memthoi’s portfoliocehd.gmu.edu/assets/docs/cie/fall08_portfolios/takhellambam.pdf ·...

MEMTHOI’S PORTFOLIO

CONTENTS

SECTION 1. INTRODUCTION

SECTION 2. LESSON PLANS

1. MY LESSON PLANS

2. SHARED LESSON PLANS

SECTION 3. STRATEGY

1. MY STRATEGY

2. SHARED STRATEGY

SECTION 4. INTERNSHIP IN JEB STUART HIGH SCHOOL

SECTION 5. REFLECTIONS ON GMU

SECTION 6.PHOTOGRAPHS

SECTION 7. CONCLUSION

INTRODUCTION My name is Memthoi Takhellambam.I am an Indian belonging to the state of Manipur,border area to the country of Myanmar.I have been awarded Best Teacher 2004, cohosted by AIR INDIA and Singapore Tourism Board.And I visited Singapore as a ambassador guest. My qualifications are MA. MPhil(History) M.ed.

I have been teaching for the last 10 years in History from grade 8 to 12.And for last 6 years, I have been working in a Teacher Training Institution in Methodology of Teaching Social Studies.

My School name is CHINGTAM HIGH SCHOOL,Imphal West, Manipur,India.It is a coeducational Government School.Most of the students belongs to family below poverty line,working in agricultural farmimg.My students are first generation learners aiming to be an educated person,with full of enthusiasm and aspirations.

Teacher’s dress consists of traditional attire,salwars and sarees.The supervision of the school is the Pricipal and Gorvernment higher authority . The job is flexible and can be promoted to higher level of post.Teacher ‘s salary is Rs 10000($200)per month only.The timing of school is from 10.30am to 3.30pm. I teach History of grade 9 and 10.

LESSON 1

Participant:Memthoi Takhellambam Grade Level:10

Title:Subhas Chandra Bose during the second world war. Date:10/13/08

1.Objective:

1.To acquaint the students with the life of Subhas Chandra Bose.

2.To acquaint the students how to locate places in a map and to read and understand Time Line.

3.To develop in the students the sense of brotherhood,patriotism and love for the Mother country .

4.To enable the students to understand national and international events and to appreciate them.

2.Materials for Learning Activities:

1.An outline map of India and Asia, poster chart, colour pencil and marker to be used by the students.

2.Ordinary classroom appliances,a picture of Subhas Chandra Bose,a time line. 3.a map of Asia indicating Japan, Singapore and other places connected with Bose.

4.A map of India indicating Moirang in Manipur where the first Tricolour flag of India was hoisted.[the last 3 are to be used by the teacher]

3.Procedures for Learning activities:

1.Introduction: In order to motivate the student towards the day’s lesson, I will start a warm up activity first. It will be time line chart and the direction will be to put the following date and events in order on the time line. Then I will ask relevant questions based on previous knowledge thereby activating the students.

2.Instructional strategies: The teacher will present today’s lesson with the active cooperation from the students.The method of story telling and question and answer will be used.Picture, timeline and map will be shown according to the relevant situations.

3.By giving a Blackboard Summary I will outline today’s lesson.

4.Timing; Introduction:5mts

Instrruction:20mts

Summary:5mts Assament:10mts

4.Assessment:

In order to test the newly acquired knowledge,some procedures will be done like giving a outline map and telling them to locate the new places;written exercises like fill up the blanks Or multiple choice type questions.

5.For individual learners, more difficult tests will be given to the stronger students as homework.Different choice type question will be given so that weak /developers students can choose whichever question they could do so.

From the work assign in the class and homework, the teacher will be assessing whether the students had understood the lesson or not.

6.Reflection:

The teacher can reflect the merits/demerits of the plan and chalk out new method and strategy to give full comprehensive knowledge of the lesson, next time.

Lesson Plan 2 Intern:

Memthoi Takhellambam Grade Level:10

Title:Introduction of western education in India Date:10/23/08

I. Objectives

1.To acquaint the students how western education was introduced in India.

2.To acquaint the students how to locate places in a map.

3.To acquaint the students the skill of reading and understanding time line.

II. Materials for Learning Activities 1.An outline map of India. 2.A time line III. Procedures for Learning Activities

1. In order to motivate the students a quiz session will be done based on prior knowledge 2. Today’s lesson will be follow in discussion using map and time line at relevant situation. 3. With active cooperation from the students a blackboard summary will be put up and they

can copy it. 4. Timing: a.Introduction:10mts.

b.Instruction:20mts

c.summary;5mts.

d.assessment:5mts.

IV. Assessment In order to test the newly acquired knowledge, an outline map to locate the places and a work

sheet of time line will be given to the s tudents and a set of multiple choice type question.

V. Differentiation Different set of questions based on difficulty level will be given and students can choose onlyone according to their understanding level.{as homework}

VI. Reflection

Teacher can reflect after assessing the evaluation of the classwork and home work and can rectifly it.

Lesson Plan 3

Intern:Memthoi Takhellambam Grade Level:10

Title:Mahatma Gandhi(1869_‐ 1922) Date:10/23/08

I. Objectives

1. to acquaint the students with the life of Mahatma Gandhi,The Father of the Nation.

2.how to locate places in a map.

3.how to develop a time line

4. how to figure out and identify a picture of Mahatma Gandhi.

5.to develop the sense of brotherhood,patriotism and love for the mother Country.

II. Materials for Learning Activities 1. A map of India 2. A chart showing time line. 3. A picture of Mahatma Gandhi 4. Ordinary classroom appliances,work sheet,colour marker.

III. Procedures for Learning Activities

1. A quiz session as a warm up based on previous lesson. 2. Instruction will begin on story telling method. Picture, timeline and map will be shown. 3. Blackboard summary will be develop with the active cooperation from the students. 4. Timing;introduction;10mts

Instruction:20mts Summary;5mts assessment;5mts

IV. Assessment Worksheet of fill up the blanks will be given to each students to assess their knowledge.

V. Differentiation Homework based on timeline and map will be given.Teacher can differentiate their skills in this application step.

VI. Reflection

After evaluation the homework, teacher can reflect the merits/demerits of the lesson plan and rectify the remedies.

Lesson Plan 4

Intern:Memthoi Takhellambam

Grade Level:10

Title:Indian National Movement(1922_1940) Date:10/24/08

I. Objectives

1.To develop in the students the sense of brotherhood,patriotism and love for the mother country.

2.To develop in the students to indentify some important leaders of the freedom struggle.

3.To develop in the students how to locate places in a map and to read time line.

II. Materials for Learning Activities 1.Ordinary classroom appliances. 2.Pictures of the important leaders 3.Map of India and Europe. 4.A time line.


1.A pre reading strategy like Here and Now as warm up.

2.Discussion method in the teaching learning process.

3.Group work in poster making will serve as summary.

4.Timing :Introduction:5mts

Instruction:10mts

Summary:20mts

Assement:5mts

IV. Assessment Exercise to fill up Timeline individually.

V. Differentiation Homework on different question based on difficulty level will be given to test differentiation.

VI. Reflection

My self reflection and students performance will bring out the merits and demerits of my lesson plan.

Lesson Plan 5

Intern:Memthoi Takhellambam Grade Level:10

Title:India wins freedom Date:10/25/08

I. Objectives

1.To develop in the students to understand national events and to appreciate them.

2.To develop the students the skill of reading map,and timeline.

3.TO develop picture identification,vocabulary and critical thinking.

II. Materials for Learning Activities 1.Ordinary classroom appliances. 2.An outline map of the world and India. 3.A time line, some pictures of the important leaders of India. 4 Material on post reading strategy(fact Vs opinion).


1.Quiz to activate prior knowledge.

2.Teaching learning activity will be carried out in story method using teaching materials at relevant situation.

3.Blackboard summary will be develop with the active cooperation from the students.

4.Timing:introduction;5mts

Instruction:20mts

Summary;5mts assessment:10mts

IV. Assessment Reading material will be supplied to find out their critical thinking,fact and opinion.

V. Differentiation

Homework to write a paragraph on the topic to know the students differentiation level.

VI. Reflection

The teacher will reflect on teaching strategy and material used to evaluate the teaching effectiveness.

Shared Lesson Plan 1

Intern: Mon Bahadur Chettri Grade Level: 11

Title: Climate of India Date: 17‐10‐08

I. Objectives

‐Define all new terms of the chapter

‐Analyse why the weather keeps fluctuating

‐List the factors causing changes in the climate

2. Materials for Learning Activities

Thematic maps of India,LCD projector,poster

3. Procedures for Learning Activities . Warm up

The class is divided into two groups called Summer and Winter.

The teacher asks the students to list down all the advertisements that they have seen on TV

that are related to the climatic condition.

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.

Procedure

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

The students throw in their ideas about what are the weather conditions they experienced during these particular season.

4.Assessment

As an assessment activity the teacher gives the students an opportunity to quiz each other according to the groups that they have been divided and it is mandatory for each student to answer at least one question

5.Differentiation.

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

6.Reflection

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

Lesson Plan 2

Intern: Hasnain Imam Grade Level: XI Title: Gender Date: 14 October 2008 I. Objectives The students would be able to answer the following questions at the end of the topic. a. Define a definition of gender. b. Is the concept dependent on biological notion or is societal in nature. c. What are the stereotypes attached in the notion? Relate to some that you experience every day. What are your views? d. What are the major trends in politics surrounding gender issues in our country and its impact? e. Do you support positive discrimination based on gender and why? II. Materials for Learning Activities

• Text books. • PowerPoint presentation. • Spread sheet for pupils to write their free thoughts at the start of the class and note

the difference on the concept at the end of the class. • Excerpts of a popular film "Chak De India".

III. Procedures for Learning Activities The teacher would first announce the topic of the lesson and give the writing sheet to each student and tell them to write in 5 minutes on their understanding of the word 'Gender". After the time allotted the students are asked to share their ideas to friends sitting next. This is followed by showing few excerpts of a film that uses field hockey as the perfect outlet to discuss gender inequality in India. After the film the teacher will discuss the specific aspect of the film and using students’ response the teacher would bring about the

concept of gender and its various nuances in the Indian society and would relate it to everyday example. As a follow up action the teacher will plan a field visit to a NGO which works on gender issues. IV. Assessment The students would note the changes in their knowledge of the concept when they write about what they learnt about Gender at the end of the class and how it differed from the earlier view. This they will work in groups and note the changes in their experience. It would be a self assessment evaluation where the teacher would facilitate. V. Differentiation While the students write their free thoughts the teacher will around the class and help the ones that need help. Again when while making them work in groups the teacher would do the same. VI. Reflection The teacher would assess the change in the students learning assessing the sheet which the students will return and plan accordingly.

Lesson Plans by Elisabeth

Title: Influence of society on environment Date: 10/16/2008

Grade Level: 6

I. Objectives

Summarize the problem of influence of society on environment in the past; define how we use natural resources today; analyze the problem of the most efficient use of natural resources;

II. Procedures for Learning Activities I divide class in groups and tell them to discuss a problem within groups.

Group 1: Plato said: ``There were (in Attica) forests in the past but today just bees can find food on these mountains.” Question: ``What did Plato mean? What was the reason of change of environment?``

Group 2: A photo of modern Ur (Mesopotamia). Question: ``There was a big city in the past, here is a desert today. What was the reason of change? ``

Group 3: An emperor of Rome forbade private persons to kill lions in Northern Africa. Question: ``Why did he order this? ``

Group 4: Historical source of XVII century tells us: `` Air is clean and fresh in other places but in London you can hardly see the sun and you can easily recognize this city by smell. `` Question: ``Why did London have these problems? ``

I ask each group to choose a leader for representing their opinion. (7 min.)

Then we listen to the leaders (the time‐limit is 2 min. for each one) and I write briefly their conclusions on a blackboard: 1. diminishing of forests

2. Decrease of number of animals

3. Degradation of soil

4. Pollution of water and air (8 min.)

I tell students to count things that are necessary in their everyday life (and to explain briefly why they are necessary). I ask them: ``what do we need to make these things? `` I summarize their answers and write on the blackboard:

a) Natural resources

b) Factories

Questions: ``Can you explain how we influence on environment when we make just one of these things that are necessary for us? a) What kind of sources of energy do we need for factories? b) How do we treat forests, animals, soil, air, water (or natural resources)? c) Compare the modern situation with the past.

(10 min.)

I gave each group a scheme with natural resources (resources are divided into renewable and non‐renewable) and ask them: ``what can we do? How to use natural resources, what can we change? `` (They have to discuss this problem within the groups, find the best solution of it and represent their opinion.)

(10 min.)

We listen to the leaders (the time‐limit is 2 min. for each one). Then summarize the results.

(10 min.)

Homework: Man‐the master or the protector of nature? (Write) (``Master`` is an owner who doesn’t care about results; ``protector`` is an owner who manages to use his goods and also protect them.)

III. Assessment

The first part of the lesson helps students (on the basic of their knowledge about occupation of a man in the past) to assess the influence of society on environment. In the second part they realize the importance of natural resources, the necessity of using them (or the influence of economy on environment). The third part gives them a chance to discuss different ways of the most efficient use of natural resources. The homework helps students to think over the problem of relationship between society and environment and to realize their own responsibility in making decision. It also helps me to check how they understand this problem.

Portfolio Strategy Sheet 1

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

1. Name of method or strategy:

Groupwork.

2. When is this method or strategy useful?

At the beginning or during the mid of the class.

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

Participation of the children in the teaching‐learning process is more.students are engaged in

activities.These helps in Reading,Writing,Speaking and Listening skill of the dtudents.

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

Class is divided into groups.The students write down on a poster sheet the answers to the

question that are assigned by consulting the textbook .then they put up the poster and read out the

answers where each individuals participated in it .

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

It will increase active participation of the students , engage in activities and helps in findings

out the answers by themselves.

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

Besides active participation of the students , it will develop Reading, writing, speaking and

listening skills of the students.

Portfolio Strategy Sheet 2



Visual method


After the end of the presentation of the lesson.


It helps in recapitulation of the lesson delivered and in evaluation of the students

knowledge,understanding,application and skill.


The worksheet are distributed to each students and they are to fill the sheet in a given

time.they can consult the textbook or the classnotes.


After the end of the presentation of the lesson.


This will help in active participation of the students.It will also engage the students in the teaching

learning process.It will help in the retention of the students memory .

Portfolio Strategy 3



Jigjaw Puzzle.


At the beginning or the end of the class.


IT helps in recollecting the previous lesson taught. It also helps in applying the newly acquired

knowledge and teacher can evaluate and assess it.


The jigjaw puzzle sheet is distributed to each student. They can consult textbook to find out

the answer by looking up the clues.


At the beginning or the end of the class.


It would create students curiosity to acquire new knowledge.It will be a good warm up.The

teacher can easily assess and evaluate students performance.




Team Teaching


If the number of students is more than 30.


Between the two teacher one can do the teaching process and the other supplement

it .And one can look after the students and helps them in their needs like what to copy from the

blackboard, whether they are listening or not,assisting the weak students during the class etc.


Students will be divided into group consisting of weak and strong .work sheet will be given to

each student.At the end of the class they can do group discussion to revise the lesson taught.


During the class period as a whole.


This will be helpful when the number of students is large. The mixing of weak and strong

students will bring cooperation and help each other in their needs.The teacher can assist each other

during teaching learning process and at the same time can look after students needs.



1.Name of method or strategy:

Pre‐Reading strategies. [Like here and now; skim,scan, and predict;wordwall;predict‐o‐

gram;anticipating guide;concept ladder; knowledge rating;KWL chart.

2.When is this method or strategy usefuf?

At the beginning of the class as warm up.

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

These strategies are designed to activate prior knowledge and encourage students’ skills in predicting.

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

Here and now:give students an image(e.g.photograph,political cartoon etc) or a short reading,

preferably a primary document like a letter. Have students spend no more than five minutes

composing a react ion to the image or reading.Students can share responses and/or teachers

can use the image or text to prompt a class discussion.

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

At the beginning of the class as warm up.

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

It will activate prior knowledge , encourage students’ skills in predicting,reading skills, learning

vocabulary etc.

Portfolio Strategy Sheet Mon Chettri



Mind Mapping


When the teacher wants to find out the prior knowledge of the students.


This strategy very quickly tells a teacher how much the children already know and hence helps

plan his lesson.It also enables the teacher to teach from the general to the more specific.


The teacher gives the general topic and writes it on the board. He then asks the children for

some issues related to it and writes them on the board,linking them to the main topic.The

teacher then divides the class into groups and gives each a chart and a marker.The teacher asks

the students to think on each subtopic and chart a mind map.The teacher draws an example on

the board to make the activity clear to the students.Children are given only about 10 to 15

minutes to completes the mind map.

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

This method can be effectively used while starting a new topic to know the prior knowledge or

at the end of a lesson as part of summarization or recapitulation.It can reinforce learning.

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

or strategy?

The teachers of other subjects can also use this strategy successfully for the above mentioned

purposes.

Portfolio Strategy Sheet 5 by Hasnain



Using graphic designers or organizers.


This method helps students to get connected to the main idea of the lesson or the points that

they have to relate to in order to understand and retain the lesson.


Charts, graphs and outlines highlighting the main points of the lesson give the students the

pictorial representation of the idea which they find easy to connect and retain.


Step 1

The teacher has to plan in advance what charts, graph or outlines is to be used for the lesson.

Step 2

The teacher may present those at the start of the lesson to help form ideas for the students or

may use them whenever he needs to relate those with the deas discussed at hand.

Step 3

Student responses are used to highlight the main points.

Step 4

Students are encouraged to make a note of the graphics for their ready reference.


It will be helpful in explaining difficult concepts or highlighting the main points of a lesson that

the students need to know.


The other teachers should know this theory to use them as a strategy to aid in their teaching.

They would be made aware of its effectiveness in explaining major ideas of a lesson or helping

students make conceptual connection to the concept s of the lessons.

Portfolio Strategy by Elisabeth



How to use library and how to search for information in internet.


It`s very important to collect information.


It`s useful to know how to find the appropriate book, which site is reliable…


• First students are informed about different kind of informational resources

• Then teacher explains how to search for books, magazines, websites

• They discuss what kind of informational resources are reliable.


I`d like my colleagues to know how to inform students about searching for information.

MY INTERSHIP AT JEB STUART HIGH SCHOOL,FALLSCHURCH,

VIRGINIA,UNITED STATES OF AMERICA.

1. The ESOL(English for Speakers of Other Languages) and Social Studies Mentors gave us a warm welcome.We had a through tour of the school.Then we started observing the Teaching Learning Activity/Process.My Mentor Teacher is Eric Welch who teaches AP Government.

2.Besides observing different History classes of different level of SOL(Standard of Learning),IB(International Baccalaureate),AVID(Advancement via Individual Determination),I had the opportunity of observing and interacting with other classes of English,Government,Special Education(for mentally retarded children),

Elective subjects like Biology Lab,Medical Technology,Design and Technology etc.The teachers have used various teaching strategies in their Lesson Plan.

3. I had the privilege of having special meeting/session with the coordinator of Guidance Section,Special Education,Career Counselling,IB Programe,AVID etc

4.I also attended the speech given by William Davis,UNO official representative on the topic”Millennium Development Goals.End Poverty 2015 Make it Happen”

Next was Tom Davis,Congressmen from Fairfax County,Virginia,of the Republican Party in the House of Representatives.

We had a chat with Eric Dzakuma,a teacher from Ghana who is at the school for the Teacher Exchange Programe for one year.

5.We observe the SAT(Scholastic Aptitude Test),slide show in the Library on assessing websites and research databases,PLATO computerized reading program(strategies and skill) and I completed the tutorial on using context clues to find word meanings in the Curriculum,Intermediate Reading Stategies.

6.We visited Edison Academy to have a view of the Elective Subjects offered to the students. We enjoyed the Pep Rally Show and the delicious lunch offered by the Parents Association on the Halloween Day.The warm Tea Party given by one ESOL teacher at her house will remain in my heart.The tour at the School Office(teacher’s shop) will be forever cherished in my memory.

REFLECTION ON GMU

My Reflections on GMU was on exploration in gathering information and knowledge which brings me in a new world.The mentors and instructors which helps me to gain these new light are as follows:

1.Dr.SHERRY STEELEY in the field on the Professional Development and change,Reflective Practice and Portfolio Development. It helps in reflecting

my profession and preparing my portfolio.

2.Dr.Farnoosh Shahrokhi in the field of Educational Leadership.In the topic of Life styles Inventory,I have found out my Primary and Backup styles which are Humanistic‐Encouraging and Self Actualizing respectively.They have the greatest influence on my life.The style that I have to change is Perfectionistic. I acquired the eight different aspect of Multiple Intelligence theory. And the Social Studies group has developed a Lesson Plan on the topic of ‘Pollution’ based on MI Theory.

3.Dr.Bev Woody and Dr.Shahrokhi in field of Leading in a culture of Change, which is all about leadership.

4.Megan Garnett in Social Science Methods and Curriculum in which I acquired various methods of strategies in the Teaching Learning activity/Process.

5.The Instructors i.e.Abel Roasa,Sumanth Ravipati and Mohan Manthena in the Intensive Technology Training have taught me to be a techno savvy.

6.The variety of topics on Special Professional Development by different personalities has ushered me into a new dimension of knowledge. T hey are Dr.Bev Shaklee on: “Exceptionality and Gifted Education”;Dr.Rebecca Fox on: “Portfolio and Teacher Professional Development”;Dr. James Upperman:”Classroom Observation Methodologies and Admin‐teacher Dynamics”;Dr.Rachel Grant:”Best Pratices for Literacy Development”.

PHOTOS

IN FRONT OF THE COPITAL HILL

INSIDE THE CLASSROOM

WITH THE CONGRESSMAM JIM DAVIS ,MENTORS PAM AND ERIC.

MOUNT VERNON

SHENANDOAH NATIONAL PARK

SOCIAL SCIENCE TEACHER MEGAN AND US

CONCLUSION

My TEA programe would not be complete without mentioning the excitement and enjoyment that I have experienced in this WONDERFUL country of The United States Of America.The state of Washington D.C.with its monuments and museums has enthralled me.The Dolphin Show has bring out my delightfulness.The trip to Mount Vernon made me goes back to the historical era of the bygone time.The Shenandoah National Park has charmed me with its wildness beauty.The different cuisine has whetted my appetite.The little talk that I have shared and exchanged with different persons that I have encountered on various topics like election, weather,financial crisis,etc has added to my memory.The trip to shopping mall has fascinated me.

Lastly I thanked IREX‐U.S.Department of State/ECA,George Mason University College of Education and Human Development,Center for International Education Teaching Excellent and Achievement Project.I also thanked my mentors of Jeb Stuart High School and Instructors of Technology Training.My thanks to my new colleagues.I am going back with full of good memories which will be cherished forever.THANK YOU ALL.

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