MINI-PORTFOLIO

GRADE 6C WORLD HISTORY, ORCHLON INTERNATIONAL SCHOOL, ULAANBAATAR, MONGOLIA.

MONDAY, APRIL 21^ST, 2014.  12:40pm-2:05pm (TWO 40 MINUTE PERIODS).  2 observation periods.

MENTOR TEACHER: MUNKHBAYAR Cheebaatar.  PRE-SERVICE TEACHER: MICHAEL LESSER

TEXT: No text (fiscal restraints), but teacher uses Eastern Hemisphere from the library, as well as downloadable worksheets, from Networks and other sites.

The first item of the lesson was an exam on Ancient China.  The students were provided with a blank sheet of paper.  Mrs. Munkhbayar Cheebaatar wrote the exam on the board and students copied down the items.  35 minutes.  If there is not enough time, she will allow them an extra 5 minutes (during the break).

Explain the key terms and names. (5 points, for a total of 30%)

A)     Plateau

B)      Dynasty

C)      Ancestor

D)     Oracle

E)      Huang River Valley

F)      Anyang

2. Write an essay about Ancient China.  5-6 paragraphs, including title, topic sentence in each paragraph, supporting details (supports ideas, topics, reasons, facts, conclusion), purpose, summary (conclusion).  70%

Mrs. Munkhbayar Cheebaatar also explained the important aspects of writing an essay (parts of a paragraph, etc...).  She also gave them a handout to explain the details.

2^nd LESSON (THE ANCIENT GREEKS)

She began by asking them to guess which ancient history they would learn about.  She stated the purpose: To remember or find our imagination about ancient Greece, to make a timeline, to write key vocabulary.  Most important thing is to make a timeline, and geographical feature of ancient Greece.  She asked students about what they already know about ancient Greece, students raised their hands, and teacher wrote these answers on board.  She asked them to copy this into their notebooks.  She handed out the worksheets, and asked students to only write their names in pencil, as she would collect them at the end of the lessons (5 lessons later).  She then used the information handouts to verify if the information she wrote on the board was correct or not. 

Mrs Munkhbayar and I had many discussions in our respective offices about Marzano's taxonomy, as well as Bloom's taxonomy and how these both affect her assessments, lessons and evaluations of the given task(s).

BLOOM'S TAXONOMY

MARZANO'S TAXONOMY 

3rd and 4th observation.  29-4-14 Tuesday

Mentor Teacher: Mr. Munkhbold Zaankhuu (Head of History and Humanities Dept.)

Grade 8 World History, 8:05am-8:45am and 8:50am-9:30am (2 period double class) The Industrial Revolution (Revision Lesson)

Pre-Service Teacher: Michael Lesser

Text: (no use of a text in this lesson), but he uses Checkpoint.

Began class with students standing and said various greetings.  He checked notebooks.  Mr. Munkhbold spoke in Mongolian and English, and wrote on the board in English.

He wrote a timeline on board, with industrial revolution on top and items underneath.  This timeline included more machinery, factory system, and business cycle, domestic, in order to demonstrate when things occurred.  Then he wrote the various items in a list.  He added some things, such as cities.  There was a list on the right hand side, called KEY ELEMENTS OF INDUSTRY.  In this list, he included Capital (wrote the word in Mongolian for translation), Labour Force, Resources (land).  He then listed countries affected by the Industrial Revolution, such as Britain, France, Denmark, USA, Russia, China, Japan, and Germany.  Then he provided examples of more things that were happening at the time, such as the Agricultural Revolution, Colonies.  He asked which cities were industrial.  Manchester was one of them.  Talked about the steam engine, railway, science, machinery, (Germany borrowed it from Britain), government support, USA: Migration of skilled workers from Britain.

2^nd LESSON

At the very top, there was a title: Industrial Revolution.  Under the title, he wrote a triangle with lines in it (triangular graph).  Top portion had king.  2nd level nobles, 3^rd knights, ending with peasants.  This royal triangular graph was on the left, while on the right, there were two sub-headings: Capitalism and Communism.  Under Capitalism, he listed (using a sort of mind map), capital, individual, government, while under communism, he had capital in one circle, linked to government in another circle, which had 3 circles, all of which were industry.  Under royalty, he wrote another triangular scheme, which showed that all of the top three spheres had power, while in capitalism, the top had power, but so did the lower parts.  In communism (1921 to 1990), there was a hexagon, as there was shared power at the state level.  He talked about the working class often, and towards the end of class, he asked students questions about his lecture.  

5th and 6th observations.  Grade 6B World History

May 1st (2 class periods)

Munkhbayar Cheebaatar and I assisted students, who worked in groups, to create a poster about an assigned Greek topic.  Each group of 4 to 6 students worked on their informational posters, and in the 2nd half of class, a representative from each group spoke for two minutes, representing their poster.  Students in the audience then gave critical comments (both negative and positive), about the posters and speech.

7th, 8th, 9th 10th, 11th, 12th, 13th, and 14th observations.  Grade 7 Geography

April 24th, 25th, 28th, 29th, 30th, May 1st, 2nd, and 3rd

Mentor Teacher: Anupriya Sharma

Mrs. Anu provided the students with an exam (see below), which we both had input on, and discussed for a few hours before hand.  During our conversation, we also discussed the student, teacher and administrative expectations, possible field trips, geographical knowledge of the students prior to taking the course, during the course, and results after formative and summative assessments.  The textbook was analysed, and comparisons between human and physical geographies of grade six, seven and eight, were made.  The students' English skills were also mentioned.  During class time, the students sat their exams.  April 24th and 25th were days to discuss, plan, and organize, while the rest of the days were scheduled for students to sit the exam.  In the days that followed May 3rd, Mrs. Anupriya graded the exams.  See exams below.  The Secondary 1 exam is first and is followed by Secondary 2.

SECONDARY ONE GEOGRAPHY EXAM

SECONDARY TWO GEOGRAPHY EXAM