tag:blogger.com,1999:blog-26114159607001554652024-03-12T18:44:53.394-07:00CHARLES DARWIN UNIVERSITY COURSESeslmichaelhttp://www.blogger.com/profile/09398984837190433641noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-2611415960700155465.post-48950297990518581342014-10-20T19:42:00.000-07:002014-11-30T02:50:26.249-08:00ETP-426 PORTFOLIO FOR MY PRACTICUM<div class="separator" style="clear: both; text-align: justify;">
Welcome to the beginning of Michael Ryan Lesser's (<span style="background-color: white; color: #222222; font-family: arial; font-size: xx-small; text-align: start;">s264327</span>) portfolio, for a practicum, which I completed at Orchlon International School, in Ulaanbaatar, Mongolia. The course was ETP 426 Teaching and Learning 6 / Theory to practice. The university where I was enrolled was Charles Darwin University. The program of study was a Graduate Diploma in Teaching and Learning. I taught two classes in the middle school range: First Language English and Geography. My mentor teachers were Chia-Chien Wu (English) and Anupriya Sharma (Geography). Throughout this portfolio, I have linked my evidence to the <span style="font-family: Times New Roman, serif;"><span style="line-height: 21.4666652679443px;">Australian Institute for Teaching and School Leadership’s (AITSL) National Professional Standards for Teachers (AITSL 2011), which can be found as a PDF file from the following website: <a href="http://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_national_professional_standards_for_teachers">AITSL PROFESSIONAL STANDARDS PDF</a></span></span></div>
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<b>A few sites to learn more about my school in Mongolia.</b></div>
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<a href="https://www.youtube.com/watch?v=3vlSZE3ZvH8" target="_blank">ORCHLON SCHOOL INTRODUCTION ON YOUTUBE</a></div>
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<a href="http://www.orchlon.edu.mn/" target="_blank">ORCHLON'S MONGOLIAN SITE</a></div>
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<a href="https://sites.google.com/a/orchlon.edu.mn/english/" target="_blank">ORCHLON'S ENGLISH SITE</a></div>
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<a href="https://www.facebook.com/OrchlonSchool" target="_blank">ORCHLON ON FACEBOOK</a></div>
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<a href="https://www.facebook.com/orchlon2001" target="_blank">ORCHLON ON FACEBOOK AGAIN</a></div>
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<a href="https://sites.google.com/a/orchlon.edu.mn/home/" target="_blank">ORCHLON'S NEWEST WEBSITE</a></div>
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<i>In reference this letter below, Focus Area 1.1 (Physical, social and intellectual development and characteristics of students) is covered, as Mrs. Dalantai writes: "Mr. Lesser's teaching style and methods are very instrumental in developing self-confidence, team spirit and motivation among students...Once my son told me that should he need any advise or support he would always rely and count on Mr. Lesser...I think that it clearly talks about Mr. Lesser's personality that definitely serves as a role model for many students in my son's class." Moreover, Focus Area 1.2 (Understand how students learn) is also mentioned: "He encourages interactive innovative techniques while teaching a new topic." Focus Area 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities) is briefly touched on, where Mrs. Dalantai mentions: "He encourages interactive techniques while teaching new topics." What I believe that she was referring to is my use of technology, collaborative group work, student centred classes, and references to utilizing the various multiple intelligences of my students, which would include visual, audio, as well as kinaesthetic learners.</i></div>
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<i>Focus Area 2.1 & 2.5 Content and teaching strategies of the teaching area) (Literacy and numeracy strategies) are covered, as Mrs. Dalantai explains: "He encourages interactive innovative techniques while teaching a new topic, including descriptive writing, book record keeping [book reports] and logical thinking." Furthermore, Focus Area 2.6 (Information and Communication Technology (ICT)) was also covered in my classes, as she explains below: "He encourages interactive innovative techniques while teaching..." I use YouTube as a starter for many of my lessons; I ask my students to present Powerpoint slideshows; I use Google Classroom to present information to my students; I share folders from Google Drive and through Email attachments with my students; I send them weekly E-Newsletters; and ask my students to Email their work to me.</i></div>
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<i>Focus Area 3.1 (Establish challenging learning goals) is also mentioned, as Mrs. Dalantai explains: "He encourages interactive innovative techniques while teaching...logical thinking." Focus Area 3.3</i></div>
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<i>(Use teaching strategies) is also mentioned: "He encourages interactive innovative techniques while teaching a new topic, including descriptive writing, book record keeping [book reports] and logical thinking." Focus area 3.4 (Select and use resources) is also discussed: "He encourages interactive innovative techniques...", such as YouTube clips as starters, use of Google Translate or online dictionaries, as well as using PPT for my lectures or student presentations. On occasion, we also use online voice simulators, for listening exercises, so students can get used to various accents, such as a British, American, German, Chinese, or French person speaking English. Focus Area 3.5 (Use effective classroom communication) is also written about: "Mr. Lesser's teaching style and methods are very instrumental in developing self-confidence, team spirit and motivation among students...Once my son told me that should he need any advice or support he would always reply on and count on Mr. Lesser. I think it clearly talks about Mr. Lesser's personality that definitely serves as a role model fro many students in my son's class." If my classroom communication was simply to explain lessons and teach, they I do not believe that she would have written such a sentence. Moreover, she also wrote: "He encourages interactive innovative techniques..." She is referring to student centred classes, which focus of collaborative learning, though group work. Focus Ares 3.7 (Engage parents/carers in the educative process): if my relationship with Mrs. Dalantai was anything less, then how could she have written this letter? Mrs. Dalantai, and many other parents, and I communicate often, through face to face discussions, emails, and phone calls. Just the other day, Batta's sister called me to ask about his improvement in English and what he can do to improve. She calls me once a week. I also send out weekly E-Newsletters, communicating lesson plans, homework, strategies to improve their English or Geography, as well as homework assignments.</i></div>
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<i>Focus Area 4.1 Support student participation) and Focus Area 4.2 (Manage classroom activities) are also supported in the letter below. As Mrs. Dalantai explains: "Mr. Lesser's teaching style and methods are very instrumental in developing self-confidence, team spirit and motivation among students. He encourages interactive innovative techniques while teaching a new topic, including descriptive writing, books record keeping [book reports] and logical thinking." The quotes from this parent speak volumes for my efforts to support students participation and manage classroom activities. Focus Area 4.5 (Use ICT safely, responsibly and ethically) is also mentioned by this student's mother: "He encourages interactive innovative techniques..." I discuss with my students about cyber bullying, through one of my extra curricular activities (Hall Monitors), as well as in class. I also discuss issues about privacy and how to adjust their settings on social networking sites, such as Facebook and Instagram. "Once a photo goes online, it stays there forever" is one thing I mention to my students often, trying to reinforce the idea that they need to be responsibility Online users and surfers.</i></div>
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<i>Focus Areas 7.1 (Meet professional ethics and responsibilities) and 7.3 (Engage with the parents/carers) are met, through this letter, as evidence. Yondonjamt's mother wrote this letter for me. If we did not have an open and honest relationship, then I do not think she would have written it and I could not have asked her to do so. Moreover, as mentioned above, I have weekly communication with parents, through an E-Newsletter, Emails, phone calls and face to face meetings. Moreover, as she goes on to explain: "Mr. Lesser's teaching style and methods are very instrumental in developing self-confidence, team spirit and motivation among students...Once my son told me that should he need any advice or support he would always reply and count on Mr. Lesser. I think that it clearly talks about Mr. Lesser's personality that definitely serves as a role model for many students in my son's class." This would indicate that I meet many professional ethics and responsibilities with my students, that go well beyond simply educating them in subjects. I care about their development as a person, and I am/should be obliged to be help mould future Mongolian and world citizens.</i></div>
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<b style="text-align: center;">THIS IS A LETTER FROM A PARENT, ABOUT HER SON, MY CLASS AND MY EDUCATIONAL PHILOSOPHY (Linked to Standard 1,2, 3, 4 and 7)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi62BWzLbYaWhHSFeaUGgi0w4PZzdUt5rSnYA_8HFCp7-W3e_bbZgPDTeNEbeVOFMVDtaxLCsbxrgXGiSQ72EDlGVtIM3bBvef4QpjUoMkR1fKBHL2rK2olUAsNfsMPbEMwo60X5GGYRK8/s1600/YOKO'S%2BMOM.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi62BWzLbYaWhHSFeaUGgi0w4PZzdUt5rSnYA_8HFCp7-W3e_bbZgPDTeNEbeVOFMVDtaxLCsbxrgXGiSQ72EDlGVtIM3bBvef4QpjUoMkR1fKBHL2rK2olUAsNfsMPbEMwo60X5GGYRK8/s1600/YOKO'S%2BMOM.jpg" height="522" width="640" /></a></div>
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<b><span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;">PORTFOLIO
AND ETP 426 </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 21.4666652679443px;">PRACTICUM</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;"> JOURNAL, BY MIKE LESSER</span></span></b><span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><b>This is a summary of my
classes and daily journal.</b></span><br />
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><b> (Linked to all of the seven AITSL Standards)</b><o:p></o:p></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;">I </span><span style="line-height: 18.3999996185303px;">vacationed</span><span style="line-height: 115%;"> in Pusan,
South Korea, for the summer. It was a
cheap getaway, where I knew the people, had lived before, and could hike and
get back into shape. Lower back problems
have plagued me for the better part of a decade, and more recently, weight gain
and the subsequent higher cholesterol levels exacerbated the problem. I also chose Pusan so that I could be ready,
in shape, well rested, and ready for teaching in the fall. I read many books, including required readings for ETL 421 and 414, read over the Cambridge International </span><span style="line-height: 18.3999996185303px;">Examinations</span><span style="line-height: 115%;"> curriculum and engaged in online PD courses, in June and July, watched Ted Talks & YouTube clips of middle school teaching and read the geography texts, either
after or during my rigorous daily hikes (<i>Reading my texts, doing online readings and PD, and watching YouTube is evidence of Focus Area 2.2 (</i></span><span style="line-height: 18.3999996185303px;"><i>Content </i></span></span><i><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">selection and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">organisation), 2.5 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Literacy and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">numeracy </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">strategies), 2.6 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Information and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">communication </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Technology (ICT), 3.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Establish </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning goals), 3.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Plan, structure </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and sequence </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">programs), 3.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Select and use </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">resources), 3.6 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Evaluate </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and improve </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">programs), 6.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Identify and plan </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning needs), 6.2 (</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Engage in </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">improve practice), 6.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Apply </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">improve student</span></i><br />
<i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning), 7.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Comply with </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">legislative, </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">administrative </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">organisational </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">requirements), 7.4 (</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Engage with </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">networks </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and broader </span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>communities</i></span><span style="line-height: 115%;">). As common sense and research shows, brain activity and growth benefits
from 30 to 60 minutes of daily exercise.
Well, I was certainly getting my fair share’s worth of </span><span style="line-height: 18.3999996185303px;">exercise</span><span style="line-height: 115%;">, with anywhere from four
to eight hours a day! Then in August, I
made my venture to Mongolia, where I would spend a month, acclimatizing myself
to the higher altitude and new weather conditions, tour the Gobi Desert and the
surrounding countryside, as well as familiarize myself with my new apartment,
and, of course, my new </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 21.4666652679443px;">neighbourhood</span><span style="line-height: 115%;"> in Ulaanbaatar.</span></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">On Monday, August 18,
2014, I returned to Orchlon School, as a Charles Darwin student teacher. Much of the first week’s mornings were spent in
meetings with various administrators, within the English and humanities
departments, as a group of foreign teachers, as well as whole school meetings <i>(Meetings and PD over this week would suggest engagement in Focus Areas </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">2.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">selection and o</span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">rganisation); planning for 2.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Curriculum, </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">assessment and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">reporting); 3.6 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Evaluate </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and improve </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">programs); 4.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Maintain </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">student safety); 6.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Identify and plan </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning needs); 6.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage in </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">improve practice; 6.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage with </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">colleagues and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">improve practice); 6.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Apply </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">improve student </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning); 7.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Comply with </span></i><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">legislative, </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">administrative </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">and </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">organisational </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">requirements); 7.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage with </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">networks </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and broader </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">communities</span></span></i><span style="font-family: "Times New Roman","serif"; line-height: 115%;"><i>). </i>Over the summer, the school campus moved, so I
was also given a tour of the new campus.
A gym, swimming pool, theatre, the kindergarten, and several other parts
of the school were still under construction, so it was interesting to see
everyone working hard. During our two
weeks of student-free days, I was expecting collaboration, writing lesson
plans, reading up on textbooks, but as the school was going to hold their new
grand opening on August 28, our priorities were to decorate our classrooms, so
that visiting shareholders, dignitaries, and parents would be able to see a
school that would be ready for the children on September 1 <i>(T</i></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">his is evidence of </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.7 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage parents/</i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">carers in the </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">educative </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>process); & </i></span></span><span style="font-family: "Times New Roman","serif"; line-height: 115%;"><i>Focus Area </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">7.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage with the </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">parents/carers)</span></span></i><span style="font-family: "Times New Roman","serif"; line-height: 115%;"><i>).</i> The interesting and challenging thing about
this was that we did not have a printer, photocopier, paper or computers. We needed to dig deep, collaborate, and
think. We outsourced to a print shop for
some very nice posters. We also bought
some plants for the classrooms. I was
given classroom 205, with another English teacher. He also had another classroom and was still
teaching at the old campus, so I offered to decorate our shared classroom by
myself, and he agreed. I was told that
205 would have social media as a theme, so I downloaded several humorous, yet
tasteful, images from Google. Some were
the Facebook like icon of a thumbs up, the Instagram logo, and a few funny
ones, such as: “You must be desperate to
come to me for help”, across the “second” page of a Google search. Ms. Anu, my geography mentor, was quite busy
setting up the humanities classroom, well before August 14, as she also taught
older students, who came back at the beginning of August. Therefore, there was not much for me to do,
regarding decorating the geography classrooms.
My classroom looked ready as of August 26, so Pedro and I took his SUV and went over to the old school
to retrieve some of his old furniture. When
we got to his old office, we loaded his bookshelves and other items into his
car, minus his ergonomic swivel chair, which was brought over to the new
campus, but never to be seen again!
He emailed the teachers and searched high and low, but could not find
it. When we got back later that
afternoon, we were informed that our classrooms also needed “welcome back
signs”. We tried cutting out letters from
the alphabet, but these attempts were futile.
The administration realized this, so we outsourced again, and luckily,
with an extra service fee, were able to get them done right away. We put them up in the classrooms and thought
we were definitely ready for our opening ceremonies. Then, on the morning of August 27, we were
told that our classroom needed more educational words and more decorations. Talk about last minute! We located a laminator and begged a primary
teacher to let us use her paper and printer ink, which she had purchased out of
her own pocket the previous year, and printed out vocabulary. Then we were informed that we could not post
these decorations on the wall, so we stapled string to the ceiling and used
paper clips to put these A4 sheets of paper along the strings. Whew! We
were finally ready for the grand opening the next day.</span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Thursday, August 28,
2014, turned out to be a sunny, bright, dry and hot day. Geoff, the science and English teacher, pulled
me aside and recommended we wait in a second floor classroom, rather than bake
outside. We waited in his classroom,
which had a window with a view of the stage.
We waited until we heard the music begin before going out. Many of the other teachers had sunburns by
the time we got outside. Various
dignitaries, such as the Minister of Education, the Principal, Head of Primary,
and the most senior teacher, gave various speeches, cut ribbons, and
received/gave out flowers, awards and certificates. Many groups of students gave traditional
Mongolian performances. We, the
teachers, then stood in the front entrance to greet students and parents, who
came into the school, many for the first time </span><span style="font-family: "Times New Roman","serif"; line-height: 18.3999996185303px;"><i>(T</i></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">his is evidence of </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.7 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage parents/</i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">carers in the </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">educative </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>process; & </i></span></span><span style="font-family: "Times New Roman","serif"; line-height: 18.3999996185303px;"><i>Focus Area) </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">7.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage with the </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">parents/carers)</span></span></i><span style="font-family: "Times New Roman","serif"; line-height: 18.3999996185303px;"><i>).</i></span><span style="font-family: 'Times New Roman', serif; line-height: 115%;"> After lunch, we went home early.
The next day was the first day we had time for lesson plans. I prepared my lesson plans for grades 9, 10,
11, and 12 English. Ms. Anu, my mentor
teacher for geography, had lesson plans prepared for the entire last year and
agreed to lend them to me, and told me to feel free to alter them to suit the
needs of this year’s students. This
really saved me, as it would be my first time teaching geography<i> (This is evidence of Focus Areas </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">2.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">strategies of the </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">teaching area); </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>2.2 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">selection and </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>organisation); 2.3 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Curriculum, </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">assessment and </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>reporting); 2.5 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Literacy and </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">numeracy </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>strategies); 2.6 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Information and </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Communication </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Technology (ICT)); 3.1 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Establish </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning goals); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.2 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Plan, structure </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and sequence </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">programs); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.3 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Use teaching </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">strategies); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.4 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Select and use </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">resources; </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.6 (</i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Evaluate </i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and improve </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">programs); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.1 </i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>(</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Support </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">student </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">participation; </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.2 </i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Manage </i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">classroom </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">activities); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.3 </i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>(</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Manage </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">behaviour); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.4 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Maintain </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">student safety); </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.5 (</i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Use ICT safely, </i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">responsibly and </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">ethically); & </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>5.1 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Assess student </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning).</i><br />
<i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;"><br /></i></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">On Monday, September 1,
2014, we had some sudden and unexpected news.
Pedro had taken a job at another school, and the school hired Owen, from
Australia, to replace him. Owen would be
shadowing Pedro for a week. I proposed
to my vice-principal, Pedro and Owen, that Owen and I switch classes. My comfort zone is and always has been middle
school; my geography classes were in grades seven and eight, and, plus, I did
not think Charles Darwin University would allow me to complete my practicum
half in middle school (geography) and half in high school (English). We met, and with the help of Chad, the grade
nine English teacher, who would guide Owen with grade nine English, it was
agreed that the switch could be made, and it was an easy switch as the students
had not yet met with us. I handed over
my lesson plans to Owen, and he was put into the fire, so to speak, right on
day one.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">I met my first group,
grade 6 English, with my Mongolian co-teacher, Susie. She would meet with grade 6 eight times a week,
and I would meet with the same students eight times a week. Each period is forty minutes long. We split the class into two groups, based on
a speaking test that we administered to that class<i> (The speaking assessment is evidence that we used Focus Areas </i></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>1.3 (</i></span></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Students </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">with diverse </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">linguistic, </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">cultural, </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">religious and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">socio-economic </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">backgrounds), as well as 1.5 (</span></span></i><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Differentiate </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching to meet </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">the specific </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning needs </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">of students </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">across the full </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">range of abilities), as half of the students came from public schools, where they did not learn English properly, nor had the means to hire private tutors or attend after school academies to improve their English. The other half of the class came from overseas or international schools within Mongolia. 1.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Understand how </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">students learn); 5.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Assess student </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning); 5.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Make consistent </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and comparable </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">judgements); & 5.4 (</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Interpret </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">student data) is evidence, based on the speaking assessment we conducted</span></span></i><span style="font-family: "Times New Roman","serif"; line-height: 115%;"><i>)</i>. We decided to have a low group and a high
group. Some students, such as Emily, Alberta, Pierrette,
Martha, Denise and Lulu-Belle, could speak English like they were native
speakers. On the other hand, Drako, Sam
and Tyreene could not answer simple questions, such as, “How old are you?” and “What
class are you in?” We decided, later on,
to use the prescribed textbook, Checkpoint English, for group one, while we
were recommended to use Primetime English One for the second group. We discovered that the Checkpoint book was
too easy for group one, while it was too difficult for group two. In October, we finally made the switch to
Primetime. The switch was only made so
late, because the books got held up at customs, and there was an issue with
shipping. <i>(By using a different textbook for the lower group, this is proof that Learning Area </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">1.5 (</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Differentiate </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching to meet </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">the specific </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning needs </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">of students </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">across the full </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">range of abilities); 2.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">strategies of the </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">teaching area); 2.2 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">selection and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">organisation); 2.5 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Literacy and </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">numeracy </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">strategies; 3.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Establish </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">learning goals); 3.2 (</span></span></i><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">Plan, structure </span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and sequence </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">programs); 3.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Use teaching </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">strategies); 3.4 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Select and use </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">resources); & 4.1 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Support student </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">participation were considered</span></span></i><span style="font-family: "Times New Roman","serif"; line-height: 115%;"><i>)</i> Behaviour wise, the two grade
six groups have, thus far, proved to be my most well behaved students amongst
the middle schoolers. Still, we spent
the first few classes going over basic class rules. For some, I prescribed, but mostly, the
students came up with their own rules and consequences. I have so many great
things to say about these two different groups of grade sixers. Even when it is the tenth period of the day,
they want to participate, give speeches, finish their work early and ask for more
work, and are still well behaved.</span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">My grade 7A English class
is quite a different story, compared to their 6C counterparts. I have been told by co-workers that this is
because of their age; going through puberty, hormones are raging; but actually,
I find this class, in particular, to be much more of a challenge than
others. Certain ring leaders are mostly
the culprits. At times, I have asked Elmer
and Kermit to sit at my desk and this has worked, but it is only a temporary
solution, because they cannot sit there every class. When they are engaged in group work, away
from each other, they function much better.
I put certain “controllers” in their groups of four, purposely just to
control these two boys. It has worked, to
a certain extent. However, when they are
required to work on a project, such as an essay or a speech, they are just the
worst. They speak Mongolian, throw
things at others, interrupt me and their peers, and laugh at me when I
discipline them. And get this, they are
in the higher group! It is really
unfortunate for the others, who are amongst the best students of English in the
country. Erma and Sue have won school,
city and nation-wide competitions for their excellence in English. Yet, they are bullied in and out of the class
by Ken and Tim. I have taken steps to
deal with this. The lower half of the
class, which feeds/fed off their classmates’ lethargy, has been merged into the
other group, so I now have two groups of lower level, intermediate, and
advanced students. This has proven well
for Demi, Amy, and Addy, as they are trying harder now that they are no longer
in the same class as their lazy counterparts.
Elmer and Kermit have also been separated, as have Ken and Tim. Even boys and girls, who “like” each other,
but where the feelings were not reciprocal, were separated. Yesterday, I emailed nine different parents
about their child’s behavior in class, and carbon copied their homeroom
teacher, the head of secondary, and the head of English and said that if their
child’s behavior did not improve, we would have to hold face-to-face meetings
at school, to help better outline a plan for the following term. <i>As we have just read, through class 7A, several AITSL standards have been met. Focus Area <o:p></o:p></i></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>1.1 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Physical, social </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and intellectual </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">development </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">characteristics </i><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">of students) focused on separating students who liked each other, as well as separating bullies from victims, and lazy students from hard working ones. Separating the lower abilities students and merging them into classes with higher ability students looks at Focus Area 1.5, to </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Differentiate </i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching to meet </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">the specific </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning needs </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">of students </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>across the full </i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>range of abilities. Emailing and contacting parents takes into account </i></span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.7 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Engage parents/</i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">carers in the </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">educative </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">process), as well as 7.3 (</i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>Engage with the </i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">parents/carers). Meanwhile, Focus Area 4.3: </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Manage </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">behaviour was touched upon, when dealing with the misbehaving students.</i></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Grade 7B English is
quite a rambunctious group. They are not
inherently bad children, but they are still “all over the place”. As long as you crack the whip, they will stay
in line. Still, this group requires a
lot of my energy sometimes. The first
group has a lot of very nice children, but they also have that “Bart Simpson”
kind of attitude and energy. Again, some
of the best students in the country in English came out of this group, but they
are working alongside of children, such as Albert, who is an undiagnosed
special needs student, and David, who refuses to write in his notebook, cries
when I ask him to, and fights with his classmates. I created a bound book for Albert: a
compilation of 300 worksheets from an American Dyslexia website. I do not know which learning disability he
has, but some effort needed to be made for this unfortunate child. He could not speak until he was 5 years old,
and is developmentally stunted, physically.
His mother’s response was to throw the book in the garbage. Concerning David, I spoke to his homeroom
teacher, and he has promised to try harder, beginning this week. <i>With regards to Albert, Focus Area <o:p></o:p></i></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>1.6 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Strategies to </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">support full </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">participation of </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">students with </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">disability) was covered. (He has since been given a new book, which I take back every class and hold onto for him).</i></div>
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<span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">In Grade 7C, there
seems to be less </span><span style="line-height: 18.3999996185303px;">behavioural</span><span style="line-height: 115%;"> issues. Zindane
is one of my challenging students. The expression, “The apple does not fall too far from the tree”, really applies to
her. Her mom scolded her for not
receiving 98% in English. She received
“only” 92%. When asked what she could do
to raise her grade, I told her to write an essay about why students don’t do
their homework, as she is notorious for not having the time to do it. It was 750 words. Both she and her mom said that it was too
difficult for her to do, so her low grade of 92% remained. Ernie, on the other hand, the class bully,
beat people up, disrupted the class, and ran rampant over his classmates and my
lessons. I talked to him after class,
alone, with other teachers, and with administrators. He improved tremendously, so much so that he
became a hall monitor, to help stamp out other cases of bullying. I gave him a Rubik’s Cube, to thank him for
his improvements. <i>(For Ernie, Focus Area </i></span></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">4.3 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Manage</span></i><br />
<i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">challenging </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">behaviour); </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.4: (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Maintain </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>student safety); & </i></span></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"> </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>7.1 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Meet professional </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">ethics and </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>responsibilities) were covered</i></span></span><i><span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">).</span></span></i><br />
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">By the end of the term,
however, I adapted to some Mongolian cultural traits, as well as balancing my
teaching style in the lesson. When a
teacher enters a classroom in Mongolia, the students are required to rise, and
say, “Good morning, Mr. Lesser”, and then be seated. However, I take this as an opportunity to
settle them down. I do not instruct them
to be seated for at least three minutes.
I write on the board, set up my computer, take attendance, and give a
few noisy students “the evil eye”. Thus
far, the message has been received.
After the three minutes is up, they go about their work, but whenever a
student acts up, I immediately bring it to their attention, in a very stern
manner. I rarely smile now, as I did at
the beginning of the term, because I need to maintain a façade and </span><span style="line-height: 18.3999996185303px;">demeanour</span><span style="line-height: 115%;"> of
a strict teacher in control. They still
work on group work, but the moment someone is out of line, I crack the
proverbial whip. This has worked, and I
will continue with this approach, while teaching in Mongolia. <i>(Focus Areas </i></span></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">3.5: (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Use effective </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">classroom </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">communication); 3.6 (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Evaluate </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and improve </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">programs); </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>4.3: (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Manage </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>behaviour) were discussed in the paragraph above</i></span></span><i><span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">).</span></span></i></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Grades
7 and 8 Geography<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">I was meant to teach only
two to three hours of geography a week, as Ms. Anu had been given nine classes. It was quite a burden for her, but she said
she was up to the task. However, after
some time, she had several health issues, so very often, I would offer to
substitute (or was asked to), as would her husband, Mr. Faisal, the business
studies teacher. As a result of her
health issues, the school took some classes away from Ms. Anu and gave them to
me. She had her entire year’s worth of
lessons, materials, worksheets, and exams prepared, so she told me to use them. This was of tremendous help, as I am/was a
new geography teacher, quite new to the subject and curriculum. However, I was familiar with many of the
students, because they were my English students. Many similar </span><span style="line-height: 18.3999996185303px;">behavioural</span><span style="line-height: 115%;"> issues stemmed over
from grade 7 to grade 8, but less so, as the grade 8s were less familiar with
me, and saw me far less often, so it was actually easier for me to concentrate
on teaching, rather than “building a rapport”.
This may sound cold, but my experience, thus far, has taught me that
having less of a relationship with the students, actually seems to ground them,
and they are able to concentrate more on studying.<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">I spent the better part
of the summer reading the two textbooks, The Blue Marble 1 and 2. Much of the geography taught is/was quite
simple; most things taught, I had already learned on my own over the years,
having lived overseas for 18 years, and just by studying on my own. However, I will admit, that I need to brush
up on my knowledge of physical geography.
My geography students, according to Ms. Anu, are quite lethargic and are
incapable of complex work, like the Indonesian and international students that
she taught before. I agree, as the level of English is somewhat low for this course, and the students are not used to this level of difficulty. I also think
one issue is that they study geography only once a week for 80 minutes. If they had more time with geography, they would
have potential. The students have
between 15 to 20 different classes a week, so it’s hard to compete with this
kind of timetable. Certain students
study math five hours a week, and after school and on weekends, so between math
and 19 other courses, geography is going to have to take a second seat. <i>(With regards to this section about Geography, Focus Area </i></span><i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">2.2: (</span></span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Content </span><span style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">selection and </span><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;">organisation); </span></span></i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>3.1: (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Establish </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">challenging </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>learning goals); 3.2: (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Plan, structure </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and sequence </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">learning </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>programs); 3.6 (</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">Evaluate </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">and improve </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">teaching </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>programs); 6.1 (I</i></span></span><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">dentify and plan </i><i style="font-family: 'Times New Roman', serif; line-height: 18.3999996185303px;">professional </i><span style="font-family: Times New Roman, serif;"><span style="line-height: 18.3999996185303px;"><i>learning needs) and because much of my discussions with my Mentor, Mrs. Anu, who taught me how to plan, evaluate and improve my lessons and teaching strategies, many AITSL Standards have been met</i></span></span><i><span style="font-family: "Times New Roman","serif"; line-height: 115%;">).</span></i></div>
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<b>LESSON PLANS</b></div>
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<b>Below are lesson plans for grades six and seven English, for weeks seven and eight of term one. I always begin my lessons with a quick opener, sometimes a 2 minute YouTube clip directly related to the topic of the day. I normally use the prescribed text, along with various supplements. At times, these supplements could be worksheets, or a class poster project, a speech, or an in class essay. I normally prefer to assign a month long assignment, rather an exam. Such examples could be an autobiography, a diary, or a descriptive essay. I usually finish my lesson with a plenary, to check if student learning was successful.</b></div>
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<b>GRADE SIX GROUP ONE'S LESSON PLAN WEEK EIGHT </b></div>
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<b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<span style="text-align: justify;"><b>GRADE SIX GROUP TWO'S LESSON PLAN WEEK EIGHT</b></span><br />
<b style="text-align: center;">(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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GRADE SEVEN'S LESSON PLAN WEEK SEVEN <b style="text-align: center;">(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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GRADE SEVEN'S LESSON PLAN WEEK SEVEN <b style="text-align: center;">(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHNXuK5pgo-viS05guoxD-BasdPhpVmxAdWKVdsCH4sFsaSEesKksWbAa_bSRK8d-eI8Mse-jhuRCAKpdP9jkjUTb9yuui1077mIr3dFJ_ezJ7zaKClC9wMriBhn4tG24Z4qbAv5Tk3lU/s1600/LESSON+PLAN+GRADE+7+WEEK+8+PART+3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHNXuK5pgo-viS05guoxD-BasdPhpVmxAdWKVdsCH4sFsaSEesKksWbAa_bSRK8d-eI8Mse-jhuRCAKpdP9jkjUTb9yuui1077mIr3dFJ_ezJ7zaKClC9wMriBhn4tG24Z4qbAv5Tk3lU/s1600/LESSON+PLAN+GRADE+7+WEEK+8+PART+3.jpg" height="175" width="640" /></a></div>
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<i>The lesson plans above, as well as the worksheets, rubrics, and photos of students, below, demonstrates the following AITSL Standards. For example: 1.2 (</i><i>Understand how students learn), since each lesson has YouTube Starters and other items to consider differentiation. Moreover, Focus Area 1.5 (Differentiate teaching to meet the specific learning needs of students </i><i>across the full range of abilities), brings into question using art, since it gives a chance for the low level students to express themselves. Furthermore, Focus Area 2.2 (</i><i>Content </i><i>selection and </i><i>organisation) relates to the innovative teaching and learning strategies outlined in the lesson planning. Focus area 2.5 (</i><i>Literacy and </i><i>numeracy </i><i>strategies), is covered, as English concentrates on literacy, while geography and English teaches numeracy, through graphs, music, cooking, surveys, statistics, charts, and other methods. Using YouTube is one example of Focus Area 2.6 (</i><i>Information and </i><i>Communication </i><i>Technology (ICT)), while Focus Area 3.1 (</i><i>Establish </i><i>challenging </i><i>learning goals), is met through lessons and set homework. When the lesson plans are created the week before, Focus Area 3.2 (</i><i>Plan, structure </i><i>and sequence </i><i>learning </i><i>programs) is considered. Research is done on a weekly basis, when creating lesson plans, covering Focus Area 3.4 (</i><i>Select and use </i><i>resources). Focus Area 3.6 (</i><i>Evaluate </i><i>and improve </i><i>teaching </i><i>programs) and 5.1 (</i><i>Assess student </i><i>learning), are also done, when I or my mentors sit down, discuss the positives and negatives of each lesson and implement improvements for future lessons. Every lesson plan is sent to parents on a weekly basis, so Focus Area 3.7 (</i><i>Engage parents/c</i><i>arers in the </i><i>educative </i><i>process) is also done. Focus Area 6.1 (</i><i>Identify and plan </i><i>professional </i><i>learning needs) are used as guidelines to create proper lesson plans with colleagues, such as my Mongolian counterparts in the English and Humanities dept. who teach English and geography.</i></div>
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<b style="text-align: center;">(Linked to AITSL Standards 1, 2, 3, 5, 6)</b><br />
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<b>GRADE SIX GROUP ONE WORKSHEETS AND SUPPLEMENTARY MATERIAL, BORROWED FROM http://www.scholastic.com/</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXi14hZSc6g5JLNHrbA9XyRCUc2Yn_cDVqr4CSzmm8N-6DEtANxSTk-UABj3HUQLTgkTt0h8W7NNwp4gZXow542lK_LTWmFGzl_C4QmtwgVM-KYvd4OoLJPLkcwplWyVznmM6pUlqnPho/s1600/LIFE-MAP+GRADE+6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXi14hZSc6g5JLNHrbA9XyRCUc2Yn_cDVqr4CSzmm8N-6DEtANxSTk-UABj3HUQLTgkTt0h8W7NNwp4gZXow542lK_LTWmFGzl_C4QmtwgVM-KYvd4OoLJPLkcwplWyVznmM6pUlqnPho/s1600/LIFE-MAP+GRADE+6.jpg" height="640" width="500" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJ9_D0C8AoXKusaPSvduAYQXVjzBdSI57ZKq-HBvOze4BL-ZqPIuUA_iOFC6c-q4BvJ-LPA5uVLbhiSbhk-ansn_UYc581mqE9dQD_hSKU7JMlgzgK5EzbVQ9ayyTkUrkdMPYRhz-mrFk/s1600/GRADE+6+AUTOBIOGRAPHY+PEER+EDITING+CHECKLIST.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJ9_D0C8AoXKusaPSvduAYQXVjzBdSI57ZKq-HBvOze4BL-ZqPIuUA_iOFC6c-q4BvJ-LPA5uVLbhiSbhk-ansn_UYc581mqE9dQD_hSKU7JMlgzgK5EzbVQ9ayyTkUrkdMPYRhz-mrFk/s1600/GRADE+6+AUTOBIOGRAPHY+PEER+EDITING+CHECKLIST.jpg" height="640" width="580" /></a></div>
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<b>GRADE SIX GROUP ONE QUESTIONS TO ADD TO THEIR AUTOBIOGRAPHY </b><br />
<b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW6TRtmPtMHRKTjDVsSr4RFwi9SyTISMDTNQTQJNhneJfc92s6Hm15DFnCwHdw6M3nMn-8XrGU4xO_CbzPrqWpk9o_GfCRLH2o33OlVGCkzRAoxfkJwGI9J5gbe7hZ8jticnp_iHazlaE/s1600/GRADE+6+AUTOBIO+WORKSHEET+PART+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW6TRtmPtMHRKTjDVsSr4RFwi9SyTISMDTNQTQJNhneJfc92s6Hm15DFnCwHdw6M3nMn-8XrGU4xO_CbzPrqWpk9o_GfCRLH2o33OlVGCkzRAoxfkJwGI9J5gbe7hZ8jticnp_iHazlaE/s1600/GRADE+6+AUTOBIO+WORKSHEET+PART+1.jpg" height="640" width="602" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA1AONB3q9Mxu7v9Lddbn-weXeGv6tyRD7TwPPXxsnr8yNnym9b27w4l90Gr5nYTgpBVQj4UGTnM0SfKTbJc3xLOUiy7slh3AdfM9L1Y6znS04LMLRhotbxXkOVTeJ_1b0Yp2HR53gp1E/s1600/GRADE+6+AUTOBIO+WORKSHEET+PART+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA1AONB3q9Mxu7v9Lddbn-weXeGv6tyRD7TwPPXxsnr8yNnym9b27w4l90Gr5nYTgpBVQj4UGTnM0SfKTbJc3xLOUiy7slh3AdfM9L1Y6znS04LMLRhotbxXkOVTeJ_1b0Yp2HR53gp1E/s1600/GRADE+6+AUTOBIO+WORKSHEET+PART+2.jpg" height="624" width="640" /></a></div>
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<b>GRADE SIX GROUP TWO WORKSHEETS AND SUPPLEMENTARY MATERIAL </b><b style="text-align: center;">(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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The Primetime English textbook covers a and an in the beginning of their book, so this is a supplementary material provided to grade 6 2nd group in week 8.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJcToYPfjXR4t9EQnCZ9cqiesbPYs4CIVO4rQDwUGxtC0wxdI5Uy7CfOt82uwtq2S8Sn_0COVIVEOEWW4sOPlL59DZg93siHh74cvIE1C9yblK1atDyb_0LvIryM0jWT8t3Pnls_7tRFY/s1600/A+AN+THE.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJcToYPfjXR4t9EQnCZ9cqiesbPYs4CIVO4rQDwUGxtC0wxdI5Uy7CfOt82uwtq2S8Sn_0COVIVEOEWW4sOPlL59DZg93siHh74cvIE1C9yblK1atDyb_0LvIryM0jWT8t3Pnls_7tRFY/s1600/A+AN+THE.jpg" height="640" width="452" /></a></div>
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Countries and Nationalities was also one of the Primtime topics covered by grade 6 2nd group, so this is a supplementary worksheet for them to cover in week 8 <b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikvQCS2sC5noe26pnQSdhebAg29wG_bYno2ZdIaQ-MGRd3DFtApKzEDm6zvfnE1FHmlusNHLkQuEDiRklwtPYWWkS2RBtVMPV9-0b_IDJTHJziT-p_YMl50yFDgqUVxxrQLtYIMcKvk-8/s1600/countries+and+nationalities.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikvQCS2sC5noe26pnQSdhebAg29wG_bYno2ZdIaQ-MGRd3DFtApKzEDm6zvfnE1FHmlusNHLkQuEDiRklwtPYWWkS2RBtVMPV9-0b_IDJTHJziT-p_YMl50yFDgqUVxxrQLtYIMcKvk-8/s1600/countries+and+nationalities.jpg" height="640" width="452" /></a></div>
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Grade 6 week 8 worksheet 2nd group <b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-FrsllCj-sA7aGHADA77K9bDOqE9fUhgxZ3ApjYgednjVVu5uCpHJREWnFZs9bibssjs2UI-l_YwT-8dlgSJ6DT9OrbQjQZj87EyQ7ZLFZMzg0OofEJrnrdB3HBoEVSPINi5G_N65Mzc/s1600/ordinal+numbers+crossword+puzzle.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-FrsllCj-sA7aGHADA77K9bDOqE9fUhgxZ3ApjYgednjVVu5uCpHJREWnFZs9bibssjs2UI-l_YwT-8dlgSJ6DT9OrbQjQZj87EyQ7ZLFZMzg0OofEJrnrdB3HBoEVSPINi5G_N65Mzc/s1600/ordinal+numbers+crossword+puzzle.jpg" height="640" width="451" /></a></div>
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Grade 6 week 8 worksheet 2nd group <b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhShz730et_T9rGBDEceKFI57ojY8CPypmQ4OmpDCiCypn0T1LjI5KczjnWcpSMqRnxIfxZ1mAFsqCG6eAIf7cSGUVz_DqQud7CKxXLKs7txYhyphenhyphenxzM1hCCGHlFQ7iss-Y7Vq0xTPPeMhcw/s1600/surname+history.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhShz730et_T9rGBDEceKFI57ojY8CPypmQ4OmpDCiCypn0T1LjI5KczjnWcpSMqRnxIfxZ1mAFsqCG6eAIf7cSGUVz_DqQud7CKxXLKs7txYhyphenhyphenxzM1hCCGHlFQ7iss-Y7Vq0xTPPeMhcw/s1600/surname+history.jpg" height="640" width="452" /></a></div>
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<b>Grade 6 week 8 worksheet 2nd group </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbLERXvuxZ-8b-lXBPHHJCJ0G8MScL944I95YlfOasMeG_9xLPS8ITTZ-9SXnz2QlIzkpAdJE-uIWwX30oHYjd9g07cNcpnjvRO_dvHiz_5h5YXKfWk1B5kaAx_BU6pv-fm-1S9IvZymE/s1600/what's%2Byour%2Bname%2B1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbLERXvuxZ-8b-lXBPHHJCJ0G8MScL944I95YlfOasMeG_9xLPS8ITTZ-9SXnz2QlIzkpAdJE-uIWwX30oHYjd9g07cNcpnjvRO_dvHiz_5h5YXKfWk1B5kaAx_BU6pv-fm-1S9IvZymE/s1600/what's%2Byour%2Bname%2B1.jpg" height="640" width="495" /></a></div>
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<b> <span style="text-align: center;">Grade 6 week 8 worksheet </span>2nd group </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL5NG1Euy7EXmmjqVcOfZ1YCYKlaPI_t12w3tWCKKbelRiBccf4WozS8z_XmtFznPe44fcB4S00Oh1KROq9mrCuq0lOW6EJBtX9v6cevUxgXpoihSAue0dL7VPGkQ55xT5jBj_zTBAbaU/s1600/ordinal+numbers+word+search.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL5NG1Euy7EXmmjqVcOfZ1YCYKlaPI_t12w3tWCKKbelRiBccf4WozS8z_XmtFznPe44fcB4S00Oh1KROq9mrCuq0lOW6EJBtX9v6cevUxgXpoihSAue0dL7VPGkQ55xT5jBj_zTBAbaU/s1600/ordinal+numbers+word+search.png" height="640" width="445" /></a></div>
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<b>Grade seven's week seven exercise. After finding the words, they translated them words into Mongolian, wrote the definitions in English, and then wrote each word in a sentence. </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqW7TV15z_0nnKWzpW7-jkvlFhbr3NN8ukxoaEc8EEKUhbaimr_beJXB9pIT7MYF_K1qUhqFHMZfb7ipetQMSpmbfdhJ-0cGJV3vNFAp6OtQjb6nOsag8s3S-I6nd9k_GbMrr0Dx1x-yo/s1600/JEWISH+CULTURE+WORDSEARCH.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqW7TV15z_0nnKWzpW7-jkvlFhbr3NN8ukxoaEc8EEKUhbaimr_beJXB9pIT7MYF_K1qUhqFHMZfb7ipetQMSpmbfdhJ-0cGJV3vNFAp6OtQjb6nOsag8s3S-I6nd9k_GbMrr0Dx1x-yo/s1600/JEWISH+CULTURE+WORDSEARCH.bmp" height="400" width="640" /></a></div>
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<b>October's grade seven theme is dairies/journals. For one of the lessons in week six and seven, we had a discussion, with the following questions. </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMt_FJ4bszJjkMvhfGvLYQV0LYiSt_uTFiMNAhUUibPOcjbxF0e8ozX8yAlAd4qX5AVMW6vAtCJZoNaZCqvxOse5sJ0nxS9Mz0T9-_QiAiSdJwEOz1ZaeU7x7hyphenhyphendJafoUixOhN6tHrjs0/s1600/GRADE+7+diary+questions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMt_FJ4bszJjkMvhfGvLYQV0LYiSt_uTFiMNAhUUibPOcjbxF0e8ozX8yAlAd4qX5AVMW6vAtCJZoNaZCqvxOse5sJ0nxS9Mz0T9-_QiAiSdJwEOz1ZaeU7x7hyphenhyphendJafoUixOhN6tHrjs0/s1600/GRADE+7+diary+questions.jpg" height="640" width="506" /></a></div>
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<b>HARD WORKING GRADE SEVEN STUDENTS, WRITING AN ESSAY ABOUT ANNE FRANK AND HER DIARY. THEY ARE TRYING TO SHOW EXAMPLES OF LITERARY ELEMENTS, SUCH AS PUN, ALLEGORIES AND PROVERBS.</b><br />
<b> </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMTUBxwlZPROSEVAcBrMnC-UTDzTE_BaSKQNhJ744bvIAy9xAjcXshvRgbMP43KtU1eI8Flc-mAGskKBexyYAKwY8Molv7C2-OdGVcXeyALloBsC891WmfAhFrixx8eD78_23Z64QkdyY/s1600/photo+2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMTUBxwlZPROSEVAcBrMnC-UTDzTE_BaSKQNhJ744bvIAy9xAjcXshvRgbMP43KtU1eI8Flc-mAGskKBexyYAKwY8Molv7C2-OdGVcXeyALloBsC891WmfAhFrixx8eD78_23Z64QkdyY/s1600/photo+2.JPG" height="478" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizkkPd2zQZ6ComopzK1j6Xv8WDlnUj9Or9WvEaQpbJ8wV_BNhKAnhGBp2ZOmKwOdCYrWDYHD5cKLeuBdpWkz8NqNIMhzJbZslQvNC_jvQSqEI36vfVptnKmeVd7PUTRso_Hye27ib9nsk/s1600/photo+1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizkkPd2zQZ6ComopzK1j6Xv8WDlnUj9Or9WvEaQpbJ8wV_BNhKAnhGBp2ZOmKwOdCYrWDYHD5cKLeuBdpWkz8NqNIMhzJbZslQvNC_jvQSqEI36vfVptnKmeVd7PUTRso_Hye27ib9nsk/s1600/photo+1.JPG" height="478" width="640" /></a></div>
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<b>The following is a poster, created by grade seven. As you can see, English is not their mother tongue, yet, they are able to take and pass a first language English class. </b><b>(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNSqQvnbOWP2HaVm3voZNQaZqWt1QInN1W2g73XT1XCiGxxrVAs56XPbOJG1kzY4gO6Zeb7VoCBLgMACww-OEWNPCKnPtTzyiX5ZS6gZxn3_D-9OGsK4cYjQyi28qEhkU8seU761mV08/s1600/ANNE+FRANK+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNSqQvnbOWP2HaVm3voZNQaZqWt1QInN1W2g73XT1XCiGxxrVAs56XPbOJG1kzY4gO6Zeb7VoCBLgMACww-OEWNPCKnPtTzyiX5ZS6gZxn3_D-9OGsK4cYjQyi28qEhkU8seU761mV08/s1600/ANNE+FRANK+1.jpg" height="640" width="432" /></a></div>
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<b>Grade seven made a photo album, just like one that Anne Frank had. This was their teacher's simple example. it was also a rapport building exercise. (Linked to AITSL Standard 1, 2, 3, 5, 6)</b></div>
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<b>Taken from <span style="font-family: Calibri, sans-serif;">http://www.randomhouse.com/catalog/teachers_guides/9780385751063.pdf</span></b><br />
<span style="font-family: Calibri, sans-serif;"><b>The following four photos are part of grade seven's week 8 lesson. They read the Boy in the Striped Pajamas, as part of reading week and month. In their textbook, Checkpoint Two, they were learning about Anne Frank, so this was one of several supplementary lesson materials provided. </b></span><b style="text-align: center;">(Linked to AITSL Standard 1, 2, 3, 5, 6)</b><br />
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<b>GRADES</b><br />
Every month, we enter grades into the Orchlon grading system. We first grade for exams and assignments, which amasses seventy percent of their overall grade. Then there are several other categories, which include attendance, homework, classwork, behavior, listening, reading, writing, speaking, and listening. However, I was told by the Dean of Foreign teachers and other senior staff members, that the several other categories can be combined or weighting redistributed, according to individual class needs. After discussion with the students, I used the other thirty percent and called it attitude. The students were told that a correct answer or wrong answer is better than no answer. A willingness to try, work hard and be respectful where what would earn them the whole, half or none of the extra thirty percent of their grade. <br />
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Google translate helped me understand some of the students' names. However, I find that by finding and reading their names in Cyrillic, this helps me to comprehend their alphabet and it also enhances my Mongolian and Russian reading abilities.<br />
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<i><b>Standard 5 Assess, provide feedback and report on student learning</b></i><br />
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<i><u>5.1 Assess student learning</u>: Students formative and summative assessments were looked over and discussed within the English and Humanities Dept. with my mentor teachers and other colleagues. They gave me their exams, as well, to look over and provide feedback. Assignments and collaborative projects are also good examples of work, especially for intelligent students who do not excel at exams. </i><br />
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<i style="text-decoration: underline;">5.2 </i><i style="text-decoration: underline;">Provide </i><i style="text-decoration: underline;">feedback to </i><i style="text-decoration: underline;">students on </i><i><u>their learning</u>: Each assessment has a section where I add comments. I try to be as positive as possible and mask criticism with ways to improve for the future. I also asked colleagues for advice and gave them some advise on how to give and provide constructive criticism. </i><br />
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<i style="text-decoration: underline;">5.3 </i><i style="text-decoration: underline;">Make consistent </i><i style="text-decoration: underline;">and comparable </i><i><u>judgements</u>: Many evaluative assessments are made throughout the year. Mid-term and final exams are collaborative efforts, on the part of primary and secondary teachers. Moreover, we grade different grade levels then our own for these summative assessments, so we are not biased in our scoring. </i><br />
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<i style="text-decoration: underline;">5.4 </i><i style="text-decoration: underline;">Interpret </i><i><u>student data</u>: Monthly analyses are done, which provide examples of student and class areas of strength and weakness. These analyses are shared amongst the dept. </i><br />
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<i style="text-decoration: underline;">5.5 </i><i style="text-decoration: underline;">Report on </i><i style="text-decoration: underline;">student </i><i><u>achievement</u>: Twice a year, report cards are sent out to students and parents. The home-room teachers compile evidence and reports from each subject teacher and then provide the parents with a package. </i><br />
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<b>THE FOLLOWING PHOTOS ARE THE EXAMS, PROJECTS (BOTH GRADE SIX AND SEVEN) AND RUBRICS FOR SEPTEMBER AND OCTOBER GRADING. (Linked to AITSL Standard 5)</b></div>
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<b>GRADE SIX SEPT. EXAM RUBRIC</b></div>
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<b>GRADE SIX SEPT. EXAM, FIRST PAGE ONE. THEY WROTE THEIR PIECE OF FACTUAL WRITING ON THE OPPOSITE SIDE OF THE PAGE. </b><b>(Linked to AITSL Standard 5)</b></div>
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<b>OCTOBER GRADE SIX ASSIGNMENT RUBRIC </b><b>(Linked to AITSL Standard 5)</b></div>
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<b>GRADE SEVEN SEPT. EXAM RUBRIC </b><b>(Linked to AITSL Standard 5) </b></div>
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<b>GRADE SEVEN SEPT. EXAM PAGE ONE (PAGE TWO WAS WRITTEN ON THE OPPOSITE SIDE) </b><b>(Linked to AITSL Standard 5) </b></div>
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<b>GRADE SEVEN OCTOBER ASSIGNMENT RUBRIC </b><b>(Linked to AITSL Standard 5)</b></div>
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<b>GRADE 6C ENGLISH SEPTEMBER GRADES (Linked to AITSL Standard 5)</b><br />
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<b>GRADE 7A ENGLISH SEPTEMBER GRADES </b><b style="text-align: center;">(Linked to AITSL Standard 5)</b><br />
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<b>GRADE 7B ENGLISH SEPTEMBER GRADES </b><b style="text-align: center;">(Linked to AITSL Standard 5)</b><br />
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<b>GRADE 7C ENGLISH SEPTEMBER GRADES </b><b style="text-align: center;">(Linked to AITSL Standard 5)</b><br />
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<b>The following several photos are forms filled out by my mentor, Chia-Chien Wu, for middle school English and Literature. Forms A, B, and a lesson observation form are provided. </b><b>(Linked to AITSL Standard 6)</b><br />
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<b><i>Standard 6 – Engage in professional learning (regarding the forms from CDU below)</i></b></div>
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<u><i>6.1 </i><i>Identify and plan </i><i>professional </i></u><i><u>learning needs</u>: Mrs. Wu and Sharma and I held daily meetings to discuss Cambridge Professional Development, as well as the AITLS Professional Standards, and how these two curricula and standards could be applied to my courses at Orchlon.</i></div>
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<u><i>6.2 </i><i>Engage in </i><i>professional </i><i>learning and </i></u><i><u>improve practice</u>: In addition to the methods used in 6.1, we had weekly dept. meetings, where co-workers gave lectures and hands on workshops and tutorials to engage us and help us learn. For example, new ways to use our brain, or getting students ready to read before they know how to read.</i></div>
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<u><i>6.3 </i><i>Engage with </i><i>colleagues and </i></u><i><u>improve practice</u>: My co-workers from the English and Maths Depts. and I sit in the same office, so there is is a constant flow of collaboration occurring. We help each other with lesson planning, creating assessment tasks, dealing with special needs students, and differentiating our students and their work.</i></div>
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<u><i>6.4 </i><i>Apply </i><i>professional </i><i>learning and </i><i>improve student </i></u><i><u>learning</u>: Many of my co-workers share the same enthusiasm and frustrations as I do. The major issues are classroom behaviour management and motivation. Many students do not do their homework. Is it because they do not enjoy English and geography, or is it because they have homework from 20 teachers, and cannot possibly do it all? In my opinion, even if they stayed up all night, they would not be able to cover the load expected of them, so the students need to learn how to prioritize. I often remind my co-workers that our 11 and 12 year olds are not super-human or robots. They may have interests to are not even academically related, such as ballet, hiking, or collecting stickers. I try not to assign too much homework, or I let them know about it a week in advance, so they can get a jump on it. Some of my co-workers agree and some go their own ways.</i></div>
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<b>THIS IS FORM C </b><b>(Linked to AITSL Standard 6)</b></div>
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<b>THE FOLLOWING FORMS ARE FOR GEOGRAPHY FROM MS. ANUPRIYA SHARMA</b><br />
<b>(Linked to AITSL Standard 6)</b></div>
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<b><u>GEOGRAPHY</u></b></div>
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<b> A sample geography exam from Sept. </b><b>(Linked to AITSL Standard 5)</b><br />
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<i><b>Standard 5 Assess, provide feedback and report on student learning</b></i></div>
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<i><u>5.1 Assess student learning</u>: Students formative and summative assessments were looked over and discussed within the English and Humanities Dept. with my mentor teachers and other colleagues. They gave me their exams, as well, to look over and provide feedback. Assignments and collaborative projects are also good examples of work, especially for intelligent students who do not excel at exams. </i></div>
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<i style="text-decoration: underline;">5.2 </i><i style="text-decoration: underline;">Provide </i><i style="text-decoration: underline;">feedback to </i><i style="text-decoration: underline;">students on </i><i><u>their learning</u>: Each assessment has a section where I add comments. I try to be as positive as possible and mask criticism with ways to improve for the future. I also asked colleagues for advice and gave them some advise on how to give and provide constructive criticism. </i></div>
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<i style="text-decoration: underline;">5.3 </i><i style="text-decoration: underline;">Make consistent </i><i style="text-decoration: underline;">and comparable </i><i><u>judgements</u>: Many evaluative assessments are made throughout the year. Mid-term and final exams are collaborative efforts, on the part of primary and secondary teachers. Moreover, we grade different grade levels then our own for these summative assessments, so we are not biased in our scoring. </i></div>
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<i style="text-decoration: underline;">5.4 </i><i style="text-decoration: underline;">Interpret </i><i><u>student data</u>: Monthly analyses are done, which provide examples of student and class areas of strength and weakness. These analyses are shared amongst the dept. </i></div>
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<i style="text-decoration: underline;">5.5 </i><i style="text-decoration: underline;">Report on </i><i style="text-decoration: underline;">student </i><i><u>achievement</u>: Twice a year, report cards are sent out to students and parents. The home-room teachers compile evidence and reports from each subject teacher and then provide the parents with a package. </i></div>
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<b>THIS IS A BLANK SUMMATIVE EXAM SAMPLE (Linked to AITSL Standard 5)</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8PHAiC9n7pxvsOXXm3fh1gIU30QdSFvmzEUTYG0tQ15j9-O6ijtEtm5mUIfrYdQ_d-d0NPACTSfqkLcCCw-_Yqmx8DItxq1qlLjlZwNqL9eEoYnv5eY89alDHMb-NbKJks8gSjbPjkZs/s1600/ANU+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8PHAiC9n7pxvsOXXm3fh1gIU30QdSFvmzEUTYG0tQ15j9-O6ijtEtm5mUIfrYdQ_d-d0NPACTSfqkLcCCw-_Yqmx8DItxq1qlLjlZwNqL9eEoYnv5eY89alDHMb-NbKJks8gSjbPjkZs/s1600/ANU+1.jpg" height="402" width="640" /></a></div>
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<b>THE FOLLOWING IS AN EXAMPLE OF SOME WORKSHEETS THE STUDENTS WORKED ON, AS WELL AS THEIR STUDENT BOOKS. </b><br />
<b style="text-align: justify;">(Linked to AITSL Standard 1, 3, 5, 6)</b></div>
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<b>THE FOLLOWING EXAMPLES ARE OF A TERM PLAN AND A LESSON PLAN THAT MS. ANU AND COLLABORATED ON. </b><b style="text-align: justify;">(Linked to AITSL Standard 1, 3, 5, 6)</b></div>
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<i style="text-align: justify;">The lesson plans above, as well as the worksheets, rubrics, and photos of students, demonstrates the following AITSL Standards. For example: 1.2 (</i><i style="text-align: justify;">Understand how students learn), since each lesson has YouTube Starters and other items to consider differentiation. Moreover, Focus Area 1.5 (Differentiate teaching to meet the specific learning needs of students </i><i style="text-align: justify;">across the full range of abilities), brings into question using art, since it gives a chance for the low level students to express themselves. Furthermore, Focus Area 2.2 (</i><i style="text-align: justify;">Content </i><i style="text-align: justify;">selection and </i><i style="text-align: justify;">organisation) relates to the innovative teaching and learning strategies outlined in the lesson planning. Focus area 2.5 (</i><i style="text-align: justify;">Literacy and </i><i style="text-align: justify;">numeracy </i><i style="text-align: justify;">strategies), is covered, as English concentrates on literacy, while geography and English teaches numeracy, through graphs, music, cooking, surveys, statistics, charts, and other methods. Using YouTube is one example of Focus Area 2.6 (</i><i style="text-align: justify;">Information and </i><i style="text-align: justify;">Communication </i><i style="text-align: justify;">Technology (ICT)), while Focus Area 3.1 (</i><i style="text-align: justify;">Establish </i><i style="text-align: justify;">challenging </i><i style="text-align: justify;">learning goals), is met through lessons and set homework. When the lesson plans are created the week before, Focus Area 3.2 (</i><i style="text-align: justify;">Plan, structure </i><i style="text-align: justify;">and sequence </i><i style="text-align: justify;">learning </i><i style="text-align: justify;">programs) is considered. Research is done on a weekly basis, when creating lesson plans, covering Focus Area 3.4 (</i><i style="text-align: justify;">Select and use </i><i style="text-align: justify;">resources). Focus Area 3.6 (</i><i style="text-align: justify;">Evaluate </i><i style="text-align: justify;">and improve </i><i style="text-align: justify;">teaching </i><i style="text-align: justify;">programs) and 5.1 (</i><i style="text-align: justify;">Assess student </i><i style="text-align: justify;">learning), are also done, when I or my mentors sit down, discuss the positives and negatives of each lesson and implement improvements for future lessons. Every lesson plan is sent to parents on a weekly basis, so Focus Area 3.7 (</i><i style="text-align: justify;">Engage parents/c</i><i style="text-align: justify;">arers in the </i><i style="text-align: justify;">educative </i><i style="text-align: justify;">process) is also done. Focus Area 6.1 (</i><i style="text-align: justify;">Identify and plan </i><i style="text-align: justify;">professional </i><i style="text-align: justify;">learning needs) are used as guidelines to create proper lesson plans with colleagues, such as my Mongolian counterparts in the English and Humanities dept. who teach English and geography.</i></div>
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<b>AITSL PROFESSIONAL STANDARDS LINKED TO MY TEACHING PRACTICUM AND PORTFOLIO</b></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">The
following section in this portfolio will correlate my professional practicum at
Orchlon International School, in Ulaanbaatar, Mongolia, to the Australian
Institute for Teaching and School Leadership’s (AITSL) National Professional
Standards for Teachers (AITSL 2011), which I viewed as a PDF file from the
following website: <o:p></o:p></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 21.4666652679443px;"><a href="http://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_national_professional_standards_for_teachers" target="_blank">AITSL PROFESSIONAL STANDARDS PDF</a></span></span></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 1</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Know the students and how they learn<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Students
in a middle-school range are going through developmental changes. These changes can sometimes be seen as a
hindrance to teachers, but I try to utilize this situation to my advantage, as
well as to my students’ advantage. They
are placed in groups with an equal number of boys and girls, or in certain
cases, just boys or just girls in the groups. These children, aged 10 to 14, often have a
lot of energy, as all children do, so we play games and do other activities
that require their physical attention, such as meet and greets, gallery walks,
and making posters. I also give the
students stickers for doing well, which focuses on their positive behaviour,
rather than any negative behaviour. The
student with the most stickers at the end of the term receives a prize.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">I
find that students develop and learn better with short activities, each lasting
no more than 10 minutes. Ideally, seven
minutes is the perfect length of time, but extra time is usually given for
explanations and bathroom breaks.
Student-centered and collaborative activities are the way to go. The students’ various learning styles are
always considered, such as audio, visual and kinaesthetic learners. This is why we play games, do collaborative
work, watch videos, draw, write, and listen to the teacher’s instructions, to
accommodate the multiple intelligences. Activities
that include weak, intermediate, and advanced learners are also considered in
my lessons (differentiation). For
example, I try to pair up the advanced English students with the weakest, so
that the advanced can learn through review, while the weaker students feel more
comfortable being given a set of instructions a second time from one of their
peers.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">My
classes are comprised of Mongolian students, who are mostly from affluent
backgrounds. However, some are not so
well off. Some have parents who live in
different countries, so they are living with their grandparents, a sibling, or
even alone. Therefore, when they arrive
late or do not do their homework, due to taking care of younger siblings, or
having to organize their own way to school, etc., I often give them a break. Many Mongolian adults also drink heavily, so
there are often problems at home. Some parents’
standards are so high that kids are beaten for minimal reasons, such as
receiving a 92% on their exam instead of a 98%. Moreover, the students are often bombarded
with tests, as Mongolian teachers tend to give too many exams, so I give them a
break and assign readings, videos to watch, and projects to work on, instead of
the typical examinations they would expect in their Mongolian-led classrooms.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">There
are no Aboriginal or Torres Straights Islander students who attend this school,
and in my classroom, there are only Mongolian students. Some were born in America, but moved back to
Mongolia quite early in life.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">I
do have a student who has special needs, but Mongolia, still a very developing
nation, does not have special needs specialists. I asked this student’s parents if I could
give him an external assessment, from the American Dyslexia Association. His parents refused, thinking that would
bring shame to their family. Therefore,
I downloaded several hundred pages on dyslexia, printed them, bound the pages,
and made a booklet for him to give to his parents, but the book was thrown into the trash! To help him in
class, I give him oral exams instead of written, and worksheets where he
colours and draws, because he cannot read.
The other students also really try to help him, which is encouraging.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard Two</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Know the content and how to teach it.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">The
courses at Orchlon are quite prescriptive, so we follow the Checkpoint, Prime
Time (English) and Blue Marble (Geography), and we are asked to cover all the
chapters from the books. This sometimes
works out great, because there are eight chapters in the Checkpoint book and eight
months to teach. Each chapter is
supplemented heavily by projects, downloaded activities and worksheets from the
Internet, also activities that I create based on my own knowledge. I also give the students assignments of my own
based on the chapters. Sometimes, the
students are required to take city-wide English contest exams, called
Olympiads, so in this case, we can use their Olympiad scores for the monthly
course score, which happens at least three to four times a year.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Many
of my classes incorporate ICT, mostly just by playing a YouTube video. We also use the Google Classroom APP to
provide information. For certain
students, who do not have Internet access, but their parents do, I send home
weekly E-Newsletters with the lesson plans, and supplementary activity
worksheets, so the lines of communication remain open.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Literacy
is covered on a daily basis, and I teach English through numeracy, utilizing cooking,
music, and geography charts. Cooking
covers measuring (in numeracy) and dividing, while music covers counting the
beat and verses.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 3: </span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Plan
and implement effective teaching and learning <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Most
of the sub-standards in Three have been evidenced and discussed throughout this
portfolio, but below are some other areas not covered:<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">On
several occasions, I have emailed parents about their child’s unruly
behaviour. Normally, the school suggests
that, firstly, we discuss the issue with the homeroom teachers; secondly, if
these initial meetings do not end the misbehaving or other issues, we email the
parents; thirdly, we call the parents; and finally, we invite them in for a
meeting. Experience has taught me that
telling the homeroom teacher is not the best solution as, usually, the homeroom
teacher has two or three solutions: hit
the student, scream at him or her, and do nothing, as, if the student does not
achieve success, the homeroom teacher’s salary is docked. These three items are best to be avoided,
which is why I usually just go straight to email. I am planning on a course of action with
several students, such as writing a contract, to (hopefully) guarantee a
change, and asking their parents to sign it, so they are a party to it. I have an open and good relation with the all
my students, the problem students, and the successful ones. The expression, “the apple does not fall too
far from the tree”, really applies here.
The students who are well behaved and do their work usually have great
parents, and the students who are left to their own devices at home and have
uncaring parents are normally the ones that require more attention in
class. Every Friday, parents receive a
copy of the E-Newsletter, and Friday is also an open day, when parents and
other caregivers are welcome in the class. <o:p></o:p></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;">Cambridge,
the curriculum offered at Orchlon, offers online PD, such as Introduction to
Cambridge Secondary or Introduction to Cambridge Primary, as well as examiner
and ICGSE courses. The PD offered during
the beginning of the year was, in my </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 21.4666652679443px;">opinion</span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 115%;">, useless, but I do look at my
lesson plans at the end of the day or week, to see what worked and what did
not, so I can then change them and, hopefully, use them in future years.<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Effective
classroom communication is utilized, as I rarely raise my voice, I use audio or
visual means to gain attention, such as counting down from five to one, turning
the lights on and off, as well as simply standing silently and waiting
patiently. I also know that my students
like a band called ‘One Direction’, so I incorporated it into an exam. Also, many of my students like professional
wrestling, so I watch World Wrestling Entertainment (WWE), so I can talk about this with my students. Other students like a TV show called ‘Dr. Who’,
so I downloaded a couple of episodes.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 4</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Create and maintain supportive and safe learning environments<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Student
participation is supported through group work; each member is assigned a role,
such as president, assistant, secretary or timekeeper. Moreover, as participation is graded, they
are encouraged to partake. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";"><span style="line-height: 115%;">In
meetings, I see many stressed out teachers, stressed out due to a lack of
knowledge regarding classroom behaviour management. Some are inexperienced teachers, while others
lack professional certification. I try
to help by suggesting things such as my sticker rewards system for positive
reinforcement. I also initiated the hall
monitor program, after learning about bullying at the school. Sixty students signed up to monitor the
halls, create posters to educate students about bullying, racism, and to
provide peer </span><span style="line-height: 18.3999996185303px;">counselling</span><span style="line-height: 115%;">. These students
also led in-class workshops about bullying and proper student etiquette. Moreover, I also wrote the school
anti-bullying policy. This was asked of
me for two reasons: firstly, to deal with the bullies and the victims and, secondly,
because the school is currently creating a new website, and having a bullying
policy on it would sell the school as more legitimate and international. As mentioned before, in class, to deal with bad
behaviour, I negotiate with the students for daily class rules and
consequences. If students are acting up,
I take them out of the classroom and have a discussion with them, one-on-one. They do not like to be embarrassed in front
of their peers, so this method reinforces their trust in me. Furthermore, when a student interrupts me, I say,
“You have made me feel bad. That is
because of something you did. How do you
feel now?” They always answer with, “I
don’t feel good. I am sorry”. This strategy gets them thinking about what
they did wrong and, hopefully, makes them think twice about doing it
again. Additionally, I also discussed
cyber-awareness, (including cyber bullying), through appropriate Facebook
posts. Once, a student showed me an
inappropriate photo of his friend on Facebook, so I told the student in
question to take down the photo, which led to the before-mentioned comment
about Facebook posts.<o:p></o:p></span></span></div>
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<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 5</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Assess, provide feedback and report on student learning<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Each
month, we are required to submit grades, as well as a grade analysis. Essentially, 70% is based on assignments and
tests, while the other 30% is based on reading, writing, homework, and other
details. However, my supervisor told me
I have some leeway with this 30%, so I told the students that the other 30% is
based on attitude. If they try hard, are
polite, do their homework, then the 30% is theirs. However, if they are rude, do not do their
homework, and forget their books at home too many times, they will receive
zero. The other 70% is based on
assignments, such as book reports, autobiographies, descriptive essays, brochures,
posters, speeches, and role-plays. Each
rubric has a section for feedback, which I also give in their notebooks. I also communicate with the students via
email and if they ask, I will allow extra credit assignments, normally based on
novellas for teenagers, such as Anne of Green Gables. For these extra assignments, I ask the
parents to sign the book reports. The
grade analysis is an Excel programme that we use every month, which basically
shows us where the students are successful and where they are struggling.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Later
in the year, we will hold teacher-parent conferences and meet the teacher
night.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Every
piece of work, such as midyear plans, yearly plans, lesson plans and worksheets
are uploaded to Google Drive, which is shared with all educators and
administrators at school, while Google Classroom and email are used to share
all work with students.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 6</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Engage in professional leaning<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; line-height: 115%;">Cambridge
has many documents that help engage teachers in professional learning, such as
schemes of work and online PD. There are
also international conferences, but these are for senior teachers and
administrators only. Each term break,
the school offers professional development, of which I take full
advantage. Moreover, one of my
co-workers, Chris, is doing a teaching qualification at the University of the
Pacific, in Washington, DC. He and I
also discuss the latest teaching methods with our colleague, Levi, who is a
professionally-trained teacher from Colorado.
Some of the things that I learnt in ETL 421 and 414 were applied to my
teaching practicum, as well. I learnt
about how to use numeracy in the classroom, through music, cooking, charts,
graphs, human geography, and telling time.
Additionally, the classroom behaviour management techniques I learnt
from my other courses at CDU are being applied daily, such as the negotiated
classroom rules, as well as ways to manage troubled students. <b><o:p></o:p></b></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">Standard 7</span></b><span style="font-family: "Times New Roman","serif"; line-height: 115%;">:
Engage professionally with colleagues, parents/carers and the community<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; line-height: 115%;">I
believe that my efforts to implement anti-bullying measures, such as the hall
monitor program, as well as a school wide anti-bullying policy demonstrate my
efforts and willingness to meet professional ethics and responsibilities. Organizational responsibilities are met when
the school asks us to follow new rules, such as safety measures (fire,
evacuation, etc.), and we conform. For
example, school cleanliness is an issue, so we are asked to wash our hands when
entering the cafeteria and after using the bathroom. We had a fire safety drill in October, so we
were asked to follow certain rules related to this, to help the students
quickly exit the school. In addition
teacher-parent communication via email, phone and face-to-face occurred. Sub-standard 7.4 was also discussed through
previous standard discussions. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: justify;">
</div>
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<br /></div>
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<br /></div>
eslmichaelhttp://www.blogger.com/profile/09398984837190433641noreply@blogger.com0tag:blogger.com,1999:blog-2611415960700155465.post-35563523724970754132014-05-22T02:45:00.001-07:002014-06-02T20:32:57.537-07:00MINI-PORTFOLIO<div class="MsoNormal" style="text-align: justify;">
<b>GRADE 6C WORLD HISTORY,</b> ORCHLON INTERNATIONAL SCHOOL, ULAANBAATAR,
MONGOLIA.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
MONDAY, APRIL 21<sup>ST</sup>,
2014. 12:40pm-2:05pm (TWO 40 MINUTE
PERIODS). <b>2 observation periods.</b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
MENTOR TEACHER: MUNKHBAYAR
Cheebaatar. PRE-SERVICE TEACHER: MICHAEL
LESSER</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b>TEXT:</b> No text (fiscal restraints), but teacher uses Eastern
Hemisphere from the library, as well as downloadable worksheets, from Networks
and other sites.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The first item of the lesson was
an exam on <u>Ancient China</u>. 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).</div>
<div class="MsoNormal" style="text-align: justify;">
Explain the key terms and names.
(5 points, for a total of 30%)</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->A)<span style="font-size: 7pt;"> </span><!--[endif]-->Plateau</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->B)<span style="font-size: 7pt;"> </span><!--[endif]-->Dynasty</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->C)<span style="font-size: 7pt;"> </span><!--[endif]-->Ancestor</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->D)<span style="font-size: 7pt;"> </span><!--[endif]-->Oracle</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->E)<span style="font-size: 7pt;"> </span><!--[endif]-->Huang
River Valley</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<!--[if !supportLists]-->F)<span style="font-size: 7pt;"> </span><!--[endif]-->Anyang</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
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%</div>
<div class="MsoNormal" style="text-align: justify;">
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.</div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
2<sup>nd</sup> LESSON (<u>THE
ANCIENT GREEKS</u>)</div>
<div class="MsoNormal" style="text-align: justify;">
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. <br />
<br />
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<br />
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).<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhagK0MxuuERLugbXpSZ3X36yVGJPKcGh1ihaBxWDV8HIW2kDGXzGchVPeILzeVkY1sxGWdMTJBs8fSq9CUC2zgICfPti3e4jd2_mOHX68geWXo2x5GdFh2oijYwnHEled1gYFaMBZ7aZc/s1600/fx_Bloom_New.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhagK0MxuuERLugbXpSZ3X36yVGJPKcGh1ihaBxWDV8HIW2kDGXzGchVPeILzeVkY1sxGWdMTJBs8fSq9CUC2zgICfPti3e4jd2_mOHX68geWXo2x5GdFh2oijYwnHEled1gYFaMBZ7aZc/s1600/fx_Bloom_New.jpg" height="553" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">BLOOM'S TAXONOMY</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNo1BFynlyISzilikUx0tqh15nc4hRSbglxUR_D4TZAQDV2vKd9ZOHbCQ5EFyjqZV50oE6U2H1E6X6oM9tQ1OK-F9Yiw2Kwq1kSCmovrJhqkLIcGibhq30bfqOGrJPEb9zZTxuLArLe6k/s1600/marzano3systems.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNo1BFynlyISzilikUx0tqh15nc4hRSbglxUR_D4TZAQDV2vKd9ZOHbCQ5EFyjqZV50oE6U2H1E6X6oM9tQ1OK-F9Yiw2Kwq1kSCmovrJhqkLIcGibhq30bfqOGrJPEb9zZTxuLArLe6k/s1600/marzano3systems.jpg" height="390" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">MARZANO'S TAXONOMY </td></tr>
</tbody></table>
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<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<b>3rd and 4th observation</b>.
29-4-14 Tuesday</div>
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Mentor Teacher: Mr. Munkhbold
Zaankhuu (Head of History and Humanities Dept.)</div>
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Grade 8 World History,
8:05am-8:45am and 8:50am-9:30am (2 period double class) The Industrial
Revolution (Revision Lesson)</div>
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Pre-Service Teacher: Michael
Lesser</div>
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Text: (no use of a text in this
lesson), but he uses Checkpoint.</div>
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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.</div>
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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. </div>
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<u>2</u><sup>nd</sup><u> LESSON</u></div>
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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<sup>rd</sup> knights,
ending with peasants. <span lang="EN-GB">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. <o:p></o:p></span></div>
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<span lang="EN-GB"><b>5th and 6th observations. Grade 6B World History</b></span></div>
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<span lang="EN-GB">May 1st (2 class periods)</span></div>
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<span lang="EN-GB">Munkhbayar </span>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.</div>
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<b>7th, 8th, 9th 10th, 11th, 12th, 13th, and 14th observations. </b> <b>Grade 7 Geography</b></div>
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<b>April 24th, 25th, 28th, 29th, 30th, May 1st, 2nd, and 3rd</b></div>
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Mentor Teacher: Anupriya Sharma</div>
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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.<br />
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<div style="text-align: center;">
SECONDARY ONE GEOGRAPHY EXAM</div>
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SECONDARY TWO GEOGRAPHY EXAM</div>
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eslmichaelhttp://www.blogger.com/profile/09398984837190433641noreply@blogger.com0Orchlon school, Ulaanbaatar, Mongolia47.9236508 106.9298618999999926.068242799999997 65.621267899999992 69.7790588 148.2384559tag:blogger.com,1999:blog-2611415960700155465.post-84214469623516524272014-05-02T06:48:00.001-07:002014-05-15T20:28:36.012-07:00ETP425 ASSESSMENT ONE<div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; text-align: justify;">
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<b><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Amendment Note</span></b><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">: <i>This paper’s scheme and ideas
were approved by Karen Sinclair, in email correspondences and a Skype
conversation. She approved that I could
do an analysis of a piece of work created by the University of Cambridge
International School Examinations (CIE), using the CIE philosophy and
curriculum/curricula. Moreover, an
extension was granted until May 30<sup>th</sup>, 2014.</i><o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Why choose a reading and writing exam
as a piece of student work? In Asia, students are taught, educated and
also come to expect to take pass exams (Asia for Educators, 2007). It is
a very traditional Confucius mindset that has led us to this. At Orchlon
International School, uses the Cambridge University International Examinations
(CIE), based on the UK National Curriculum, as well the Mongolian National
Curriculum, and unfortunately focuses on teaching to the test, at least amongst
certain teachers. For various reasons, such as salary deductions for
low test scores, or having children who attend the school tuition free, certain
teachers have fiscal reasons to encourage the students to pass these external
exams. a school trying to be international, while also trying to
placate traditional parents and administrators. Not all teachers
teach to the test at Orchlon. As educators, we have a duty to help
students learn lifelong values, and through this, we can also assist them to
pass exams.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">The piece of work chosen is the Complete
(PET) Preliminary English Test for Schools, Paper 1 Reading and
Writing. The third written section was omitted for time
constraints. It is a free practice test, available online for
downloading and photocopying. The piece of work chosen was written by Itgel,
who is amongst the top tier in her class. Throughout the year, the
students learn about various topics, such as descriptive writing, settings,
atmosphere, diaries, journals, myths, legends, leaflets, reports, reading
newspapers, writing summaries, and the history of English (Reynolds,
2011). These subjects are assisted by the Cambridge Checkpoint 2
textbook. There is room for more, as, for example, Mongolians
compare Hitler to Genghis Khaan and sometimes revere him as a good man, so the
students had a two week lesson about Nazis, World War II and
Judaism. The students’ course work includes writing newspaper
articles, performing theatrical skits, writing diaries, listening to and
singing music, writing critical reviews, analysing and writing their own
political cartoons, doing gallery walks, learning about Jamaica, and creating
their own myths/legends. It is not all about cramming, rote learning
and after school drilling in their English class, as it is in their maths class
or in other classes. Itgel’s class has the highest test scores in
the grade seven stream, which includes six different
cohorts. However, in the end, the stakeholders need results, so the
PET was chosen as the student work for this paper.<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">“The expertise of our research staff,
combined with our rigorous validation and quality systems enables Cambridge
English Language Assessment to offer assessment services that are fit for
purpose, have proven validity and reliability, and are aligned with
international standards” (Dr Nick Saville, Director, Research
and Validation, Cambridge University, 2014). As Brady and Kennedy in
2012 stated, validity and reliability are key aspects that can determine test
results for students. According to Saville, the exams they create
are valid and reliable. However, according to Hove (Hove, July
2012); there are many parts of the test where the validity is
questioned. True-false questions do not challenge the candidate’s
cognitive ability, and there is a fifty percent chance of getting the answer
correct, as there is also a high chance of getting a multiple choice question
correct just by guessing. However, Itgel and her educators are not
provided with a choice. They study with CIE.</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;"><o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">The school and Cambridge provided a
spreadsheet called the SBA analysis spreadsheet. In this spreadsheet,
teachers enter all the assessment categories, with student grades, and a report
on the assessment is then generated, strand statistics, along with a summary of
learners’ results, and data. From these three pieces of information,
educators can determine the classes’ areas of strength and
weaknesses. With this statistical information, teachers can augment
their lessons and provide administrators with information for parents and
government officials (stakeholders).</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;"><o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">In part one of the reading section of
this paper (please see the screenshot of the </span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Complete PET Test
Reading Writing Paper), students are provided with short readings, for example,
on sign boards, notes, postcards, and are given three answers to choose from
(multiple choice) in order to define the message. The student who wrote the
exam did quite fine (5/5), as did her classmates, except for one child, who
received a 2/5. In part two, the student who wrote the exam analysed
and had to comprehend statements and then search for
information. This was also done to perfection, with a score of
5/5. According to the SBA spreadsheet generator, Itgel and her
classmates are strongest in this area, thus, finding part two of reading, the
easiest part of the test. In part three, The student who wrote the exam
had to search for information, which is an authentic exercise, one in which people
engage in daily in real-life, but asking true false questions on this
exam questions the validity of the results. All the same, the
candidate, again, did quite well, receiving an 8/10 for this section, while her
classmates, for the most part, had more difficulty with this
part. Therefore, Itgel’s educators may need to focus more on this
kind of work in class. In the reading section, part four, which was
a multiple choice reading comprehension exercise, the student who wrote the
exam did not fair too well, receiving a 2/5. Notwithstanding, her
classmates also did not fair very well in this section, so more revision may be
needed in class. In section five, a gap fill about sharks, the
student in question earned a 10/10, and this was her classes’ second strongest
area. In the next section, writing, there were two required
parts. The first part was a sentence transformation, in which they
were required to write a new sentence, based on one provided, by filling in the
missing word or words. The student who wrote the exam received a 4/5
in this part, while her classmates also did quite well, with the exception of one,
who received 3/5, which was still a good score. In part two, the
students had to write an email describing a book, explaining why they chose
this book and suggesting why their friend should buy the book. Minor
grammatical errors were not considered in this exercise.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Some of the answer key was unclear
and the wording was disorganised, which may have allowed students to lower
their grade. As a result, they were
permitted to ask the invigilators questions about the answer key during the
examination. <o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">The PET exam also has the options for
listening, speaking and a part three in the written section. As they
only study English for two hours a week with their native English teacher, it
was deemed that there was not sufficient time to administer the exam in its
entirety. In grade eight, the students will also engage in a very
important summative exam, which focuses on reading and writing, so this is
another consideration as to why reading and writing was chosen over listening
and speaking in the PET test.<o:p></o:p></span></div>
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<span style="background-position: initial initial; background-repeat: initial initial; color: #333333; font-family: Arial, sans-serif; font-size: 12pt; line-height: 115%;">It is the
administrations current belief that English speaking teachers, from Mongolia
and abroad, need not only to be fluent in English, but bring with them
international mindedness.</span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;"> <span style="background-position: initial initial; background-repeat: initial initial;"> The
current foreign staff at Orchlon has regularly criticised the school’s focus on
exams, quizzes and tests, and questioned why the school does not administer
holistic assessments. The school is trying, but moving from a traditional Asian
mindset will take time.</span> <span style="background-position: initial initial; background-repeat: initial initial;"> Portfolios,
exhibitions, online learning, speeches, debates, Model UN, skits, and field
trip surveys will eventually replace Itgel’s pencil and paper tests, and when
it does happen, the values she will learn will assist her to become a well
rounded person as an adult, as opposed to someone who is good at rote memorisation.</span> <span style="background-position: initial initial; background-repeat: initial initial;"> It is a very interesting time to be at Orchlon
and in Ulaanbaatar, Mongolia.</span> <span style="background-position: initial initial; background-repeat: initial initial;"> Luckily
for this writer, he will witness many changes in society and in educational
assessment.<o:p></o:p></span></span></div>
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<b><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Reflection<o:p></o:p></span></b></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">The first part of this reflection, which is to reflect on my own
learning journey through this course, will be intrinsically tied to the second
part, which is to pose some questions related to my pending practicum for
ETP425. This reflection will weigh and compare traditional formative
/summative, terminal assessments versus modern and up to date informal
assessments. The third part will compare
and contrast the CIE Curriculum to that of the Australian National Curriculum.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Thus far, through this course, Brady & Kennedy (Brady and Kennedy,
2012), in addition to supplemental online and PDF readings, have informed me
about summative/formative and project, performance and a multitude of
non-traditional assessments. The knowledge provided from these sources
has assisted me to augment my already seventeen years of international
educational experience. In Korea, Taiwan and Mongolia, I experienced and
witnessed many traditional assessments, but they lacked authenticity (Brady and
Kennedy, p. 44), as the assessments lacked ambiguous tasks and essay based
questions. Moreover, students rarely, if ever, wrote short stories,
biographies, autobiographies, debated, gave speeches, submitted portfolios or
did exhibitions, because under confident teachers and a lack of training
prevented them from doing so (Lesser, 2014). Moreover, this traditional
philosophy towards assessment is related to East Asia’s belief in Confucianism.
Confucius stated that a career needed to be determined by an exam, so the
Asian mentality in education has remained relatively unchanged every since.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">When I made the shift to international schools, in Indonesia, where I
worked at their Australian International School, which used the BSSS and VELS
curricula, in Singapore, which used the International baccalaureate, and
currently in Mongolia, which uses a national curriculum, alongside the
Cambridge University International School Examinations, I began to learn much
more about coursework assessment, much of which was informal, as well as
product orientated. According to Brady and Kennedy (2012), informal
assessments include self assessment from both educators and students, as well
as peer editing. This would not be plausible at a domestic Asian school,
but works well in Western and international educational environments.
Some strategies suggested by Brady and Kennedy (2012) that I
witnessed in international schools were outcomes in poetry recitals, debates,
songs, and speeches; processes, such as interviews and theatrical performances
involving both students and educations; personal attributes, such as risk
taking when a young year seven student needed to approach a year twelve student
for information related to a task; and records, such as the usage of
portfolios, as well as a mark book that considered homework, behaviour,
attendance and class work.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">In my current place of employment, Orchlon International School in
Ulaanbaatar, Mongolia, a private K-12 school, is where I will also engage in
the practicum component of this course, I will observe and participate in geography,
English, and History classes, taught by Mongolians and an Indian. The school
itself, an international bilingual school using two curricula, to cater to both
locally minded parents and internationally minded Mongolian students, is in a
state of flux, moving from a traditional mindset to one of the international
community. I am here at a very interesting time, and I will be able to
witness many changes. My mentor teachers themselves were all educated in
traditional settings in their youth, but in teachers’ college, studied the
theories of modern day education, with collaborative learning, student centred
classrooms and the various learning styles.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">Thus far, I am aware that some of them still use teacher centred
classes, a mix of both, or are starting to lean towards student centred
learning. How will they react when I do not wholly engage the student
with a 40 or 80 minute lecture? What will they say when I allow the
students to not only be very talkative, but to also allow them to openly challenge
me in the classroom in front of their peers? I may provide them with
weekly assessment tasks, to be completed over the weekend and submitted on
Monday, or groups could be Power Point Presentations in which their classmates
do the assessing, or I could assess their coursework group work collaborating
skills. These are quite different, if not radical, compared to what the
students are used to; monthly formal traditional pencil and paper tests.
Performance assessments (Brady & Kennedy [Forster & Masters, 1996, p.
1]), such as acting out a scene from the royal court of England in the 14th
century, which I learnt about while in teachers’ college in Singapore, would be
something to consider as well, which would engage the students in real learning
opportunities. How will stakeholders, such as administrators and parents
react, when they find out that the children are being assessed while acting?
Experience has taught me that when students are happy, parents are happy
and parents tell administrators they are happy, and then administrators are
happy with the teachers. What child would not like to act out, as opposed
to reading 500 pages of a thick historical text, or go to Northern Mongolia for
a week long survey on rocks, bones and live with a nomadic family in a yurt
(ger) for their geography assessment, instead of sitting a two hour test?<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">This third section of the reflection is meant to compare, contrast and
criticise the UK National Curriculum (also known as CIE), and the Australian
National Curriculum (ANC). A few key
principal aims and purposes of the CIE is that the curriculum is meant to build
and develop a student’s sense of knowledge, as well as understanding of
English, European and global viewpoints of religious, ethical, community, and
cultural heritages (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National
Curriculum (England, Wales and Northern Ireland)</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">).
While, according to the documentation on the ANC website (), Australian
Literature at the year 8 level will tie Australian curriculum to that of
Asia. The two are similar, with regards
to global viewpoints. However, the CIE
focus is on the UK and Europe, with a broad global perspective tied in. There has been criticism of both
curriculums. The CIE does not always
require firm hold in a particular school.
Some schools, as a result, also use their own curriculum, which creates
a two tiered system (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National
Curriculum (England, Wales and Northern Ireland)</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">), much like the one at Orchlon
International School. Moreover, some of
the assessment examinations are not tied to the national curriculum, so there
is a dumbing down of the General Certificate of Secondary Education (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National Curriculum
(England, Wales and Northern Ireland)</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">).
Moreover, students are pressured by stakeholders to get higher grades,
so they can see their grades on a league table (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National Curriculum (England, Wales
and Northern Ireland)</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">). Therefore, they take easier
courses, such as drama, art and history and drop more difficult courses, such
as mathematics, chemistry and physics (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National Curriculum (England, Wales and
Northern Ireland)</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">). On the other hand, the ANC has
also had its critics, because the subjects are watered down, so that the
graduating class’s certificate will not be viewed as competent as a New South
Wales Higher School Certificate (and the subsequent curriculum) (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Australian Curriculum</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">). Literacy and Literature is now being shifted
towards language, while the history curriculum is too ambitious and sciences
does not focus on scientific concepts and skills, and instead focuses on the
history of science (</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Australian
Curriculum</span><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">). In essence, there is no such
thing as perfect curriculum. Both the
CIE and the ANC have their merits and downfalls, and it seems as though each compare
very similarly to their viewpoints and where they want their students to end
up; being well rounded, caring, educated global thinkers.<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-SG;">The interactions and conversations I am bound to have over the next few
weeks, months and even years, are definitely going to interesting ones,
visa-vie summative/formal versus informal performance and project based
assessments here at Orchlon in Mongolia. It is my hope that this course,
online discussions with classmates and reading will also assist me in my
justifications. <o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-SG; mso-fareast-theme-font: minor-latin; mso-no-proof: yes;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Photo of
Student’s Work Page One<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f">
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</o:lock></v:path></v:stroke></v:shapetype><v:shape alt="ITGEL'S WRITING TWO.jpg" id="Picture_x0020_5" o:spid="_x0000_i1044" style="height: 603.75pt; mso-wrap-style: square; visibility: visible; width: 450.75pt;" type="#_x0000_t75">
<v:imagedata o:title="ITGEL'S WRITING TWO" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg">
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Photo of
Student’s Work page two<o:p></o:p></span></div>
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<v:imagedata o:title="ITGEL'S WRITING ONE" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image002.jpg">
</v:imagedata></v:shape><o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-SG; mso-fareast-theme-font: minor-latin; mso-no-proof: yes;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_1" o:spid="_x0000_i1042" style="height: 375.75pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 426.75pt;" type="#_x0000_t75">
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</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-SG; mso-fareast-theme-font: minor-latin; mso-no-proof: yes;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_7" o:spid="_x0000_i1040" style="height: 347.25pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 450.75pt;" type="#_x0000_t75">
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<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-SG; mso-fareast-theme-font: minor-latin; mso-no-proof: yes;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
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<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
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<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image009.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-SG; mso-fareast-theme-font: minor-latin; mso-no-proof: yes;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_22" o:spid="_x0000_i1035" style="height: 399.75pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 594pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image010.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<v:shape id="Picture_x0020_25" o:spid="_x0000_i1034" style="height: 466.5pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 624pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image011.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_28" o:spid="_x0000_i1033" style="height: 405pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 585.75pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image012.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, retrieved 30 April, 2014. Cambridge University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_31" o:spid="_x0000_i1032" style="height: 476.25pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 576.75pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image013.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<v:shape id="Picture_x0020_34" o:spid="_x0000_i1031" style="height: 396.75pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 591pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image014.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET
Test Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<v:shape id="Picture_x0020_37" o:spid="_x0000_i1030" style="height: 503.25pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 628.5pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image015.png">
</v:imagedata></v:shape><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete PET Test
Reading Writing Paper.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">, taken 30 April, 2014. Cambridge University Press, 2010.<br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape alt="STUDENT ANSWER KEY.png" id="Picture_x0020_0" o:spid="_x0000_i1029" style="height: 639pt; mso-wrap-style: square; visibility: visible; width: 450.75pt;" type="#_x0000_t75">
<v:imagedata o:title="STUDENT ANSWER KEY" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image016.png">
</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Complete PET Test Answers (Screenshot of Reading and
Writing Answers). </span><a href="http://www.cambridge.org/servlet/file/store7/item5633463/version1/CompletePET_TEST_AnswersAndScripts_AK.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://www.cambridge.org/servlet/file/store7/item5633463/version1/CompletePET_TEST_AnswersAndScripts_AK.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">, </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;">taken 30 April, 2014. Cambridge
University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_40" o:spid="_x0000_i1028" style="height: 438.75pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 596.25pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image017.png">
</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Complete PET TEST Candidate Answer Sheets. </span><a href="http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">,
retrieved April 30<sup>th</sup>, 2014.
Cambridge University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_43" o:spid="_x0000_i1027" style="height: 468pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 597pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image018.png">
</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Complete PET TEST Candidate Answer Sheets.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">,
retrieved April 30<sup>th</sup>, 2014.
Cambridge University Press, 2010.</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_46" o:spid="_x0000_i1026" style="height: 445.5pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 624.75pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image019.png">
</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Complete PET TEST Candidate Answer Sheets.<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">,
retrieved April 30<sup>th</sup>, 2014.
Cambridge University Press, 2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-SG; mso-no-proof: yes;"><v:shape id="Picture_x0020_49" o:spid="_x0000_i1025" style="height: 447pt; mso-wrap-style: square; rotation: 90; visibility: visible; width: 533.25pt;" type="#_x0000_t75">
<v:imagedata o:title="" src="file:///C:\Users\user\AppData\Local\Temp\msohtmlclip1\01\clip_image020.png">
</v:imagedata></v:shape></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-SG; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<br />
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">References<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Australian Curriculum Framework: English
(2009). Education Services
Australia. </span><a href="http://vocabulary.curriculum.edu.au/framework/E.html"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://vocabulary.curriculum.edu.au/framework/E.html</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Australian Curriculum (22 February, 2014). </span><a href="http://en.wikipedia.org/wiki/Australian_Curriculum"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://en.wikipedia.org/wiki/Australian_Curriculum</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Brady, L. & Kennedy, K. (2012). Assessment and Reporting; Celebrating Student
Achievement, 4<sup>th</sup> Edition.
Pearson Australia, NSW. 1-155.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Cambridge International Examinations
(2014). </span><a href="http://www.cie.org.uk/"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.cie.org.uk/</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Cambridge International Examinations (8 May 2014). </span><a href="http://en.wikipedia.org/wiki/Cambridge_International_Examinations"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://en.wikipedia.org/wiki/Cambridge_International_Examinations</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Complete PET Test Answers (Screenshot of
Reading and Writing Answers). </span><a href="http://www.cambridge.org/servlet/file/store7/item5633463/version1/CompletePET_TEST_AnswersAndScripts_AK.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.cambridge.org/servlet/file/store7/item5633463/version1/CompletePET_TEST_AnswersAndScripts_AK.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">, </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;">retrieved 30 April, 2014. Cambridge University Press,
2010.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;">Complete
PET Test Reading Writing Paper. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">(2010)</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;"><o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;">http://www.cambridge.org/servlet/file/store7/item5633460/version1/CompletePET_TEST_ReadingWritingPaper.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;">, retrieved 30 April, 2014. Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Complete PET TEST Candidate Answer Sheets. (2010) </span><a href="http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.cambridge.org/servlet/file/store7/item5633464/version1/CompletePET_TEST_CandidateAnswerSheets.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">, retrieved April 30<sup>th</sup>,
2014. Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Hove, M. L. (July 2012). Hyphenated validity: Comparability of
assessment protocols in English language between two examination boards. SA-eDUC JOURNAL Volume 9, Number 1. </span><a href="http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-saeduc/6_Hyphenated%20validity_Comparability%20of%20Assessment%20protocols%20in%20English%20language.pdf"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-saeduc/6_Hyphenated%20validity_Comparability%20of%20Assessment%20protocols%20in%20English%20language.pdf</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Lesser, Michael (2014). Professional Experiences in the Educational
Field since 1997.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">National Curriculum Assessment (26 April, 2014). </span><a href="http://en.wikipedia.org/wiki/National_Curriculum_assessment"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">http://en.wikipedia.org/wiki/National_Curriculum_assessment</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">National Curriculum (England, Wales and
Northern Ireland) (7 May 2014). </span><a href="http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland)</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">PET (Preliminary English Test) for Schools Practice test. </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">(2010)</span><span style="font-family: Arial, sans-serif; font-size: 12pt;"><o:p></o:p></span></div>
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<a href="http://www.cambridge.org/gr/elt/catalogue/subject/project/custom/item5633511/Complete-PET-PET-for-Schools-Practice-test/?site_locale=el_GR&currentSubjectID=382391"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.cambridge.org/gr/elt/catalogue/subject/project/custom/item5633511/Complete-PET-PET-for-Schools-Practice-test/?site_locale=el_GR&currentSubjectID=382391</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">, </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-language: EN-SG; mso-no-proof: yes;">retrieved</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> April 30<sup>th</sup>, 2014. Cambridge University Press. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Research and Validation (2014). </span><a href="http://www.cambridgeenglish.org/research-and-validation/"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://www.cambridgeenglish.org/research-and-validation/</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">. UCLES.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Reynolds, J.
(2011). Cambridge Checkpoint English 2, New Edition. Hodder Education, London, 1-125.<o:p></o:p></span></div>
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<strong><span style="border: none windowtext 1.0pt; color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Saville, N. (February, 2014)</span></strong><span class="apple-converted-space"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt;">, </span></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 12.0pt;">Cambridge University.</span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">The Confucian Classics and the Civil Service
Examinations. (2007) </span><a href="http://afe.easia.columbia.edu/cosmos/irc/classics.htm"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">http://afe.easia.columbia.edu/cosmos/irc/classics.htm</span></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">. Asian for Educators,
Columbia University. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">University of Cambridge Local Examinations Syndicate (27
February, 2014). </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><a href="http://en.wikipedia.org/wiki/Cambridge_Assessment">http://en.wikipedia.org/wiki/Cambridge_Assessment</a></span><span style="font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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