work. This includes:<br /><ul><li>The class room layout
  10. 10. When to come and go
  11. 11. Beginning and ending routines
  12. 12. What supplies you need for this class
  13. 13. Acceptable and unacceptable behavior
  14. 14. How and Where to turn your homework
  15. 15. How to ask and answer questions
  16. 16. When and where to use the restrooms
  17. 17. What to do if the fire alarm rings </li></ul>The teachers are kept up to date and they are well informed of their duties and responsibilities. A teacher’s promises are nicely defined in the above mentioned hand book. A teacher’s promise---------------------<br /><ul><li>to respect all the students of his class
  18. 18. to provide a safe and comfortable learning environment
  19. 19. to give all students an equal opportunity to learn
  20. 20. to help all students who need extra help
  21. 21. to provide the best available instruction and materials to meet the standards of learning
  22. 22. to assess and grade all students fairly
  23. 23. to be available for after-school help at least one day per week
  24. 24. to not give up no any student
  25. 25. to treat all students fairly
  26. 26. to help students discover their best way to learn
  27. 27. to answer students questions and concerns fully
  28. 28. to find help when needed beyond my classroom
  29. 29. to guide students to make good choices
  30. 30. to include parents in their child’s learning experience</li></ul>I found the teachers of these schools exhibiting effective listening, oral communication, presenting skills and expression in written communication and demonstrating respect for and responding to differences in perspective. It seems that every teacher has an accurate picture of self in terms of strengths, values, philosophy, and behaviors and he/she demonstrates commitment to reaching higher standards and readiness to take action to improve. <br />I observed a formal, yet friendly, relationship built between students and teachers as well as an interactive way in which teachers engaged students in the development of the lessons. Though I observed a great number of informal ways of behaving in the class and students seemed to be discourteous in their classrooms, I think that the students’ good relationship with teachers is one of the most important elements that contribute making the classes a satisfactory and successful experience.<br />Education for the special children of these schools can be specially mentioned because of its psychological explanations and outstanding way of taking care of them. The education of exceptional children is such a diversified and complex that it requires expert teachers and special curriculum materials and supplies. Educating the gifted children the schools reflect the government’s pledges to nation” No child left behind”.<br />To sum up, I must say my field work is a great lesson for me. From this experience I can reset my goals--------my mission and vision. The experience has elevated my thought how many days my sweet country will take even to be paralleled to America. <br /> <br /> <br /> <br />By nature I am wander lust and I always look forward to exploring the unknown, the unseen. Before coming to the U.S.A all the TEA participants were apprised of the tour plans and from then I had been in great excitement. It was my anticipation that the field trips would the feasts of my eyes and the festivals of my soul. My speculations were not at all exaggerations when I made the field trips. My field trip started from Washington D.C. by visiting the different museums. It was really a great education for me to visit those places. The Botanical Garden, the White House, the Washington monument everything arrested my eyes and I was bewitched with their wonderful architectural designs. But what charmed me most was the aesthetical sense of the American urban planners. Far or near wherever I moved, I found every road and street, every house and building has its individual styles and features which are well-thought out and artistic. When I moved to Virginia I got several opportunities to make filed trips and every trip was special for me. Trip to Baltimore Inner Harbor of Maryland and Old Town Anapolis was exciting. I enjoyed there the beautiful harbor, aquarium and a mind-stirring Dolphin show. Visiting the Science Museum of Baltimore and watching the dinosaurs’ skeletons my mind travelled thousand years back to the prehistorical age. The bell of liberty, Ross House, Congress hall, Benjamin Franklin court and Real Portraits Museum of Philadelphia bear testimony to the rich American history. My visit to the historical site Mount Vernon, the house of George Washington of Vienna is a memorable day of my life. I felt as though I were in trance when I was in that great man’s house.<br />My visit to two great ladies houses is last but not the list. They are Dr. Steeley and Dr. Shahrokhi. Their warm reception and cordial entertainment made everybody of the team feel quite at home. It was, no doubt, their great care that made every trip wonderfully enjoyable. <br /> <br />THE FIRST AND MOST IMPORTANT STEP OF TAKING CONTROL OF YOUR FUTURE IS TO DETERMINE THE TRUTH –THE TRUTH ABOUT WHO YOU ARE, WHERE YOU ARE, WHAT YOU WILL DO, AND WHO YOUR ALLIES ARE<br />Step 1: Primary style is Approval.<br />Step 2: The step I have chosen to work on is Approval (3 o’ clock position)<br />What does the style mean to you?<br />The style means to me having low-self esteem, pre-occupied with the opinions <br />of others.<br />My score for the 35 style means I tend to believe that:<br />Seeking approval from others will make me accepted and popular to everybody. That means I am very eager to please the other people to win their favors.<br />Step 3: Identifying and isolating the influences I have experienced that are associated with this style.<br />Friends…..Some friends hold negative attitude which influences me.<br />Colleagues….Many of them seem to be cringed and they don’t have vocal even to ventilate their personal feelings. Their association influences me often.<br />Step 4: Personally<br /> Positive Consequences Self-Defeating Consequences<br /> Few enemies Meek, low self-esteem<br /> Submissive opportunist<br /> Professionally<br /> <br /> Positive Consequences Self-defeating Consequences<br />Always in the good book of the Always at one’s beck and call is the sign <br />Superiors. Slimy character.<br />Step 5: If I changed my behavior in this area my life would be……..<br />Some positive differences….Then I will be dynamic, respected and articulated and I will have my power of judgment and motivating ability.<br />Some negative differences…….I may lose the favor of many. Besides I will lose the so-called popularity because of not being submissive and mute.<br />Step 6: The thoughts and behaviors associated with my style is<br />- Affiliative<br />Step 7: I shall have to give up the constrict outlook and the tendency to have the appraisal of my works from the people around me. I have to reshape my mind-set and install there the sense of self-esteem and the sense of propriety. Of course, it would be difficult for me to inculcate some new habits and relinquish the bad ones but strong will- power can help me to fight the challenge.<br />Step 8: What barriers now exist to making this change?<br /> No visible barrier, I think. The only barrier is my crippled mentality. However, the three barriers are:<br /><ul><li>My company
  31. 31. Depreciating my profession
  32. 32. Impracticality </li></ul>Step 9: How can I overcome these barriers?<br />I must scan my weaknesses, frailties and then wipe them out by any means <br />Step 10: What will you gain by making this change?<br />Perfection, preciseness, leadership<br />What do you do to bring this change about?<br /><ul><li>Introspection / Self analysis
  33. 33. Self-motivation
  34. 34. Mixing with people of high morale spirit
  35. 35. Meditation
  36. 36. Keeping records of my activities/achievements</li></ul>With whom will you share your intention and plans to change?<br />I will share my intentions and plans with the persons who I know me thoroughly and who will help me to build up my confidence. <br />By what date do you intend to take action? <br />Right now…………….<br />George Mason University College of Education and Human Development, Center for International Education<br /> Teaching excellent and Achievement Project<br /> Funded by IREX-U.S Department of State<br /> Choose a method or strategy that you have learned about or observed during field experience<br />Name of the method or strategy:<br />Role play<br />When is this method or strategy useful?<br />The strategy is helpful when teachers want to develop listening and speaking of the students and improve their interpersonal skill.<br /><ul><li>Why and how this strategy or method useful?</li></ul>The method is helpful because the co-operative behavior stimulates students socially and intellectually and the students’ interest in the topic increases. <br /><ul><li>What are the steps involved in using this strategy?</li></ul> <br /><ul><li>Situation for role play (choose situation keeping in mind students’ needs and interests)
  37. 37. Roles play Design (After choosing a context for a role play the next step is to come up with ideas on how this situation may develop. Students’ level of language proficiency should be taken into consideration.)
  38. 38. Linguistic preparation
  39. 39. Factual preparation</li></ul> CUE CARD-A<br /> You Are A Taxi DriverGreet the passenger and ask him where he wants to go.Say the price. Make some comments on the weather. Ask the passenger if he likes the weather.Answer the passenger’s question. Boast that tour son has won the swimming competition. Ask if the passenger likes swimming.<br />CUE CARD-B<br /> You Are A PassengerGreet the taxi driver and say where you want to go.Answer the taxi driver’s questions and what kind of whether he likes.Say you like swimming ten years before when you went to Spain with your family.<br /><ul><li>Assigning the roles
  40. 40. Follow up</li></ul> 3. When would this method or strategy be useful in your setting?<br />Role playing can be very effective for experiencing cultural principles and cultural awareness because it gives an opportunity to be emotionally involved in cross cultural learning and reflects upon cultural differences. The strategy would be useful in my setting the students learn to examine their perceptions and treat representative of their culture with empathy.<br /><ul><li>What would you like other teachers in your school to know about this method or strategy?</li></ul>I would like to discuss the strategy with my fellows and sit with them to find out more effective means to implement it in the teaching learning activities.<br />Choose a method or strategy that you have learned about or observed during fielding experience.<br />1. Name of a method or strategy:<br />-Active learning / discovery learning<br />2. When is this method or strategy useful?<br />-The method is useful when the teachers want the students get themselves involved actively in the learning process. It is also useful when the teachers want to build a community in the class in multi-intellectual and cultural situation.<br />3. Why or how is this method or strategy useful?<br />-Active learning allows students to talk and listen, read and write, and reflect as they approach course content through problem solving exercises, informal small groups, simulations, case studies, role playing and other actives. The use of a variety of instructional strategies can positively enhance students learning. It helps students extending their abilities within the context of a specific classroom assignment.<br />4. What are the steps involved in using this strategy or method?<br />Class management                                                                                                                                            <br /> Lecture outlines <br />Grab the students' attention <br />Plan activities for the students <br />Use visual aids/voice movement <br />have a conclusion <br />Assignment <br />5. When would this method or strategy be useful in your setting?       <br />-The method would be useful in my setting when the students will be motivated to share knowledge and experience. Besides, integration of technology is the key feature of making the method effective.<br />6. What would you like other teachers in your school to know about this method or strategy?<br />-It is my responsibility to share my knowledge with my colleagues. We will put our heads together to hammer out more innovative thoughts. Action research in this matter is an unique way to enrich the method. Motivational work shop can be organized to let the teachers know about it precisely. <br /> <br /> <br /> <br /> LESSON PLAN<br /> On The Basis Of the Theory of Multiple Intelligence<br /> Name of Teacher: Md. Mostaq Ahamed Grade: … …8th<br /> Subject: English Language Content: Environmental Pollution<br />Objectives:<br />Help the learners acquire the four skills of language applying the theory of Multiple Intelligence.<br />Help the learners know the causes of environmental pollution and the effect of it.<br />Help the learners develop their individual ideas regarding environmental issues and make a project to fight environmental pollution.<br />Materials: Pictures, VDO, Power point Presentation<br />Linguistic: Students will read the article and try to comprehend the meaning of it. They will pick out the unfamiliar words and know the meaning of them with correct intonation and pronunciation.<br />Activities:<br />Teacher will introduce ways so that students can expand their vocabulary knowledge by learning new meanings for multi-definition words they already know.<br />Teacher will introduce ways to record such words and their meanings on vocabulary cards or in a special note book in order for them to reinforce and review such words and meanings they have learned.<br />In order to encourage learners’ reflection, teacher will use a questionnaire asking about their vocabulary learning and vocabulary learning style in and outside class, and give them a generic but individualized vocabulary knowledge test where students provide them the meaning, part of speech, and an example sentence for up to 10 words each person has said he/she has learned.<br /> Logical-Mathematical: Students will be asked to find out the elements that cause environmental pollution and grade them in logical order according to the severity of their harmful nature to the environment. <br />Activities:<br />Data collection and analysis—Students will carry out a survey under the umbrella named Love For The Green Globe for collecting datum and prepare a questionnaire containing 2 open ended questions and two close ended questions. They will distribute the questionnaires to a particular population to carry out the survey.<br /> <br /> Facsimiles of Questionnaire Love For The Green Globe Name-------------------------------------Class----------------------------------------- Section------------------------------------Age-------------------------------------------Do you know the natural calamities are the outcome of Environmental pollution?Yes-69.20% No-30.80%Do you throw your domestic garbage? Do you know where it goes?Yes----------- No--------- What your ideas about Green House Effect?Ideas--------- No ideas------- What your ideas about Recycling Culture?Ideas-------- No ideas---------- Thank You For Your Collaboration<br />Bodily-Kinesthetic:<br />Students will be asked to make short trip (5 minutes) around the school and find out some elements that cause pollution.<br />Activity: <br />The will write down the elements and discuss in groups why they are causing pollution. <br />Students will be taken to visit some polluted areas on a particular day with a view to showing them pollution and its effect.<br />They will write down their experiences and send them to teacher by mail.<br />Musical:<br />Students will sing in chorus a song that describes the gift of nature.<br />Activities: <br /> They will be told that there is music everywhere…which influences every object of the eco-system.<br />Then they will be asked if they can imitate the songs of birds. Then they will sing a song praising the Nature. The song may be composed by them or teacher. They will sing in chorus--------<br />Blessed are the Souls<br />Who love trees<br />Blessed are the Souls<br />Who love birds<br />Blessed are the Souls<br />Who love rivers<br />…………………………<br />Spatial:<br />Activity:<br /> Students will be shown pictures and power point presentation. They will understand serious effect of pollution.<br />Interpersonal:<br />Activity:<br /> Students will share their ideas for five minutes and teacher will monitor them.<br />Intrapersonal:<br />Activity:<br />Students will be asked to close their eyes and try to get themselves dissolved in their mind .They will be told to form a picture of A Green Globe in their mind where birds sing out of joy as there is no pollution. Then they will open their eyes and describe their feelings to their fellows.<br />Naturalist:<br />Students will be allowed to go outside for five minutes. They will look at the trees and take a long breath and feel the nature.<br />Activity:<br />On an off day they will be taken to a deserted place with a view to showing them the effect of deforestation. On the same day they will visit forest a just to feel the healing influence of nature. They will write down their feelings and submit or send to teacher.<br /> Lesson Plan-1<br />Teacher: Md. Mostaq Ahamed<br />School: BMARR School<br />Grade: 6th<br />Proficiency level: Intermediate<br />Program Model: Pull out<br /> PLANNING PHASE<br />Objectives<br />Content: Students will be able to understand the effect of environment pollution.<br />Language: Reading: After reading the article students will be able to choose the most suitable heading from the list A-D and give reason to choosing a particular heading.(1st day)<br />1. Save the Green Globe<br />2. Green House Effect<br />3. Pollution- A Great Threat<br />4. Heading toward Disaster<br />Listening: They will be able to develop their listening power (2nd day)<br />Speaking: Students will be to speak about the issue. (3rd day)<br />Writing: students will be able to write formal and informal languages on the basis of the content. (4th day)<br />Generating Ideas: Students will be able to generate new ideas on the basis of group discussion, project works. (5th day)<br />Vocabulary: Pollution, Contamination, fume, forest, ecosystem<br />Materials: projector, pictures, white board<br />Lesson outline:<br />Content—Environmental Pollution<br />Standard: Bangladesh standard (ELTIP in association with the British Council)<br /> TEACHING PHASE<br />Warm-Up:<br />This will begin with a brief discussion of the ecosystem. It can be displayed by slide presentation. Students will be asked to share some fact that they already know about environmental pollution.<br />Transition:<br />Students will be asked to make five minutes tour to explore the surroundings to trace the things that cause pollution. They will be told to write the names of those things.( both visible and invisible)<br />Activities: 1st Day<br /> 1. Students will be asked to give five minutes silent reading and give title to the article from the options. Then they will tell the class individually why they have chosen the titles.<br />2. Students will be asked to find words or phrases in the text which have a similar meaning to these words or phrases. <br />1. Plants and animals are related (paragraph o)<br />2. Smoke (paragraph 1)<br />3. Sense of judgment (paragraph 3)<br />4. Loss of tress (paragraph 4)<br />5. Less rain (paragraph 6)<br />Activities: 2nd Day<br />They will hear people talk in three different situations. For questions 1-4, choose the best answer, A, B or C.<br />1. Listen to these two people talking. What are they talking about?<br />A. Environment pollution B. Traffic system C. Globalization<br />2. You over hear this man talking about Acid Rain. What does the man think?<br />A. Natural disaster B. Forests should stay C. Much acid in the rain<br />3. Listen to a girl describing her brother. In what way are they different?<br /> A. He’s more intelligent B. He is more hopeful C. He’s more sociable<br />Activities: 3rd Day<br />Students will be shown a picture. It is about environment pollution. They will be asked how they think people feel.<br />Marks Scheme<br />5 Excellent-gave complete answers, did not sound like a speech<br />4. Very good-mainly complete answers, sounded like a rehearsed<br />3. Good-some hesitation, some answers too short<br />2. Not very good-answer too short, did not sound natural<br /> 1. Weak-most answers too short, some answers not clear<br />Activities 4th Day<br />Students will be asked to think and write of one thing that they have done recently for the very first time to prevent environment pollution. Why hadn’t they done it before?<br />Activities 5th day<br />They will visit polluted areas .They will note down the findings. They will prepare group present.<br /> Differentiating InstructionStarting Up: The students will be given the option to choose partners who are supposed to have better understanding and language proficiency. Students can participate to the degree they feel comfortable.Beginning: The vocabulary words can be illustrated or described with words. These students can also be paired with students. They be supported by a direct focus on use of language in real life contexts and should be able to connect the vocabulary with TPR action.Developing: The students will be encouraged to use sequential language in describing the process of preventing environmental pollution.Expanding: The students can give descriptive examples of how to solve the problem, Environment Pollution by doing some project works.Bridging: The students can summarize and present their collected information in charts or tables or slides.<br />Assessment:<br />Using Observational assessment, it will be recorded on sheet of a paper with students’ names listed how students are progressing. Check mark (√) may be used to indicate success and (×) to show where more practice or support is needed. Space should be left to make notes to which can be referred for planning.<br />Closure: <br /><ul><li>Have students write a response to the following question on an exit slip: What two things did you learn today?
  41. 41. Students will share what they have learned from this unit. They will do group work and write down the important features of the lesson and read them back to the teacher.</li></ul>Homework:<br /><ul><li>Students will be asked to make five questions individually that they can ask their partners in the next class.
  42. 42. Students will be asked to exercise their heads to find some solutions to prevent environmental pollution.
  43. 43. Students will be asked to organize dialogues on Tree Plantation and act out them.
  44. 44. Students will be asked to make model of a city with green natural setting and a city with polluted environment. They will describe their model. (Collaborative work)</li></ul> AN ASSESSMENT PRACTICE OR TOOL OBSERVED IN ONE OF THE PARTNER SCHOOL<br /> A high quality assessment system is the cornerstone to measure students’ ability or skill or higher level thinking. So, a continuous research has been being carried out by the educationists to contrive the best assessment system. The traditional assessment system has been proved ineffective and unscientific as it does not measure students’ skill and ability properly. Consequently, to give a complete picture of the students’ achievement, the ideas of performance based assessment has been emerged and evolved. Now, performance based assessment has got the highest priority to judge the students’ performance and widely been accepted in the schools of the U.S.A as a powerful means of providing feedback to the teachers.<br />I visited Poe Middle School and was overwhelmed with the some finest examples of that sort of assessment. It was one of my key observations how they measure the students’ performance. <br />In that school students’ performance tasks are measured using performance criteria. Creating performance criteria serves two purposes.<br />First: It defines for the students and the teachers what the expectations of the tasks ar.<br />Second: Well-defined criteria allow the teachers and students to evaluate the task as objectively as possible.<br />I attended a literature class and found that students’ performance has been documented in four ways.<br /><ul><li>RUBRIC: A rubric is a rating scale that shows to what degree a criterion is met. More specifically, a scoring rubric consists of a fixed scale and a list of characteristics for describing performance for each of the score points on the scale. The rubric is selected primarily because it is research based, provides specific information about students’ performance and is supported with class room instrumental activities. A typical rubric is based upon what we have learned, rather than what we have taught. It is, indeed, an authentic assessment tool designed to simulate real life activities and experiences. It allows students and teachers to assess criteria which are complex and subjective and also provide a ground for self-evaluation, reflection and peer view. It is aimed at accurate and fair assessment, fostering understanding and indicating the way to proceed with subsequent learning/teaching. The integration of performance and feedback is called “On going assessment”. Generally rubrics specify the level of performance expected for several level of quality. These level of quality may be written as different ratings (e.g. Excellent, good, Need improvement) or as numerical scores (e.g. which are added up to form a total score which then is associated with a grade (e.g. A.B.C.D).
  45. 45. Checklist: A chick list is a simpler version of a rubric and usually documents only whether or not certain criteria were met during the task.
  46. 46. Narrative: A narrative is a written record that explains exactly how well students have met the performance criteria.
  47. 47. Memory: Using no mechanical means the teacher observes the students performing the task. This mental information then is used to determine whether or not the students are successful meeting the performance criteria.</li></ul> Discussion Regarding The Assessment Practice<br />Some excellent features were presented to me while the discussion was held about Writing Rubric For Narrative Writing Project.<br />Six traits of rubric are taken into consideration scoring the narrative.<br /><ul><li>Convention
  48. 48. Ideas and content
  49. 49. Organization
  50. 50. Sentence fluency
  51. 51. Voice
  52. 52. Word choice</li></ul>For this project students are asked to write a short story or a personal narrative. A personal narrative will be a true story that happened to them. Either choice must have all the elements of a narrative-plot, conflict, and dialogue. The process of writing will be the part of their grade.<br /> NAME:<br /> CLASS PERIOD: <br /> POLT QUIZ STUDY GUIDE<br /> CONFLICT INTERNAL EXTERNAL Individual vs.___________ Individual vs.______ Individual vs.______Individual vs.______Individual vs.______Individual vs.______<br /> <br /> DRAW A PICTURE NEXT TO EACH TYPE OF CONFLICT THAT HELPS YOU <br /> YOU REMEMBER THE MEANING OF THAT TYPE OF CONFLICT <br />Individual vs. selfIndividual vs. individualIndividual vs. natureIndividual vs. supernaturalIndividual vs. technology<br />Rubric<br />Plot Chart /10Rough DraftWith marks or edits indication revision /20Best DraftIdeas(____*4=_____)Conventions(_____*4=___) /24 /24Typed double spaced, Times New Romans, Minimum of 2 pages /10Reflection /10total /100<br /> Some close-ended and open -ended questions were asked to the teacher to justify the validity and reliability the rubric as to the matter of assessing the students, performance. The questions were collected from web site.<br />Does the rubric relate to the outcome being measured?<br />-yes, since rubrics describe levels of performance, they provide important information or a clear statement to students, teachers and parents as to what is considered important and worth learning, even before the learning is occurred.<br />Does it address anything extraneous?<br />-It always addresses which is on the subject. Of course there may be exception of this when students will be asked to make a logical inference or critical thinking. Then they may be asked to beyond the text and make the irrelevant relevant to given context.<br />Do the criteria reflect current conceptions of excellence in the field?<br />-Yes, it does.<br />Are the dimensions and scales are well defined?<br /> –Yes, the dimensions and scales are well defined for the students and the teachers to meet the expectation of the task and to evaluate the task objectively. <br />Is there a clear basis of assessing score at each scale point?<br />-Yes, of course.<br />Can different scores consistently apply the rubric?<br /> Rubrics once developed can be modified easily for various grade levels.<br />Is the rubric developmentally appropriate?<br />-Yes it is. All rubrics can be created in a variety of forms and levels complexity, set certain three common features: One, they focus on measuring a stated objectives (performance, behavior or quality); they use a range to rate a performance; three, they contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met. <br />Can be the rubric be applied to a verities of tasks?<br />-Yes, the rubric can be applied to verities of tasks. Rubrics can be created for any content area including math, science, and history, writing foreign language, drama, art, music and even cooking.<br />Is the rubric fair and free from bias?<br />Objectivity is a purpose of the rubrics. Rubric is a scoring guide that seeks to evaluate a student’s performance on the sum of a full range of criteria rather than single numerical scale. Teacher who rely on rubrics to evaluate students’ performance tend to share the rubric with the students at the time of assignment is made. Students are apprised of grading criteria from the start, they can be more involved in the process of working success. In addition to helping student understand how the assignment relates to the course content, a share-rubric can increase students’ authority in the class room through transparency. <br />MY VIEW: <br />I appreciate the assessment tool as it helps the learners to be analytical, creative and introspective. They can perceive their potentials and weakness in different areas on the basis of the criterion set in the rubric. They differ from traditional method of assessment in that way they examine actively in the actual process of learning, clearly showing us how our work is being evaluated.<br />To apply the tool in my teaching-learning activities, I need to carry on action research, motivate my fellows to accept and apply reality based assessment tools. It is difficult to cross the path of the prevailing system of assessing students’ performance, yet the positive sign is that everybody wants a change. Of course, I will apply this assessment tool wherever and whenever I will find suitable to apply it. <br /> <br /> An American Typical Lesson Plan<br /> Poe Middle School, Annandale<br />CLASS: ESOL 3 /4 Literature/Language<br />UNIT/LESSON: The personal Narrative (Writing Project)<br /><ul><li>LINK: We have talked the structure of a paragraph and about different types of paragraph according to their purposes. Our first formal writing assessment was a descriptive paragraph. Now we will be practicing narratives in this case a personal narrative.ENGAGE & EXPLAIN: You will be choosing a topic by looking over a list of topic ideas. You will see and discuss sample student personal narratives to help you conceptualize this form of writing. For this project you will be telling a personal story in the form of a mini-book with both your original text and illustrations. You will incorporate elements of good story telling in your narrative. We will review these elements together.We will on IDEAS, WORD CHOICE and CONVENTIONS.ACTION LEARNING: All students will follow the general process below but there will be differentiation in: 1.) Timelines for completion of each task and 2.)Levels of guidance and modeling.In your CL teams, you will read and discuss samples and narratives written by students.You will review the evaluation checklist that will guide your writing.You (individually) will select a topic that appeals to you.You will plan documents to help you develop and organize your story.You will type a draft, revise, edit as needed.You will illustrate your narrative with original drawings, graphics, and/or photograph.You will design front and back cover for your book.You will assemble your book, proofread for other team members, and put on the finishing touches.You will read the books of your classmates and have a chance to make comments.REFLECT: Narratives are very common in cultures. Why do people write narratives? How does your writing purpose determine the content, organization, and tone of your work? How did your understanding of the seven traits of good writing inform your work? What did you learn about writing a narrative from your classmates?NOW & THEN: We will certainly read and write more narratives as the school year goes on. We also learn about other writing tasks and strategies. We will also continue to develop our skills by reviewing the traits that good writers incorporate into their works.</li></ul> CONCLUSION<br />A portfolio is a mirror that reflects a person’s image both inwardly and outwardly. The inward image is invisible but the portfolio helps form a picture of the inner state of one’s mind. The reflections of all the significant events and achievements are recorded in a portfolio. The compiled file is a source of inspiration that will continuously boost up me to be enriched spiritually and evaluate about my day to day progress and development. This conclusion of my portfolio for the time being but in real sense it is the beginning of my portfolio. I believe, between the introduction and conclusion more things will be compiled with the advance of time. <br />