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Lidiya Cherepynska, Ukraine

My Portfolio

Table of Contents

1. Section 1: My resume

2. Section2: Lesson plans

Given lessons

Observed lessons

Shared lessons

3. Section 3 : Strategy sheets

My strategy sheets

Shared strategy sheets

4. Section 4: Fieldwork reflection

My fieldwork reflection

Shared fieldwork reflection

5. Section 5: Action Research Proposal

6. Section 6: Assessment Design Project

7. Section 7: Action Planning Worksheet

Section 1. Resume

Lydia Cherepynska

176 Shevchenko St.

Zaporizhia, 69039

(0612)17-46-52

[email protected]

PROFESSIONAL EXPERIENCEZaporizhia Classical Lyceum

Teacher of English (10/1990-present)

Teach English Elementary to grades 3

Teach English Pre-Intermediate to grade 8

Teach English Upper-Intermediate to grade 11

Deputy Head of Foreign Language Department

Coaching University students at their fieldwork time at school

Responsible for developing curriculum units in English

EDUCATION

Zaporizhia State Pedagogical Institute-Zaporizhia, Ukraine

Diploma (09/1980-06/1985)

Faculty ofForeign Languages

PROFESSIONAL DEVELOPMENT

2004 Kherson Summer School

2004 TEA (United States-Ukrainian Awards for Excellence in Teaching English and American Studies) Regional Finalist

2005 Scholarship holder (Zaporizhia Town Council for outstanding contribution to teaching of English)

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Participant and presenter at the conference

Participation in 2002 IATEFL Ukraine National Conference in Kyiv

Presenting in 2003 English for Special Purposes SIG in Dnepropetrovsk

Participation in 2006 National IATEFL Conference in Donetsk

Publications

“English in charts, tables and fact files”, national newspaper English Language and Culture, #40(280), 2005.

Lesson materials, #21-22(309-310) June, 2006.

Computer Skills

Microsoft Word, Internet Explore

Languages

Russian(fluent), Ukrainian(fluent), German (basic), English(excellent).

Section 2

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Lesson Plans

1. Observed Lessons

LESSON PLAN FORMAT

PLANNING PHASE

Identify Performance Objectives

1. Students will understand how to use object pronouns

2. Students will learn about the Underground Railroad.

3. Students will practice listening skills through a dictation

Lesson Outline

1 .Warm up: Monday lesson

2. Daily massages objectives.

3. Grammar test

4. Share animal stories.

5. KWL: Underground Railroad

6. Video

7. Grammar lesson.

8. Poetry project

9. Wrap up.

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Content

Students will work in small groups to read and study a novel

Students will review grammar.

Students will follow a rubric to complete a poetry project

National/State/Local Standards

“Standards of Learning Reading and writing”

TEACHING PHASE

Preparation

Warm-up activity

KWL: what do we already know about the Underground?

Prior knowledge

Students have a grammar test on past and future tenses.

Language Goals (vocabulary/structure/communicative language/functional language)

Students will write about their weekends with the past tense & using topic sentences

Presentation

Begin Poetry elements project (poster project/Internet use, also)

a. Each group assigned an element of poetryb. Simile: Zak, Jose L, Catherinec. Metaphor: Lourdes, Ali, Jose O.d. Personification: Micke, Ibrahim.e. Tone/Voice: Patricia, Edwin.f. Rhyme: Sandy,German, Miguel.

Activities – Days 1-5

Four skills: listening, speaking, reading, writing

Practice

1. The students practiced adverbs always, usually, often, never, seldom/really.

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2. They shared animal stories.

Evaluation

1. The teacher checked students’ knowledge by mea of grammar test.

2. Students filled in the KWL chart.

Expansion/Extension

1.

2.

Methods/Approaches/Strategies

Other Activities:

Follow-up

Assessment

Homework assignments

Students are to make the book with blank white paper and construction paper.

Students will write about their weekends with the past tense & using topic sentences.

Use of technology

Internet use

Materials used

The book The Drinking Gourd

KWL chart

Lap top

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OHP

Hand outs with a questionnaire on the video

Internet

Closure

Lesson Plan Format

Intern: Lidiya Cherepyns’ka Grade Level: 11

Title: American Literature Date: Tuesday, 7/18

I. Objectives

-students will discuss American literature as if reflects traditional and contemporary themes, universal characters, genres;

-they will describe how to use context and language structures convey an author’s intent;

-the students will be assessed and evaluated on the novel Fahrenheit 451.

II. Materials for Learning ActivitiesBlackboard, books, sheets of paper, felt pens, hand outs.

III. Procedures for Learning Activities

1. Journal: Ray Bradbury once said,” After all, a computer is a book and a long playing record is a book- they just have different types.” What do you think he meant by this? Do you agree or disagree?

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2. Discussion journal.3. Define utopia and dystopia- in pairs have students made a list of 15 things for each utopia and

dystopia on giant paper. Discuss as class.4. Read first 15 pages on Part 2 and take notes.5. Vocabulary review.6. Vocabulary quiz tomorrow.

IV. AssessmentWhile doing brainstorming activity the teacher only gave directions, kept timing and helped the students with spelling problems. She didn’t’ criticize students’ ideas but displayed their ready-made posters on the blackboard. The teacher observed, listened and didn’t judge. It was a formative kind of evaluation.

V. DifferentiationIn each group there was a group leader who encouraged the students to participate in discussion.

VI. Reflection

While discussing the context of the book by Ray Bradbury the teacher offered a group work activity to decide which things students consider to be utopia and dystopia. The teacher provided the students with giant paper and coloured felt pens. Students brainstormed their ideas on the task. They were so different and embarrassing but the teacher did not interfere. Later they voted for having in their list two best ideas.

2. Given Lessons

Lesson Plan Format

Intern: Lidiya Cherepynska Grade Level: 11

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Title: Known and Unknown Ukraine Date: 25 June

I. Objectives

-Students will develop their cultural awareness of Ukraine;

-They will get to know about geographical position, some facts from history, national traditions and everyday life of Ukrainian people;

-They will watch a video about school life and extra-curricular activities of Ukrainian students;

- They will do a quiz on the materials learned.

II. Materials for Learning Activities

The map of Europe, the portrait of Ukrainian President, A flag of Ukraine, National Ukrainian costume, some items of handicraft work, pictures of Ukrainian students, a video film, quiz hand outs.


1. The teacher gets the students acquainted with the topic and objectives.

2. The students learn how to pronounce some words written on the blackboard that mean some Ukrainian food, instruments, etc.

3. The teacher presents the students the information on geographical position, some facts from history, national traditions and everyday life of Ukrainian people;

4. The teacher tells the students about national traditions and everyday life of Ukrainian people;

5. Students watch the video and the teacher comments on the film.

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6. Students are asked to write a quiz on the learned material.

7. The teacher chooses the best work and students do self- checking.

IV. Assessment

- The teacher didn’t grade the students. Everyone who did the quiz was given an award. The winner got a special prize.

V. Differentiation

- the teacher gives some students a possibility to have more time on doing the quiz;- the students can individually train how to pronounce some new words;- They can ask “yes” and “no” questions on the new materials.

VI. Reflection

It was a lesson presentation with some elements of interaction. The presentation was accompanied by demonstration of Ukrainian national costumes and embroidered towel. Students could try it on, touch and try to perform some ritual traditions. While presenting the information the teacher encouraged the students to make comparisons, to draw parallels, to come to the conclusions about similarities that unite all people of the world. The quiz wais not difficult at all and the students felt very proud of their results. The information they were to learn was authentic and very close to the students’ needs and expectations.

Lesson Plan Format

Intern: Lidiya Cherepynska Grade Level: 3

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Title: Animals Date: 08.01.07

I. Objectives

-Students will practice new vocabulary;

-Students will develop speaking and listening skills;

-Students will consolidate Present Simple structures;

-Students will practice possessive case structures.

II. Materials for Learning Activities

Pictures with parts of animal body, pictures of different animals, a tape recorder, pieces of music and animal sounds.


1. A warm up activity (students are given different pictures of animal body. They are to decide whom it belong. E.g. this is a bear’s paw.)

2. Puzzling (students are given a task to find some other students with required picture to puzzle an animal).

3. Group work. (The students stay in groups and describe the animal they have puzzled).

4. Presentation. (Each group present to the others the animal).

5. Personal experience (The students are given an option of tasks. They can share their experience how they take care at home as a pet; they can draw their pet or their favorite animal or they can draw the animal that doesn’t exist).

6. Listening. a. The students are to listen to different pieces of music and try to associate it with animal or their habitats (Jungles, dessert, sea etc.).

b. The students are to recognize animal sounds.

7. Arranging. (Students are given picture of different animals; they are to arrange them: a. according to their size; b. according to their length of living.)

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8. Miming and imitation. (Students are to mime and imitate different animals in groups and other students are to guess these animals).

9. Home task: students are to write a story about an animal or simply describe a pet or a favorite animal.

IV. Assessment

It was mainly informative.

V. DifferentiationThe teacher all the time gives the students options of task to differentiate between more advanced students and the students who need help or more time for preparation of the task. Students can choose the group they would like to work in, where they can feel comfortable and relaxed.

VI. Reflection

Each activity at this lesson was aimed to develop different student intelligences. The warm up activity was supposed to develop spatial one; puzzling-bodily-kinesthetic intelligence; group work- interpersonal one; listening- musical intelligence; arranging pictures activity was supposed to develop logical-mathematical one; listening to animal sounds-naturalistic one; presentation- interpersonal and linguistic ones; and sharing personal experience was supposed to develop intrapersonal intelligence.

Lesson Plan Format

Intern: Lidiya Cherepyns’ka Grade Level: 11

Title: The Right to Be Left Date: 08.01.07

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I. Objectives

- Students will know how left-eyed/footed/handed they are;

- They will try to experience how it is to be left-handed in a right-handed world;

- They would learn new vocabulary on the topic;

- Students will try to reflect on the topic, “how to help a left-handed child to succeed at school”

II. Materials for Learning ActivitiesA tape recorder, hand outs, a tin opener, scissors, paper.


1. Students are offered to answer a questionnaire and count their points. Then they can see that some of them are left-eyed or left-footed or ambidextrous.

2. On the hand outs they have a list of vocabulary and definitions. They are to match a word with the definition.

3. Listening comprehension. Students are to listen to the tape fill in the chart. Then they discuss the answers.

4. A left-handed pupil is asked to cut some paper with scissors and open a tin with a tin-opener. The students are supposed to observe and reflect on difficulties a left-handed person can have.

5. Students are to speak on the situations when the use one hand and how their left-handed friends, family, neighbors succeeded in doing these.

6. Students are asked to find different interesting information on the topic and inform other student at the following lesson.

IV. Assessment

-The teacher provides positive supportive feedback to students;

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- The teacher encourages active participation and student self-appraisal to foster lifelong learning.

V. DifferentiationLess advanced students have a possibility to observe and express their ideas after more advanced ones. They can have more time on doing questionnaire. They can be assisted by a teacher or other students in doing their vocabulary.

VI. Reflection

Most of all I like the topics related to the life of my students. There are 3 left-handed students in my 9-B grade. The students are rather smart but they experience a lot of difficulties in learning foreign languages. I want other students to think over the problems of left handed people, be more patient and thoughtful to other people needs and at the same time practice them in informing and reflecting writing.

3. Shared Lessons

T e a c h e r ’ s L e s s o n P l a nTopic: Presentation of Tajikistan

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Aim: to review/develop geographical knowledge of students, improve speaking skills, enlarge vocabulary.

Materials: Information on the topic, posters, world map, chalk-board and other class equipments

PROCEDURE:1.Warm Up. (10 minutes)

I will conduct a game called “Box of Wishes”. Everyone writes his 3 wishes in a sheet of paper. Then we put all the wishes together into a box. Teacher mixes the wishes and asks students to take one piece of paper with wishes. Then each reads his pieces of paper with wishes.

1.1 Review. (15 minutes)a. List all the countries you know. (5 minutes)

While students are writing their wishes I disseminate colored cards to each student. By the help of these cards I’m going to divide students to four small groups. I ask students to gather in one place according to their card’s color.

Task 1: I ask students to discuss in their groups and list as many countries as they know.

b. Name & show the countries on the map. (10 minutes)Task 2: After they have finished their list of countries one member from each group will come to the blackboard and name their country and also I’ll ask them to show the country on the map.

2.Presentation (15 minutes)

a) Dissemination of information about TajikistanAfter all for group will name and show the countries they listed I will disseminate a text about Tajikistan. I’ll ask them to read it attentively (Each group can divide the text between themselves).

b) Group Discussion/Presentation.Then I ask them to have a discussion over the text they have just read and make a presentation about Tajikistan. How they are going to present their presentation is up to them.

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3.Practice/Assessment (35 minutes)Presentation: (20 minutes)

Students present their presentation about Tajikistan. Also each group should ask at least 3 questions to presenter(s).

After their presentations I distribute a “Written Task” among the students. There are 10 sentences in it. The students should fill in (put words) in blank spaces.

Written Task: Fill in the blanks. (15 minutes)

1. Tajikistan is situated in the ___________________________.2. The ________________________ of Tajikistan is more than

_________________________.3. The capital of Tajikistan is ___________________________.4. In the south Tajikistan borders with _________________________.5. ____________________________ it borders on China 430 km.6. _____________________________ is official language of the country.7. The national flag consists of ________________ colors.8. The total length of border is ______________ km.9. Emomali Rahmon is __________________________ of the Republic of Tajikistan.10.In the north Tajikistan borders with ___________________ and

_____________________.

4.Essay (25 minutes)I disseminate letters written by my pupils (I brought from Tajikistan) to U.S. students. Ask them

to read each aloud and discuss on it. When the last one is read I ask them to write one letter to their Tajik friends.

Lesson Plan Format

Intern: Uzma Aamir Grade Level: 9

Title: Climate Of India Date: 08.1.07

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I. Objectives – the students will able to Define all new terms of the chapter Analyze why the weather keeps fluctuating List the factors causing changes in the climate.

II. Materials for Learning Activities Thematic maps of India , LCD projector, poster paper


Warm up The class is divided into two groups called winter and summer.

The teacher asks the students to list down all the advertisements that they see on TV that are related to the climatic conditions.

Each group starts listing down the ads and when done they put up the posters on the boards.

The teacher then starts with the introduction of the lesson that relates to the climate of India.

The students relate the activity to the chapter and realize the differences in the advertising and marketing related to the weather.

ProcedureThe teacher then shows a power point to the students that show pictures of different weather phenomenon at different times of the year and that they are essentially related to how our climate is divided into Hot Weather Season, Cold Weather Season, Advancing Monsoon season and Retreating Monsoon season.

The student throw in their own ideas about what are the weather conditions they experience during these particular seasons.

IV. Assessment

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As an assessment activity the teacher gives the students an opportunity to quiz each other according to the groups that they are divided into and mandatory for each student to answer at least one question.

V. DifferentiationThe students were asked to formulate quiz questions and that gave the faster students and opportunity to do that work. The weaker students were given an opportunity to answer at least one question so it made them pay attention.

VI. Reflection

The group work required a brainstorming and it ensured participation of each student as TV is a medium watched by all. The students will enjoy the quiz too.

Lesson Plan 5

Intern: Irina Nikolayenko Grade Level: Intermediate

Title: Comparative Analysis of Educational Systems in the US and Ukraine Date: 07/01/07

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I. Objectives

1. Students will demonstrate growth in the use of oral language.2. They will demonstrate comprehension of nonfiction.3. They will write to communicate ideas.4. They will develop their critical thinking skills.

II. Materials for Learning Activities Computer Overhead projector Printed materials Worksheets Maps of the USA and Ukraine

III. Procedures for Learning Activities1. Brainstorming. Students are asked what they know about the education in the US.2. PowerPoint presentation of the system of education in Ukraine.3. Discussion. Students ask questions about schools in Ukraine.4. Reading activity. Students are given leaflets about Odessa Educational Complex “Hope”. As a

post-reading activity students are given worksheets to fill in the missed information.5. Group work. In groups students try to find similarities and differences in the systems of

education of both countries. One representative from a group comes up to the board and fills in the table “Similarities and Differences”.

6. Summing-up. Students write short summaries of what new information they have learned at the lesson.

IV. AssessmentIn-class worksheets, written summaries

V. DifferentiationAccording to their MI students could show their excellence in different activities

VI. Reflection

Students seemed interested in the topic. For some students it was hard to analyze two systems. It means that it is necessary to continue this kind of work in the following classes. Students learnt a lot of new vocabulary and factual material. They also practiced reading nonfiction.

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Section 3

StrategiesMy Strategies

Portfolio Strategy Sheet

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

1. Name of method or strategy:

Research projects

2. When is this method or strategy useful?

This strategy can be useful on intermediate level, when students can work independently. Students may

be involved in the research projects individually, as partners, or as members of small groups.

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

Research projects are effective in developing and extending language arts skills. While doing research,

students practice reading for specific purpose, recording information, sequencing and organizing ideas,

and using language to inform others.

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

Research projects include four steps:

-determining the purpose and topic;

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-gathering the information;

-organizing the information;

-sharing knowledge.

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

It can be useful in high school when students possess enough language skills and are acquainted with

researching technologies.

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

I would like them to know that this strategy can be very effective .The teacher acts as facilitator and

consulter. It develops student research skill and provides independent learning.




A Jeopardy Game


The students are revising grammar, reading and writing skills before a forthcoming test.

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It is in a form of a game. The students feel relaxed. They are very positive and supportive because they

work in a team. They are very cooperative. They are not afraid to make mistakes while discussing an

appropriative answer. They are allowed to use their notes that are why even not very successful

students have a chance to contribute into the result of the team. The pace of the lesson is very high. For

comparatively short period of time they manage to revise a good deal of the material.


At first the teacher explains the rules of the game. Listening comprehension is involved. Then it is group

discussing where each student is involved in active discussion. Students train their skills in speaking.

Then a kind of researching work happens when students want a bonus question which means that

students aren’t supposed to know the direct answer. They try to analyze, compare, reflex while

searching for the right answer. Following the rules of the game (they can be changed by the teacher

according to his or her language and contest objectives) students perform a lot of activities feeling a

need and great motivation in learning English.


Sometimes it may be very boring for secondary school students to train, practice and revise different

grammar structures and skills. Such a game may be very helpful in involving the students in active

participation. The revising lessons are very formal in my school and it can be a way how you can gain

high students’ activity in performing the tasks changing only a form of activity. So-called home reading

lessons which suppose from students active reading at home and involving them into active discussion

and reflection at the lesson would be brighter and exciting for students if you perform them in a form of

such a game.

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I hope to get teachers from my school acquainted to such method and demonstrate how it works. I think

they would like it because we have always worked as one team; we have always been open to new

ideas; we have always been searching for new ways of motivating our students.




Brainstorming


When a teacher wants the students to generate ideas and imaginative solutions;

All statements are accepted;

No criticism;

No discussion or judgment except for clarification purposes;

Quantity rather than quality;

People can build on other ideas;

A fixed time is allocated;

Once ideas have been generated, they can be combined or ordered

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Students are free to express their own ideas;

They are not afraid of making mistakes and being evaluated;

They are not limited in creativity;


-a teacher offers a theme or a topic;

-a teacher divides students into groups;

-a group decides on functions of each member (a person who write down the ideas, a person who keeps

the time etc.)

-a teacher limits the time’

-the students generate the ideas;

-the students present their ideas.


You can use this method when you want the students to revise the vocabulary on the topic;

When you offer the students a group project and students are to decide on the subtopics;

When students are to describe this or that character on home reading lessons.

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I would like them to know how this strategy works;

How they can make it effective;

How to assess and evaluate students.




Writing to inform strategy


At the intermediate level when the students possess the skills of working with different recourses and

are familiar with presentation of different kinds of collected materials.


Writing that reports information to others can vary greatly in content and format. Many learning

experiences calculate in expository or informative writing activities. Students must have opportunities to

read a variety of recourses and printed materials in order to gather information. During the writing

process students should be encourage to apply their knowledge of the structure and format of these

materials to organize and convey information.

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The teacher presents a theme or a topic;

The students brainstorm subtopics;

The students choose subtopics they would like to work on;

The teacher gives the main instructions and directions on a form and o contest;

The teacher offers different kind of recourses like Internet websites, library books and journals, a list of

authors she wants her students to refer to;

She consults the students in the process of their writing;

The teacher writes her feedback on the results.


When you work with your students on Country Study lessons you usually present them a lot of different

materials on political system, cultural life, national customs and traditions, etc. you can attract you

students and involve them in preparing information themselves. Later they can inform other students

on their topics.


This strategy develops student writing skills and prepares them for critical (reflective) writing. It teaches

students how to work with different sources of information.


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Typology of activities for a listening lesson.


A variety of exercises, tasks, and activities appropriated to different stages of a listening lesson. It covers

a wide range of listening activities from simple to more sophisticated. It is a pleasure and a real positive

experience to try such activities for successful lessons depends on the teacher’s knowing and using a

variety of teaching methods.


We must find out all we can about how listening can be improved and what activities are useful to this

end and then use this knowledge and these activities in own classrooms.

Good classroom activities can themselves be effective solutions to listening problems.


Pre-listening stage. (Warm-up activities)

1. Elicitation/discussion about the topic (perhaps based on visuals, titles)

2. Brainstorming (word-star, expressing hypothesis about the content, based on previous knowledge)

3 .Games (for relaxation, for training some basic listening skills)

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4. Guiding questions (to help students to exploit passages)

While-listening stage

1. Comparing (to compare passenger with prediction)

2. Obeying instructions

3. Filling in gaps

4. Repetition (students are asked to repeat short phrases)

5. Detecting differences or mistakes

6. Ticking of items (bingo)

7. Information transfer

8. Paraphrase

9. Sequencing

10. Information search

11. Filling in blanks

12. Matching

Post-listening

1. Answering to show comprehension of massages

2. Problem solving

3 Summarizing

4. Jigsaw listening

5. Writing as to follow up to listening activities

6. Speaking as to follow up listening activities


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Some teacher think that listening is the easiest skill to teach, whereas most students think it is the most

difficult to improve. This contradiction tells that there are some things about teaching listening that

need to be explored. We must find out all we can about how listening can be improved and what

activities are useful to this end and then use this knowledge and these activities in own classrooms.


I would like them to know how to help students develop the skills of listening with anticipation, listening

for specific information, listening for gist, interpretation and inference etc.

Shared Strategies




A Reading Project

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When are students shy away from reading?

To make reading fun and at the same time analyze the novel they are reading.


Most useful in inculcating the habit of reading among students.

The children are able to analyze the depth of the novel.


Character poster; after selecting the novel by the students the teacher makes the students

draws a picture of the character and bubbles around the picture to write information about

the character.

Vocabulary ; A Dictionary is made by the students by picking up words of their interest .the

student writes the meaning of the words ,illustration and even a simple definition.

Story map: constructed by the teacher by setting characters, problems and events.


This method would be most useful for a summer vacation reading project.

To inculcate the habit of reading.


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a. This is an in depth study of the story, with character analysis and also enhances the

students vocabulary.

b. very good to develop interest in reading

c. And recapitulating and summarizing the text.



Hiltex Writing Guidelines/Rubric


The strategy is useful for organizing the ideas in essay writing. It is efficient for academic writing.


When the teacher focuses on students writing skills and teaches them how to write an essay. This is

the easy way to guide the students to write the well organized essay. It is effective for students to

define the main ideas and the supporting details.


a. The teacher chooses one theme and asks the students to brainstorm it. i.e. US Law

b. The students brainstorm what is illegal according to the law i.e. No drinking and

driving, no cell phones use during while driving

c. The teacher asks which of these laws the students know better

i.e. click it or ticket.

The teacher asks to find the main ideas about that particular law according to the

questions: Describe the law. Why was it passed? Agree or disagree? Why?

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The students provide the main ideas.

Chose topic sentences for three paragraphs out of the main ideas.

Chose supporting detail for the main idea.

Make a conclusion.

There is a special chart for setting all the ideas, what makes it easy for students to find the

technique of writing essays.


It is useful for developing writing and thinking skills of the students. It helps them to plan their

essays and makes their writing easy.


As I mentioned above the plan is good for developing the students’ writing and thinking skills. It is

easy for the teachers to explain the techniques of essay writing. Also it gives proper scores when

they assess the students.

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Section 4

Fieldwork Reflection

Reflection on my fieldwork

One of my goals of participating in the program was observing lessons in American schools. One the very first meeting with our teacher at GMU I have heard the phrase, “we can’t teach our students everything but we can teach them learning strategies.” My thoughts have been formulated. And I was going to observe how it works in American school. While visiting lessons I observe teaching in general, strategies the teacher uses, how the teacher motivates the students, grading policy, and teacher’s evaluation of the students. Though I understand that Summer School task is to bring children to the standards and though these students are not very bright it is very interesting to observe and compare different methods and strategies of the teacher. There are of course a lot of differences between our schools in lesson management, students’ diversity, the teacher is much more patient, classroom equipment is on a very high level, and grading policy is different, etc. there are a lot in common. I am glad that I am on the right way in inspiration and motivating the students, focusing not on memorization and using a lot of interactive methods. Though I am observing the lessons of American Literature in which I am not a very expert, I noticed a lot of different strategies I can use at my lessons. They are some strategies of working with new vocabulary, reflective writing as an effective kind of assessment, group work activities, etc.

Shared ReflectionsTo Ms Megan Garnett,

REFLECTION # 1

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MY PHILOSOPHY OF TEACHING SOCIAL STUDIES

To understand the philosophy of teaching of social studies first we should know the subject social studies. Social studies is the integrated study of Geography, History, Government, Economics, Sociology

etc. taught in the secondary & elementary schools to promote civic competence among the future generation of our country. Within the school program, social studies provides coordinated, systematic

study drawing upon such disciplines as Anthropology, Archaeology, Economics, Geography, History, Law, Philosophy, Political Science, Psychology, Religion, Sociology etc. as well as appropriate content from the

Humanities, Mathematics & Natural Sciences. The basic aim of social studies is to help young people develop the ability to make informed & reasoned decisions for the public good, as citizens of a culturally

diverse & democratic society in an interdependent world.

Social studies is a mandatory subject of the school syllabus, up to the secondary stage in India. With the help of the different branches of social studies students can travel to more distant lands on earth, travel to their past, know about the political aspects of the country etc., which help in the overall development

of their personality.

WHY I LIKE TO TEACH SOCIAL STUDIES

# Stories & situations of History develop moral understanding.

# We can relate our present with the past, make inventions for the future & appreciate the contributions made by different societies & civilizations to the progress of humankind.

# History gives us our identity & tells us about our original roots.

# Studying History is essential for good citizenship as it provides data about the emergence of national institutions, problems & values.

# Its study helps create good business people, professionals& political leaders.

# History helps us understand people & society.

# It helps us understand change & how the society we live in came to be.

# Civics helps the students to understand the structure & function of the Government, its subsidiary bodies, including the Civic, Political & Economic bodies.

# It helps in developing the skills & attitudes necessary for the development of good civic sense necessary for becoming aware/pro-active & contributing members of society.

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# It helps the students to develop an understanding of the natural & human resources & its potential for future development.

# Geography gives the students an appropriate understanding of the earth in relation to the rest of the universe.

# Students can appreciate the fact that the earth is the only appropriate habitat for humankind & there is a desperate need to protect it.

# It gives a glimpse of how the geography of a region has controlled the history & has affected the economical development of a place.

# provides a broad perspective on environment & society.

# provides a sound foundation for students who plan to enter graduate work in a variety of fields, from geography to business, land use planning, law & medicine etc.

HOW I LIKE TO TEACH SOCIAL STUDIES

# In depth teaching of the topic is a must for students basic understanding.

# We must emphasis on activities that engage students in inquiry & problem solving about significant human issues.

# Students should be involved in decision making & participation in wider social, political & economic affairs, so that they share a sense of responsibility for the welfare of their school & community.

# Students should participate in all interactive & cooperative classroom study processes, so that they learn to work together in groups.

# Social studies should be integrated with other areas of the curriculum.

# Students should be taught our historical values & a sense of connection with their nation’s history & global history, the history & culture of diverse social groups & the environment that surrounds it.

# Last but not the least, use of evaluation that involves further learning & promotes responsible citizenship & open expression of ideas.

SUBMITTED BY: RUCHI GOYAL

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Fieldwork reflection 1.

What were the greatest similarities that you noticed during your first fieldwork observation? What were the greatest differences?

Similarities are the following:

Sts are given home assignments Sts are given tests Sts’ presence is very important Teaching techniques Every paper is graded Sts raise hands when they want to say smth Reprimand of teachers on basis of sts’ progress

Differences seem to be like that:

Sts Behavior!!!! a) relaxed b) Can go for a walk around the classroom during the lesson

c) Eat in class

Sts need a pass to go out of the classroom during the lesson Casual teacher-student interaction Sts can openly show how uninterested they are (e.g. fall asleep) Attendance check – computerized system Extensive use of technology in class Classroom management Funds to buy resources More space in the classroom The concept of summer schools Catering for sts needs Teachers are very patient and tolerant Individualism is encouraged More activities fewer lectures A lot of self study Sts don’t greet formally School security system Different curricula in different states and counties

Assignment Fieldwork Reflection – 1

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I would like to share with the most important similarities and differences in my Internship School – York Town High School.

Similarities:

Teaching methods and strategies (some)

Sts are given home assignment

Sts raise hands when they want to ask something

Every work of the Sts is graded

Differences:

The concept of Summer School

Relationship between T and Sts

Relationship between T and school staff

Strong focus on creative writing and critical thinking

A lot of variety of activities and strategies

T encourages Sts a lot

Diversity of Sts

Widely using of IT

Ts and Sts have various options to read

The system of different levels

Ts tolerance

Sts Confidence

No uniform and Sts may change their seats every day

School Security System

Section 5

37

Template for Action Research Proposal

INTRODUCTION

Statement of the Problem: Explain the problem or situation in your classroom or school that your research will address. What led you to investigate this problem or situation?

I teach in the 9th grade in secondary school. My students are 14-15 years old. They

have been learning English for 9 years already. They have 3 English classes a week (Each class

lasts 45 minutes.) My students are teenagers and a teacher has to know a lot about teenager

behavior, psychological peculiarities of teenager period. It is really challenging to work with

them and cope with their unpredictability their emotions prevailing over ratio.

There are two students in my class who are lefthanders. I have observed that left handed

children have particular problems in learning. They have an unfair reputation as being slow,

awkward and clumsy. Lefthanders sometimes slip naturally into mirror writing flowing from right

to left and perfectly readable to them (or to anyone with a mirror). Perfect examples of this

were Leonardo da Vinci and Lewis Carroll. Left-handed writing requires a correct grip and

correct paper positing. If they are made to write like right-handers, but using their left hand,

they often end up with a very cramped position and a “hook” writing style that is painful and

slow not great for exams in later life. As children start to use ink pens, a left-handed nib cut-off

in the correct position is essential if the want to avoid a blotty mess. Even simple thing like

sharing a desk can be made complicated- always put a lefthander on the left side of the shared

desk or there will be clashing elbows and arguments all day.

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Context: Describe the context of your study. In 300 to 400 words, describe your school, your classroom, your students, and the community from which they come.

My school is located in downtown of Zaporizhia. It is considered to be one of the most

prestigious schools of my town. The school provides the students with so-called classical

education. Each student attends individual musical lessons since the first grade till he finishes

middle school. Our school comprises elementary, middle and high schools. Children and parents

have a multiplied choice of different musical instruments including classical ones (piano, violin,

and harmonica) and national (domra and bandura). They also can choose flute, trumpet or

saxophone. The admission to school is selective. Children have some kinds of tests, interviews

and auditions. At primary school much attention is paid to development of musical competences

(besides playing a musical instrument students sing in a school choir, develop a rhythmic way of

speaking and moving, have arts and drama lessons). Since the 4 th grade the students are

supposed to participate in one of our school orchestras (there are 5 of them).

I should mention about a high intellectual and educational level of the parents who

bring their children to our school. Many of them are musicians, artists, successful businessmen

etc. Though they realize that school schedule is mostly overloaded and their children are

supposed to be busy from 8am to 3pm and after classes there is a lot of extra- curricula activities

students are supposed to do, besides they are to do a lot of homework, parents understand the

importance of profound education and ready to invest their money, time and be involved in the

learning process of their children.

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As for learning foreign languages there are two of them: English and French. Students

start learning one of them from the first grade and they start learning the other one from the 5 th

grade. Unfortunately students have only 2 or 3 classes of foreign language a week but due to

their high motivation in learning they mostly gain success.

Statement of Research Purpose and Question: State the purpose of your proposed research. State your research question.

You know it is not easy to be left-handed in a right –handed world. So my research

question is, “How does left-handiness affect second languages learning among students in my

9-B grade of Zaporizhia Classical Lyceum”. To help students to cope with the problem they have

because of their being lefthanders you are to realize the way their brain is organized. No one has

come up with definite reason for why some people are left-handed, but about 13% of the

people around the world are, and it is thought to be genetic- it is definitely runs in families. The

brain is “cross-wired” so that the left hemisphere controls the right-handed side of the body and

vice-versa and hand dominance of the opposite side which is why we say that only lefthanders

are in their right minds. The left hemisphere controls speech, language, Writing, Logic,

Mathematics, and Science. The right hemisphere controls Music, Arts, Creativity, Perception and

Emotions. This brain dominance makes lefthanders more likely than right-handers to be creative

and visual thinkers. It was suggested that left-handing students are at higher risk of having

language and reading deficits, empirical data from clinical and non- clinical populations are

inconclusive at the present time. Left-handers have core difficulties in applying orthographic-

phonological mapping rules in reading English words and pseudo words. I have defined some

sub-questions I want to research:

How does left-handedness affect writing (the effect of mirror writing)?

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The way brain of left-handers is organized and how it influence second language

learning.

Why do stuttering and dyslexia occur more often in left-handers?

How does left-handedness affect the process of remembering new vocabulary?

The aim of my research will be to identify the experiences and make changes so that it

might be a more appropriative and equitable approaches in teaching left-handed students in my

class.

LITERATURE REVIEW

Describe how you will research and review published studies relating to your research topic. What strategies will you use to locate relevant literature? What databases and other resources will you search? What key words will guide your search? Give two examples of peer-reviewed, empirical studies that appear relevant to your topic and cite them at the end of your paper using proper APA style.

There are a lot of good sources of information on Internet. L found most of research information

through and Yahoo. The key words that can guide my search are: handedness, Foreign or

second language on ERIC or Psyc Info.

While searching for information I have come across some left-handers’ complains concerning

their learning problems. I believe this information will be relevant for preparing interview

questions for my students.

T e s t - t a k i n g p r o b l e m s . . .

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"Had you noticed that lefties are disadvantaged in some IQ tests and school or college tests? I mean specifically the ones which use multiple choice booklets. You have to twist your arms around each other to line up the questions (on the left) with the answers (on the right). You definitely lose time doing this -- and in most of these tests time is important. So we have to solve the IQ test of the most efficient way to overcome the problem before we even start the test."Fran Myers, AUSTRALIA

"I am a 15-year-old who has only been through one set of school exams. I only completed one of them. I find tests and exams very frustrating because I can't write fast enough (I'm left-handed) to complete them on time. It would be nice if educators would stop assuming just because I didn't have time to write down the information, that I don't know it. My hand gets cramped very easily, and I have great difficulty writing neatly with markers. Many educators don't believe that being left-handed affects your schoolwork very much. It does. I would appreciate it if educators would realize this and act accordingly."K. Belyea, CANADA

"I am a lefty, and have always been a very good student. However, on timed tests I have always been running against the clock and been less able to produce an amount of written material in comparison to my right-handed schoolmates. I believe that by writing from left to right we are handicapped on very tightly timed tests and the additional strain that we put into the process can be very hazardous. What impressed me most upon being admitted to a Medical School after a series of such tests is that the proportion of fellow lefties is smaller than it used to be in high school. I allow you to reach your own conclusions."Anonymous

"Dear teachers, please do not try to force us left-handers to write like right- handers. It is really painful having to hold our hands bent all backwards like that. It also causes people to stare. And it is also rather awkward to write like that on a right-handed desk, like the ones on so many college campuses. I think it should be required for all college classrooms to have at least five left-handed desks. It is so hard to write on right-handed desks, especially when we need to use books. And I have often been accused of cheating on tests due to the way I have to sit at right handed desks."E. Davis, USA

"I often wonder if my typing disorders, which afflict my left arm worse than my right, are due to the fact that my left arm has done far more work than my right, with no support, since most desks suit righties and leave the left arm hanging. Also, I've found that when taking standardized tests like the SAT and GRE, even if one puts in the test application that one needs left-handed accommodation, the test-taking location is unable to adequately accommodate. I wonder how many test points I lost because of that?"H. Kelley, USA

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I discussed this issue with the Executive Director of ETS's (Educational Testing Service) Customer Response Center. He provided the relevant text from the S.A.T. Supervisor's Manual:

"If possible, seat left-handed students at tables, desks with full-sized writing surfaces, or left-handed tablet-arm chairs. If the use of chairs with right-handed arms cannot be avoided, seat left-handed students so that there is a vacant writing surface to their left."

I was told that for all tests administered by ETS (SAT, GRE, TOEFL, etc.) similar supervisor instructions exist. If you arrive at the test-site and find the accommodations for left-handers to be unacceptable, you have less than a week to file a complaint. [See SAT test-site complaints (complaint form) or FAX: 609.771.7710 || GRE test-site compliants or FAX: 609-951-0820]M.K. Holder

METHODS

Procedures: Describe the general procedures you will follow in collecting and analyzing or synthesizing data. Will your study be quantitative (numbers), qualitative (narrative), or mixed methods?

For use in my investigation I am going to develop a questionnaire containing a series of

questions concerning personal and family history. The score of this inventory is expressed as a

laterality quotient (LQ) which ranges in values from +100 (right-handiness in all tasks) to -100

(complete left-handiness). The x2 is going to be used in all statistical comparisons. In the second

part of the first study I am going to administrate questionnaire to additional individuals gathered

in the same manner as the general student group.

Sampling: If the focus of your study is human subjects, who will they be and how will you select them?

43

http://www.ets.org/commun.html

http://www.gre.org/com.html#complaints

http://search.collegeboard.com/cgi-bin/query?mss=cb&kl=XX&i=CBI&q=complaint

http://www.collegeboard.com/sat/html/students/take00b.html

As for human subjects these would be different groups of students of my school:

a group of left-handed students who have problems in EFL;

a group of right-handed students who have problems in EFL;

a group of left-handed students who have no problems in EFL;

a group of right-handed students who have no problems in EFL.

Data Collection: What type(s) of data will you collect and what data-collection methods will you use (e.g., observation, student records, interviews, surveys, pencil and paper tests, performance assessments,

focus groups, etc.). How will you use triangulation to corroborate findings? How will you analyze or synthesize your data? What is your timeline?

I am going to use such data-collection methods like observation. I am going to attend and

observe if my students face the same problems, connected with their being left-handed on

Science and Humanity lessons, as well as French lessons in order to have more evidences and

possibilities for comparative analysis. I am also planning to interview two groups of student

(right-handed group and left-handed one) and make some survey to find out in what way their

problems in learning are connected with their handedness. Experiments should be conducted in

order to examine specific hypotheses implied by the data and which concern cognitive

differences between right- and left- handing students.

Ethics: In addition to discussing what permissions you will need and the protections you will provide for human subjects, discuss any personal perspectives and/or biases you have that might impact how you approach your question

44

I don’t need any permissions and protections for doing my research.

FINDINGS

How will you report your findings? What types of tables and charts do you envision including in your report?

To escape the danger of biased sample and non-valid estimation of students’ achievements I am going to display my findings in different formats:

A word analyses: A diagram; A T-chart; A power point presentation.

These tables will include such items as sex, handedness, and level of English studies..

ACTION PLAN

In approximately 200 words, discuss what you will do with your finished study. How, and with whom, will you share it?

I hope the results of my research will indicate that there was a strong evidence to suggest that

some changes would help to meet some of the goals.

Each teacher should be allowed to decide if they are able to choose his own techniques

to help left-handed students to succeed in learning foreign languages or use proposed

ones.

While teaching left-handed students teachers are to take in account students’ problems

in reading, writing, speaking or memorizing new vocabulary.

45

REFERENCES

List all references cited in your proposal.

1. Gaillard, F. Satz, P. (1989) “Handedness and reading disabilities”.

2. Goodluck, H. (1986) “Language acquisition and linguistic theories” In Fletcher. P., Garman,

M. eds.

3. Orton, ST (1937) Reading, writing and speech problems in children, Norton, New York.

4. Natsopoulos, D., Kiosseoglou, G., Xeromeriton, A. (1998). Do the hands talk on mind’s behalf? Differences in language ability between right- and left-handed children; Brain and Language. 64, 182-214.

5. Clark, Margaret M. 1959. Teaching left-handed children. (NY: Philosophical Library, Inc.)

6. Cole, Luella. 1955. Handwriting for left-handed children. (Bloomington, IL: Public School Publishing Co.)

7. Gardner, Warren H. 1945. Left- handed writing instruction manual. (Danville, IL: The Interstate).

8. Szeligo, F., B. Brazier, and J. Houston. 2003. Adaptations of writing posture in response to task demands for left- and right-handers. Laterality, 8(3): 261-276.

9. Holder, M.K. (2003). Teaching left-handers how to write. Handedness Research Institute papers. URL: handedness.org/action/leftwrite.html

10. Lamm, O. Brian and Languages. Volume 70, issue3, p. 504. “Left-handedness and Achievements in Foreign Languages Studies”.

10. www.springerlink.com/

11. www.todaysparent.com/

Section 6

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http://www.todaysparent.com/

http://www.springerlink.com/

Assessment Design Project

Teaching writing in a second language can have different purposes. But the most

general activity at our Ukrainian school is to catch grammar, spelling and punctuation

errors. Under these circumstances, sometimes the only writing students do is to write

out grammar exercises. Sometimes those grammar exercises are disguised as

composition writing (which is called guided writing). The students do not create the texts

themselves, because a more traditional philosophy of teaching language has persuaded

teachers that students are not ready to create language; they are only ready to

manipulate forms. The writing is carefully controlled so that the students see only

correct language and practice grammar structures they have learned. What was

important when a student wrote was the product that the student created. What does

the final paper look like? Is it neat? Is it free from errors? In other more advanced

classes following the same philosophy, students are assigned compositions or other

kinds of texts to write. Most often in these classes the poor teacher takes home many

student papers at night and carefully marks all the grammatical and mechanical errors

in the writing. When the papers are returned to the students, often the students are

asked to take the paper home and correct all the errors and maybe recopy the text onto

a clean sheet. The focus in these types of writing exercises is primary on language

structure. Students get good marks if they write texts with as few errors as possible. In

order to avoid errors, then, the students naturally write very cautiously and

conservatively in their second language. In what they have to say does not fit with what

they already know how to say, they simply write something easier, sometimes they can

47

control. The result can be student writing that is crippled, filled with clichés, and very

boring both for the student who is writing and for the poor teacher reading all those

paper.

But attitudes have changed about the role of writing in teaching a second

language. Instead of being the last skill taught and instead of being only a servant to

grammar, writing has now become much more important in the second language

curriculum of Ukrainian schools. The emphasis is newer; process approach is less on

the wandering path that students use to get to the product. In the lessons I observed

during my fieldwork students were taught strategies that should help them to finally

reach a decent product, because of course the product is still important and

grammatical accuracy is still important goal, but the writing class is more exploratory,

less punitive, less demoralizing. The process approach encourages students to

experiment with ideas through writing and then to share their writing with their

classmates and get the opinions of several people to help the figure out what to say and

how to say it. I would like to offer essay writing rubrics.

A(4) B(3) C(2)

30% Grammar and Spelling Free from grammar mistakes and spelling errors

2-5 mistakes total in grammar, 2 spelling mistakes

More than 5 grammar mistakes and more than three spelling ones

35% Body of the Text Clearly observed introduction, conclusion, paragraphing, rational manner

Formal introduction, no paragraphing, incomplete conclusion

No paragraphing, irrational manner, no conclusion

48

35% Content Rich details and description evidence of knowledge and background information

Lack of details, poor background knowledge

Very poor descriptive knowledge and poor background knowledge

100-90% 89-80% 79-63%

I offer an adaption of these rubrics in accordance with Ukrainian grading rubrics and National Standards

High(10-12) Sufficient(9-7) Medium(6-4) Low(1-3)

30% Grammar and Spelling

0-1 grammar mistake or error, 0-1 spelling one

2-3 grammar mistakes or errors and 2-3 spelling ones

4-7 grammar mistakes or errors and 4-7 spelling ones

More than 8 grammar mistakes and more than 8 spelling ones

35% Body of the Text Highly organized structure, grouping ideas, generating ideas, clearly observed introduction, conclusion, paragraphing, rational manner

Organized structure, generating ideas, observed introduction, conclusion, paragraphing, rational manner

Formal introduction, no paragraphing, incomplete conclusion

No paragraphing, irrational manner, no conclusion

35% Content Rich details and description evidence of knowledge and background information, sequence of ideas, introducing a problem or question, stating a position, presenting arguments in support of the position or against other alternatives

Evidence of knowledge and background information, sequence of ideas

Lack of details, poor background knowledge

Very poor descriptive knowledge and poor background knowledge

Grading Policy in Ukrainian Schools

98-100% = 12

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95-97% = 11

90-94% = 10 high (excellent)

85-89% = 9

80-84% = 8

74-78% = 7 sufficient (good)

68-74% = 6

61-67% = 5

50-60% = 4 medium (poor)

40-49% = 3

30-39% = 2

20-29% = 1 low (failure)

Grading Policy in American Schools

94-100% = A

90-93% = B+

84-89% = B

80-83% = C+

74-79% = C

70-73% = D+

64-69% = D

0-63% = F

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Section 7. Action Planning Worksheet

Objective: to design a course for preparing graduate students for entering University tests.

Tasks Who’s responsible

By when Resources needed

Success signals

1. Conduct a survey among graduate students on their expectations.

initiator By the end of September

Results of the survey

2. Facilitative conversations with teachers

initiator Beginning of October

Seek for common goals

3. Administrative support Initiative group

Beginning of October

Principal’s approval

4. Facilitative conversations with parents

Initiative group

October Parents financial support

5. Contacts with Universities for consulting and coaching the teachers

principle By the end of November

Expenses for coaching

Coaching course for teachers

6. Teacher coaching consultation

University teachers

By the end of December

Expenses for coaching

7. Creating a course program for students

Initiative group


Expenses for editing the program

Program of the course

8. Creating a recourse center

Initiative group


Computer, printer, scanner

Resource center

9. Identifying the place Initiative group


classroom

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10. Extra-classes for students

Group of teachers of English

January- May

Teaching students

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