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MY PORTFOLIO

MY PORTFOLIO

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MY PORTFOLIO

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  1. MY PORTFOLIO EKA ENUKIDZE GEORGIA

  2. CONTENT • Introduction • Georgia • Resume • My Reflection About Internship • My Reflection About Student Assessment System In J.E.B Stuart High School. • Strategies • Lesson Plans • Reflective Statement On Learning • Culture Day • Shared Lesson Plans

  3. George Mason University , College of Education and Human Development Center of International Education , Teaching Excellent and Achievement Project Funded by IREX‐ U.S. Department of Stat ECA

  4. ABOUT GEORGIA

  5. Her Glorious Past and Hopeful Future Georgia, an exquisitely beautiful country of 5.5 million people, is ringed by the Caucasus Mountains and set at the crossroads of Europe and Asia.  It lies between the Black and Caspian Seas and borders on Turkey, Russia and Armenia.  Since recorded time, Georgians have been famous for their hospitality to strangers.  The visiting ancient Greeks knew Georgia as the land of the Golden Fleece.  It was a woman, St. Nino, who brought Christianity to Georgia in 330 A.D.  Georgian wine has been produced for over 3,000 years and Georgian literature dates back to the fifth century A.D.  Scholars have compared the 12th century Georgian poet ShotaRustaveli to Dante and Shakespeare

  6. In May 1991, Georgia declared independence from the Soviet Union.  In spite of major efforts towards stabilizing the economy and instituting democratic practices, Georgia is still struggling economically.  The new Georgian Government under President Mikheil Saakashvili, who was elected in January 2004, is endeavoring to restore the Georgian economy and renew the hopes of the Georgian people. Currently, the Georgian Government is unable to provide most of her people with gas, electricity or social services.  Georgian industry, still suffering from the Soviet legacy, has collapsed leaving many workers without pay or without jobs at all. Georgians who once enjoyed one of the highest literacy rates in the world now have schools struggling from a lack of heat and unpaid teacher salaries

  7. EKA ENUKIDZE Date of birth:1981,25.07 Place of birth: Sachkhere, Georgia Address: Sachkhere, Sanapiro st. #4.Georgia Tel:899 54 45 57 E-mail:eenukidze@gmail.com EDUCATION Tbilisi Ivane Javaxishvili state university, Magistracy, MA in Education ▪student Tbilisi, Ilia Chavchavadze State University of Western Culture and Languages. Georgia Foreign Languages Faculty, Diploma(1998 august-june2002) Ardmore language school, England, Eastbourne2008 ▪Leader of the students Sachkhere secondary school #1, Georgia

  8. PROFESSIONAL EXPERIENCE Public School #1 Sachkhere. Georgia. English Teacher, September 2004-present. ▪ Design English Language Curriculum, plan and lead teacher trainings, Coordinate and supervise English Language Club. Succeeded in obtaining funds for an English Cabinet. Acted as a liaison between the school and community during English Cabinet renovation. BRITISH COUNCIL A Trainer for the ELT Global Product- www.teachingenglish.org.uk 2008-present. ▪ Train a minimum of 25 school teachers in using this website.

  9. USAID, J.S.I, Save The Children ▪ Trainer /volunteer/ 2008 april-present. Topic “ OUR HEALTHY LIFE” Sachkhere Youth Assambly ▪Establisher and author of the project 2008-/running project/. Our blog www.sakrebulo1skola.blogspot.com ENGLAND, Eastbuorne ARDMORE LANGUAGE SCHOOLS ▪ Leader of the group/15 sts/ Editor of the school newspaper Head of “ECOLOGISTS CLUB” at school. Our blog wwwecologia.blogspot.com Head of the club “CIVIC EDUCATION at High schools” Our blog –www.civic education.blogspot.com

  10. English Teacher`s Association Of Georgia. ETAG ▪ Member, June 2007-present Assisted in daily 0ffice operations, acted as the administrative aid to the head, organized and managed the ETAG Sachkhere branch, created and implemented English Language trainings at the office. MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA FUND “DEAR LEAP” competition in Integrated Lesson Plans ▪ The Winner of the project Private School “ Otarid “ 2003-2004. ▪Taught the small groups of children reading and writing,planned and organized monthly concerts.

  11. PROFESSIONAL DEVELOPMENT • The U.S. Department of State’s Bureau of Educational and Cultural Affairs, TEA-Program, ▪The Finalist, An exchange student in George Mason University, Washington D.C, USA • United States Peace Corps,,Georgia • English Language Teacher Training. March-2007. • ▪Two day training covering topics such as lesson planning, test writing,and essay writing. • English Teacher`s Associacion of Georgia.ETAG, Sachkhere,Georgia • /MLLT/ More Learning Less Teaching –part I June 2007 • ▪Twenty hour training on innovative teaching methods and activites for the classroom,

  12. English Teacher`s Associacion of Georgia.ETAG, • Sachkhere,Georgia • /MLLT/ More Learning Less Teaching –part II June 2007 • ▪Twenty hour training on the best practices to expand fluence and listening comprehension. • USAID, J.S.I, Save The Children, Kutaisi,Georgia • ▪Two day training on topic“ OUR HEALTHY LIFE” April-2008 • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA The Project IliaChavchavadze, 2006 September • ▪Two day training on topics lesson planning,assessmentsystem,new methods of teaching and learning. • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA • The Project IliaChavchavadze, 2007 November • ▪Two day training on topics Bloom Taxonomy, Developing Logical Thinking. • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA • The Project IliaChavchavadze, 2008 March • ▪Two day training about the presentations and making projects.

  13. Awards ●Peace Corps 2007 English Teacher Trainings “ CERTIFICATE OF COMPLETION” ●USAID, J.S.I , SAVE THE CHILDREN. “CERTIFICATE for training courses” ●Ardmore Language Schools, England, Eastbourne. “CERTIFICATE for English Language Course ●British Council, English Teachers Association of Geargia “CERTIFICATE FOR MLLT-I, MLLT-II.” ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “Deer Leap” “CERTIFICATE for participating in the summer conference. ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “Deer Leap” “CERTIFICATE for participating in the national conference. ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “Deer Leap”, IEARN/GEARN CERTIFICATE for publishing the projects on the web 2.0 blogs COMPUTER SKILLS Microsoft Word, Explorer, Excel, PowerPoint, Outlook, Adobe Photoshop, PageMaker LANGUAGES English, Russian

  14. My Reflection About J.E.B Stuart High SchoolESOL Department

  15. My Reflection About J.E.B Stuart High School First of all I feel very fortunate to be sent to JEB Stuart high school as a teacher, and met excellent stuff of that school, My mentor, Mrs DAVIS ESOL teacher, who gives me constant support and exquisite educational guidance, and Mrs. Ruth the head of ESOL department, whose enthusiasm helped fuel our lessons and working. We went to school on Wednesday 29 of September. The day began with the tour of school and meeting in workroom. I was admired by the teachers attitude and devotion toward their students. As I noticed there is a big diversity in a school, there are a lot of students from central America, Guatemala, Honduras, etc. which makes a deep cultural difference, all of them have their traditions, and the way of living, but they, as well as the stuff of the school constantly try to get on well to each other. The schooldays are divided into different parts Red Days and Blue Days ,according to the traditional colors of the school, and the students have different lessons and different assignments for these days. I learned many new teaching methods, Mrs Davis had very interesting agenda, warm up games, grammar references, and etc. the lesson was quite interesting. After lessons we went to the Guidance and Career Centre, where we had very interesting session about the school policy, dress code, student assistance program, how do the parents apply for the school, Mrs Ruth gave us very interesting books about teaching methods and lesson plans.

  16. Now I want to let you know about our second visit at JEB Stuart high school. We began our working in PLATO, this is the name of the computer lab. Where we were given our passwords and contracts for using computers. We worked there a lot till 12 o`clock and we were able to write the tests of Master`s level, That tests gave us a lot of practice, experience, and self-confidence, we also visited the library ,they have enormous interesting books and looked them through. On that day I had an opportunity to meet other teachers and attend their classes, one of them was Mrs Capone, she teaches Science, her lesson was so good and beautiful, I wished never ended it, she used the smart board during the lesson, Mrs. Capone has very interesting program which is called “Concepts Science I ” this course is designed to help improve the student`s English and Science knowledge and prepare them for the “core” science classes: Biology, Chemistry, Physics, and Geosystem, Quarter grades will be based on the following categories and percentage: Written assignments and lab reports 40% Tests, quizzes and performance assessments 30% Homework 30% This school has such tradition: every year on that time they meet Alumni, they have homecoming events, for school 50-th Anniversary, so we were invited to the PEP RALLY and homecoming parade, we had a wonderful time there,

  17. My goal is to adjust new methods and new teaching strategies, that will meet the needs of my kids in Georgia, enhance my teaching skills, and increase my knowledge about the US culture and educational system.

  18. J.E.B. Stuart High School My observation about student assessment system in the classroom, I attend classes at J.E.B Stuart High School, my mentor teacher is tviy Devis , she is real professional, she uses many kinds of assessment system, and here is what I have observed during classis, though we didn`t have enough time for this. I am going to use the following assessment methods in my school, because it is new for my students and I will also share them to my colleagues. We had very interesting discussion about topic. As teachers, we must not just want to believe that all students can learn, but must really want each and every student to feel the exhilaration of success. Student`s Assessmentis based on the contention that student achievement and academic self-concept are determined, by and large, on the basis of students’ perceptions of their own success in classrooms. It presents a philosophy that places students at the center of the classroom equation. The single most important value any teacher must bring to the classroom assessment process is a strong sense of caring about student wellbeing in school

  19. I found out that complex outcomes to assess, including: • Knowledge outcomes: material to be mastered either through memorization or via using references; • Reasoning Outcomes: ways to use knowledge to meet specific problem-solving challenges; • Skill outcomes: things that students should be able to do as a result of mastering the material presented; • Affective outcomes: feelings students might experience as a result of study. “Assessment is not a mathematical challenge. Assessment is a challenge in clear thinking and effective communication”- she says,

  20. 1. Classroom assessments provide the basis of information for student, parent, teacher, principal, and community decision-making. 2. They motivate students to try-or not to! 3. They screen students in and out of programs, giving them access to the special services they may need. 4. They provide at least part of the basis for teacher and principal evaluation. Classroom Assessment unfolds in four parts: Understanding Classroom Assessment Context, Understanding Assessment Methods, Classroom Applications of Assessment, Communicating About Student Achievement. Each part offers unique perspectives on the classroom assessment process, yet the four parts present a unified overall picture of the assessment process and its place in day-to-day instruction.

  21. Involving Students in Assessing Reasoning 1. Have students think aloud when problem-solving. 2. Have students learn to label an understand the kinds of thinking they are using. 3. Ask students to probe each other's reasoning. 4. Offer students repeated opportunities to participate in developing sample tests items that tap reasoning. 5. When asking questions that require reflection and thought, wait for a response. 6. Avoid questions that call for a yes or no answer. 7. Use concept mapping. 8. Have students design essay and performance assessments that measure reasoning. 9. Set up a classroom display on the kinds of reasoning valued

  22. Designing Portfolio Systems 1. Who will be involved in the portfolio design? 2. What will be the purpose of the portfolio? 3. What specific outcomes will be reflected in portfolio material? 4. What kinds of assessment information will be considered appropriate to meet the portfolio's purpose? 5. What guidelines will govern the selection of material for the portfolio? 6. Who shall make the selections? 7. What criteria will be used to evaluate entries in the portfolios? 8. How will student self-reflection be worked into the system? 9. What criteria will be used to evaluate the quality of the self reflection? 10. What criteria will be used and who will evaluate the portfolio as a whole? 11. Who owns the portfolio and who has access to the portfolio? 12. How will it be stored and transmitted to users?

  23. HOW TO BE AN ESL TEACHER Love kids-Embrace diversity-Knoweach student`s name-Smile-Be flexible-Singsongs-Keep the kid`slaughing-Open your heart-Always encourage-Be dramatic-Display student work-Laugh at your mistakes-Wear holiday clothes Get your rest-Have an international food`s day-Be patient-Show compassion-smile

  24. Multiple Intelligences Self Assessment Test

  25. Step 1 Primary : Avoidance (6 o`clock) Backup: Affiliative (2 o`clock) Step 2 My Avoidance Score is in Low Range, so this means to me that I probably prefer to confront things rather than avoid them. I seldom experience significant doubt over my ability to deal with problems, and are usually not afraid to take occasional risks. Rather than always choosing the safest route, I am likely to explore different alternatives for accomplishing something. Confidence in myself contributes to my belief that I can change things for the better. When I do mistakes, I probably see them as opportunities to learn and grow. Step 3 Significant Person Ideas/Behaviors I might Have Learned (or situation) Generally I am the person who likes It would be better to learn struggle in life, I`m never afraid of on other`s mistakes, not to dealing with different kinds of pro- experience myself. Blems. but there is one thing that I`d really like to improve, to learn how to avoid to confront things, and choose the safest route

  26. Step 4 Personally Positive Consequences Self-Defeating Consequences Avoid problems. Prefer to confront things rather than avoid them. choose the safest route. Explore different alternatives. Self-confidence. To be too risky . Hide our feelings. Professionally Positive Consequences Self-Defeating Consequences Ignore problems face the situations that carry The risk of personal defeat. Maximize interaction with stuff minimize interaction with Members. colleagues. Realistic goals to accomplish can`t provide subordinates with realistic goals. Step 5 Some positive differences: If I changed my behavior in this area, my life will really change, because I will know how to ignore my problems, I will not take occasional risks, explore different alternatives for accomplishing something. Some negative differences: In my opinion When I make the mistake, it will be especially difficult for me to forgive myself and move on. I will typically refrain from examining and expressing my feelings. My tendency to focus on my own concerns can cause me to ignore what is happening around me.

  27. SAMPLE LESSON PLAN BASED ON MULTIPLE INTELLIGENCES Integrated Lesson Plan Topic – “The Forty Niners” Grade – IXth grade The subjects integrated with– English Language; Geography, Music Number of st s.– 23

  28. OBJECTIVES • Engl. - Reading for purpose. • Engl. - Enrich the vocabulary with new words. • Engl. - Connect the words logically with each other. • Engl. - Develop listening skills. • Geogr.- Research the routes of 49-ers and transfer them onto the map. • Geogr.- Research the routes of 49-ers and transfer them onto the map. • Geogr.- Use Geography's international language-map for research. • Geogr.- Travel with imaginary route to make research.

  29. Music - Perceive the composition according to the context. Music – Guess the content of the song and pick the information about the characters. ICT – Look for the necessary information by ICT, though the internet. ICT – Involve the ICT in the lesson in order to improve it. ICT – Use ICT with their classmates to improve their knowledge implement their ambition and interests. MATERIALS Formats, markers, books, maps, cards, USB-drivers, computers, type recorder, DVD-disk

  30. PROCEDURES FOR LEARNING ACTIVITIES Activity#1 name of the activity: aim: connect the words logically. time: 15 min. work Individually Step I I give the instructions to the Sts, to read the text silently, they will have the time. 10 min. and write all the new words in their notebooks. Step II I ask the students to dictate the words. I write them on the blackboard in random. pick up, suffer, justice from, quiet, empty, expensive, discover, sailors. rich, government, disease,

  31. Step III The students are given the task (they work individually) guess the meaning of the words by the context Step IV connect the words logically with each other e.g pick up government  rich sailors

  32. Step V (work in pairs) I give instructions: find the sentences using these words and read loudly and the second partner should translate into Georgian. This activity develops: Linguistic Intelligence, Logical Mathematical intelligence, Intrapersonal( individualized instructions) Intelligences Activity #2 (work in groups) aim: Using the new words restore the text. i explain the aim of the activity, what the sts. will have to do. There is the extract form the text form which the words are missed, the sts will fill the empty gaps, and the first letter of the word there is also given. they must close the books and do the work. the extract is written on the Monitors:

  33. there were three w _(I)_ to get California from the eastern United S_(II)__. The most comfortable way was to go by S ___(III)___ around the tip of South A___(IV)___. and then north to San F___(V)___. by the time P___(VI)___arrived, there was not going to be much G___(VII)___ for them to find. A faster way to get to California was to C___VIII)___ Central America. After the activity the sts. exchange, the places in front of the computers and correct each other`s works, and two leaders make the presentation . This activity develops special intelligence

  34. Activity #3 time-15min. For this activity we ask the Geography teacher for help. We together divide the class into three groups of travelers. They are given such task. ”Imagine that you` re the 49-ers, and you are desperately going to look for gold in California. From the text we know that there are three ways from Eastern States to get to California: 1.The most comfortable way was to go by ship around the tip of South America ,and then North to San Francisco, but there was the problem –it took between four and eight months to complete the journey. 2.A faster way to get to California was to cross the Central America, where the distance between the Atlantic and the Pacific Oceans was the shortest, and then continue North by boat. But there was the problem: The 49-ers who came that way could expect bad food, bad water, disease, and the possibility that the boat might never come to pick them up.

  35. 3.A third way was to cross the country by land, in covered wagons, but there was also the problem: this way was slow and dangerous, some wagon trains suffered terribly, by both from freezing winter weather and from Indian attacks. Each group takes the route get by voting. They should research the way 49-ers traveled and transfer the route on the map. They have the political maps on the screen, The group which guess the right route will be the winner. This activity develops Special intelligence, Bodily-kinesthetic intelligence (competitive and cooperative games),Interpersonal Intelligence,

  36. Activity # 5 /listening/ Time 10 min For this activity our music teacher helps us .we give the task to the students. Listen to the music, insert the missing words in the song and pay much attention to what period of American History is expressed in the song, what genre does the song belong to, what is the feeling of singer? etc. This activity makes very friendly atmosphere in the classroom, they listen, pick the main information about the characters, the students define the situation in which the 49-ers had been. This activity develops Musical Intelligence Interpersonal Intelligence, Linguistic Intelligence. 5. REFLECTION This lesson Plan is based upon MI Theory, activities spanning all seven Intelligences have been used to achieve the instructional objectives.

  37. UNIT LESSON PLAN TEMPLATE TOPIC: SEASONS OF THE YEAR LESSON 1 (INTRODUCTION OF THE TOPIC) Teacher Ekaenukidze Grade 7-th Proficiency level pre-intermediate Program model push in Content: ESOL Teacher PLANNING PHASE State Virginia, standards of learning http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316 Language Objectives English for ESOL Students

  38. Goal 1, Standard 1To use English to communicate in social settings: Students will use English to participate in social interactions Indicators: sharing and requesting information expressing needs, feelings, and ideas engaging in conversations express feelings through drama, poetry, or song Goal 1, Standard 2 Students will interact in, through, and with spoken and written English for personal expression and enjoyment indicators sharing social and cultural traditions and values listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines

  39. Vocabulary Leaf, ground, change, grass, violet, melt, orange, spring, Materials Pictures describing seasons, cards, bingo, colored papers, markers, white board, handouts, CD—“four seasons of the year”( classical music), by VIVALD Lesson Outline adjust new vocabulary and use them in everyday life, develop speaking and reading skills. Content Introduction of the topic: “Four Seasons”

  40. Teaching Phase Sequence Warm –up activity: The teacher begins the lesson with the rhyme “Spring is green Summer is bright Autumn is yellow Winter is White” Then asks questions: How many seasons do we know? speak about the seasons of your county What colors do the seasons associate in you?

  41. Activity # 1 Venn Diagram Comparing and Contrasting The students will find differences and similarities between united states and their own country, and they will discuss what do they have in common

  42. Activity #2 Jigsaw Teacher splits the class into four group gives each article about seasons to them and gives time, Students read the texts in order to find out the characteristics of the year and seasons, and the classification of the months,after reading they will share information to each other

  43. Activity #3 Name of activity : Word sort to learn new vocabulary by classifying them into groups to learn a pronunciation difference between words Students figure out the differences for themselves Students think about the words to help internalize them Students write and then “handle” the words to help understand and remember them

  44. STEPS • Teacher gives students a list of words to use • Students copy them into squares on a grid either given by the teacher or use regular lined paper . • Students cut the words apart. • Students sort the words without being told how to sort them. • Students explain what they used to sort into different groups • Teacher clarifies or corrects and then states the difference to the whole group.

  45. Differentiated Instruction: • Warm up: ask questions about seasons • Activity #2: Venn Diagram • Activity#3 : Jigsaw • Activity#4:Word Sort

  46. Assessment Students will be given a 3-2-1 summary sheet in order to self-assess their writing process. Students will write down three things they did during the lesson, two things they could work on a little more, and one thing that may be a problem

  47. Closure Students will share what they have learned from this unit, They will go to their Venn Diagram Chart and write what they learned in ” in common” column, Homework Make the PowerPoint presentation about the seasons, Students must choose one of the season and search the pictures and information about it.

  48. SAMPLE LESSON PLAN TEMPLATETOPIC: SPRINGLESSON II Teacher Eka enukidze Grade 7-th Proficiency level: Pre-Intermediate Program model : Push in Content: ESOL Teacher PLANNING PHASE State Virginia, standards of learning http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316 Language Objectives English for ESOL Students

  49. Goal 1, Standard 1To use English to communicate in social settings: Students will use English to participate in social interactions Indicators: sharing and requesting information expressing needs, feelings, and ideas engaging in conversations express feelings through drama, poetry, or song Goal 1, Standard 2 Students will interact in, through, and with spoken and written English for personal expression and enjoyment indicators sharing social and cultural traditions and values listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines