2011 Fall MA Course Portfolio

2011 Fall MA CoursePortfolio Kim Ju Young (1054006)

Contents 1 2 3 4 5

Introduction As an English teacher, I have been teaching secondary students for six years. Teaching is one of the most rewarding, and meaningful jobs that can fulfill self esteem of helping others in many respects. It entails lots of skills not only giving a good lecture but also interacting with students, and I always feel great need to keep studying and being open minded to new trends of young society with a good command of English. Thus I apply for this M.A. course at SMU. Introduction

Personal and Professional 1 2 3

Curriculum Viate CAREER SUMMARY • Teaching English for approximately 10 years • Homeroom Teacher for 6 years • Earned qualifications, certificates and lots of experiences in education, and volunteer work . EDUCATION EDUCATION Feb. 2012. Expected to earn M.A.in Graduate school of TESOL, Sookmyung University in Seoul, S.Korea 2006 B.A in from English Education Department Choongang University, In Seoul, South Korea 2002 – 2003 Study in Missouri University, USA 2000 – 2002 Study in Chinese Language and Literature Department in Cheonnam National University, Gwangju, Korea Curriculum Viate

Curriculum Vitae TEACHING EXPERIENCES . Jan. 2011. – Feb.2011 Teaching Internship in Delaware, USA Supported by Incheon City Educationa Department 2009 Head teacher of learning foreign language club In Incheon Girls Commercial Highschool 2008 – Present Incheon Girls Commercial Highschool Incheon, South Korea 2006 – 2007 Teaching in Namincheon Girls’ Middleschool 2006 Assistant teacher for native speaker of English department In Namincheon Girls’ Middleschool 2006 – Present Full time secondary teacher In charge of homeroom class 2003 Part- time teaching at private English institute 2000- 2002 English Private tutoring Curriculum Viate

Curriculum Viate OTHER EXPERIENCES • 2004 • Head student in the dormitory for • scholarship students In Namdo Haksuk, • Daebang , Seoul • Mar. 2003 • Volunteer work in the Indian Reservations • in Arizona, USA • Aug. 2002 – May. 2003 • Exchange student in Missouri University • Columbia, USA • 2001 – 2002 • Volunteer work for Korean Americans over • summer break in Gwangju • Mar. 2000– Aug. 2000 • English reporter at University Press, • Cheonnam Tribune . Curriculum Viate

Curriculum Vitae CERTIFICATE and AWARDS 2008 Certificate of Teaching Korean to foreigners Yonsei University in Seoul 2008 Certificate of TESOL Sookmyung Women’s University in Seoul 2006 Award at National English Drama Memorization & Acting Contest hosted by EBS 2006 Certificate of National Secondary Teacher of English Incheon City Educational Department 2003 Second place at National University Student English Contest In Chosun University hosted by Education Department of Korea 2000 Third place at English Essay Contest in Cheonnam University . Curriculum Vitae

Curriculum Vitae SKILL • 2009 • TEPS (1+) • 2008 • IELTS (7.5) • 2004 • Information Processing Technician Certificate • 2003 • Computer Use in EXCEL Certificate • National Chinese Character Certificate . Curriculum Vitae

Teaching Philosophy When I was a little kid, I can remember taking care of 3 or 4 year olds. Even though I was young myself, I liked to play and take care of younger kids. When tutoring in university, I liked to be with my students. With this character, and good interaction and bondage with students in the time of practice teaching, I had no doubts to be a good teacher who loves students and teaching. However, English is not most students’ favorite subject. For some students, it is exciting to learn from the beginning, but for the majority of students, English is a fearful subject and don’t want to deal with it. Especially in the current school system, students have to memorize a lot of vocabulary to interpret the written passages for the exam, and don’t have much time to practice output areas such as writing or speaking. That’s why students usually consider English as one of subjects, and their active vocabulary for output skills is not good, easily getting feared. As a language instructor, I want to encourage my students to produce output of English rather than just having input and help them feel confident with their English and themselves. Not only I want to facilitate their learning but also I want to help them grow inside and turn into a better person. Teaching Philosophy

Teaching Philosophy When I teach, I try to help them get rid of this fear by emphasizing that not all people should be proficient in English, and English test scores are not all there is to learn and use English. In the way of increasing students’ confidence in English use, I also have them present in English at least one time throughout the whole semester. For example, the topic I’m currently teaching about is taking pictures, so I ask students to give a presentation on their memorable, and meaningful picture to them. They should describe the picture in 6 sentences, and afterwards, the whole class read their presentation script and I correct the big errors. Their presentation is sometimes just a series of English words, directly translated word by word, in Korean order and contains lots of Konglish and errors. To most of them, it is their first English presentation, and they shake their hands behind the podium. However, many of them show much better presentation than I thought and they seemed to be proud of themselves about the fact they do give presentation in English. I am happy with their facial expression and attitude after this presentation which they show more efforts than I thought. When correcting their script, they don’t even put subjects, and verbs appear here and there, but I give them lots of compliment on their brave try to use English. Teaching Philosophy

Teaching Philosophy For EFL learners, getting the words out in English itself is a big challenge, and naturally may contain a lot of errors. Instead of focusing on correcting their mistakes, I’d like to give a compliment on their try. As long as they speak English, broken or Konglish, the first step is to speak words out, not to cook how to say in the head. Thus I try to encourage students to speak as much as possible, and give a big compliment in overreacting ways, which helps students relieve fear and stress of English speech. Besides this, I ask them not to feel afraid of foreigners. Except for just a few students, all they did before the native speaker at my school was calling out his name, and saying hi. When the native speaker, Eric asked something, they just smiled a lot because they didn’t know how to answer properly. My students feel inferior because they cannot speak English well. However, I pinpoint the fact that we are living in non-English country where other foreign travelers or teachers should try to learn Korean. They should be ashamed of not being able to use the language of the country they are living in. In order to encourage them to speak English as much as they can, and not to become shy, I give them my experience in Japan where I was told in Japanese only even I couldn’t understand Japanese. Teaching Philosophy

Teaching Philosophy The number of English users doesn’t make the country stronger, but when the country is strong, the language itself becomes strong. I don’t want my students to feel inferior and ashamed because they cannot answer foreigners in English. Even though I teach my students usefulness and benefits of English ability when we are abroad and for business as a global language, the most important thing, I believe, is to feel confident with English whether correct or not. Therefore, I keep mentioning it is natural that we make mistakes, and have Korean accents. In Korea, teacher’s role doesn’t confine to teaching the subject only. Teachers have to take charge of a class of about 30 to 40 students with the name of homeroom teacher. It takes on much responsibility and ongoing careful attention. As a teacher of just about 6 years standing, I cannot say many experiences, but I try to do as many things as possible for my students. I made them study English picture cards, checked their daily schedule and journal by writing comments, and made them daily classroom newspaper. This was all extra work and time I put into for my students. Although some students change into more mischievous person affected by peers or unfavorable family situations, majority students change into better person when more efforts and care are given. This year, my students are worst of worst among 36 classes, but I still don’t lose hopes that students do change. For teachers, it is the biggest happiness when students show changes of action. What teachers should adhere to even in moments of disappointment because of students is belief of possibility and changeability in students. Teaching Philosophy

Teaching Philosophy Nowadays teaching position is acknowledged because teachers have long paid vacations as well as guaranteed long working years. In the past, it was appreciated in the respect that it is most rewarding and respectful because teachers are the ones who grow immature people up and bloom the youth. Students are getting more out of control and disrespectful. However, despite many difficult unfavorable conditions, I believe being a teacher is an absolutely precious role that grows immature human beings mentally and academically. I want to give students hopes and good influence through my experience, efforts, and English. For teachers, it is greatly rewarding to see students gain confidence in the area they’re studying, and so with themselves. I would like to help my students realize the benefits of using English as a global language, and foster strong second language ego as well as their identity. Teaching Philosophy

Tesol Courses I took • SECOND LANGUAGE ACQUISITION • METHODOLOGY 1 • ISSUES IN COMMUNICATIVE LANGUAGE TEACHING • TEACHING WRITING • INTRODUCTION TO CORPUS LINGUISTICS • INTERNET BASED LANGUAGE TEACHING • TESTING AND EVALUATION • ENGLISH PRONUNCIATION . Tesol courses

Teaching GEP class 1 2 3 4

Student Survey Result Introduction

Lesson Plan 1 Lesson Plan 1

Lesson plan 1 Lesson Plan 1

. * Activity 1 –Finding worst of worst 1. Objectives: Students will be able to complain their worst experience on Korean Thanksgiving day in groups * Activity 2 –Composing a complaint letter with given sentences 1. Objectives 1) Students will be able to categorize sentences into related and unrelated to the topic. 2) Students will be able to compose a complaint letter in a right order. Lesson plan 1

. * Activity 3 – Tableaux 1. Objectives 1) Students will be able to make a still image to show a situation where they can complain and explain what situation it is. * Activity 4 - Writing a complaining paragraph for bulletin board 1. Objectives 1) Students will be able to answer survey about satisfaction of SMU life. 2) Students will be able to write a paragraph complaining about SMU life. Lesson plan 1

. < SMU Life Satisfaction Survey > Lesson plan 1

Lesson Plan 2 Lesson Plan 2

Lesson plan 2 Lesson Plan 2

. • Activity 1 • Seeking Components of Happiness • 1. Objectives: • Students will be able to • express their opinions with • supporting details. • 2) come up with the idea of • the components of happiness • 3)present their ideas and share them • about their view of happiness. Activity 2 – Finding Mr. Right 1. Objectives 1) Students will be able to find the most appropriate guy with good reasons. 2) Students will be able to write a paragraph with one topic sentence and 5 supporting details. ▫ Activity 3 Writing a paragraph about job 1. Objectives Students will be able to 1)figure out the important factors for themselves. 2)write paragraphs about occupations related to happiness. Lesson Plan 2

. • * Activity 4 – Write an essay • Objectives • :Students will be able to write an essay • about a happy life. • Topic : What do you think you need • for your happy life and why? • Write a fully developed essay • with supporting details. * Closing and Assignment Within a few days, a new year is waiting for you. What do you want your next year to be like? Imagine the best year of 2012 you wish for. What do you think is the key to happiness of 2012? State it with specific details and the reasons why you want it that way. Lesson Plan 2

< Self-Editing Checklist > Group Name Please tick in the parenthesis, after you check the draft. 1. Format (1) if spellings are all correct ( ) (2) if the title is appropriately put down (a title is better in noun forms) (a) capitalization ( ) (b) centering ( ) (3) if paragraphing is correct (a) indentation ( ) (b) sentences – one after with leaving just one space ( ) 2. Language (1) if sentence structures are all correct (a) the first word is capitalized ( ) (b) punctuation (period, quotation marks, comma, etc.) are properly used ( ) (c) proper nouns are capitalized ( ) (d) number agreement ( ) (e) tense agreement ( ) 3. Content (1) if the essay has a good thesis statement ( ) (2) if the essay has a good introduction paragraph ( ) (3) if the logical orders are natural ( ) (4) if each paragraph has topic sentences ( ) (5) if each paragraph has supporting details – more than 3 sentences ( ) (6) if the essay has a concluding paragraph ( ) (7) if the concluding paragraph does not include new information ( ) Lesson plan 2

<Activities> Lesson plan 2

< Activities> Lesson plan 2

< Peer-Editing Checklist > Lesson plan 2

< Activity Materials > Lesson plan 2

Mid-term Exam Midterm Exam - GEP II Fall 2011 Name: _______________ Student Number: __________________ 1. Fill in the blanks by choosing appropriate words from Word Bank. (10 points, each 1 point) (1) Word Bank A birthday party is a celebration of the (A) of the birth of the person who is being honored. Birthday parties are a feature of many cultures. The guests may be asked to bring a (B) for the honored person. In Western cultures, birthday parties are often accompanied by colorful (C), such as balloons and streamers. In these cultures, a birthday cake is usually served with lit (D) that are to be blown out after a "Birthday wish" has been made. The person being honored will be given the first piece of cake. While the birthday cake is being brought to the table, the song "Happy Birthday to You" or some other (E) birthday song is sung by the guests. (2) Word Bank (A) party is a party that is not made known beforehand to the person in whose honor it is being held. (B) party is a party where a large group of people get together at a private home to socialize. This party is also called keg party or “keggers” because people usually drink beer pumped from a keg in this party. (C) party is for the purpose of collecting money that will be given to some person or to some institution, such as a school, charity, business, or political campaign. (D) party is held for the purpose of welcoming a newcomer, such as a new club member, or a family’s new baby. (E) is a style of party that is well suited to receiving many guests and popular for large events such as holiday events at the White House. Mid-term Exam

Mid-term Exam 3. Read the following complaint letter and circle the correct answers. (5 points, each 1 point) Mid-term Exam

Mid-term Exam 4. Each of the following text has five parts that need to be edited. Underline the inappropriate parts and correct them. (20 points, each 2 points) Example Mid-term Exam

Mid-term Exam 5. Underline a sentence which is unrelated to the rest of sentences in the following passage. (4 points, each 2 points) 6. The sentences below are in the wrong order. Put the sentences into the right chorological order. (6 points, each 3 points) Mid-term exam

Reflective Journal 1 First, I liked Una’s bright greeting, and Hannah’s soft voice. I find tone and pitch of voice important and helpful for students to keep focused, and I really like theirs. They introduced the laughing game whose rule was not to laugh. This was my first time to play it, and it was more interesting than I had thought, and good to warm up students who felt awkward and uncomfortable for the first time being in the class. I also thought of using it in my class on the first day of a new semester. After this ice-breaking activity outside of the classroom, students were put into five groups to do 7 minute activity, Treasure Hunt. There were five stations where big sisters gave one mission for students to complete such as finding characters of fairy tales, places, bingo games, and etc. Jeryoung and I were in charge of Bingo game which was to have students figure out the prepositions of each sentence. The room was crowded with students standing between chairs, moving for the different mission, and the room was too hot without air-conditioning. Everyone was hot sweating, but all of us seemed excited. Students looked more eager to get the piece of treasure map than I thought. In my station, students had to figure out the missing preposition, and some of them were not as good as I thought they would be. My partner who is an elementary school teacher was so energetic and lively that students were excited at her exaggerated speech and motion. Seeing this, I thought even university students liked to be treated this way. I realized I should explain and complement students more with action, and in a higher tone of voice. At the last stage, students and teachers had time to shake hands. Hannah divided the activity into one minute three different introduction. After shaking hands without saying anything, we said hello introducing our names, and lastly we again exchanged names, and introduced the other. It was a bit chaotic, especially at the third introduction. It was a bit confusing to take turns introducing in threesome. I thought it might be more organized if we introduced ourselves in two circles with one group moving clockwise and the other counter-clockwise. All in all, it was a good start, and ice-breaking time. Before the class, I was a bit worried about students’ attitude toward us. But students were students like my school students even though they were older. All activities were good to have us meet all the students in one class. Reflective Journal

Reflective Journal 3 This week, Shinhye and I presented, and had quite felt-long 3 hours. First of all, I appreciated the great roles of group leaders. I was worried a lot about how our lesson plan, designed only in our head, would turn out. It went better than we had worried about even though there were some unclear moments about what to do for the tasks. I and my partner should have given clearer instruction with some models or examples. Except for Tableux, there was no given example, and even group leaders who had heard about our plans before asked a lot about what kind of forms and what stories they should take in writing. We thought of the plans, so we inadvertently assumed that they would understand what to do like. Therefore, group leaders found some tasks unclear to carry out. We should have given more detailed, clearer instruction. In the activity 2, when they should figure out the right order of the sentences, they needed to find the word, “ohyes”. One group completed the task much faster than others, and raised their hands as required. At that moment, I didn’t know what to do and just had them waited for other groups to solve the problem. I should’ve thought about groups who finished early. When half of the groups were done, I let them the first group who raised hands give the answer, but there must have been better ways for all other groups to have time to complete the task. In the activity 3, the students’ presentation didn’t last as long as we thought. Making a frozen mime was quite interesting. It would be also great to ask students’ response or choose the best acting group. The last activity took far more time than our plan. I lengthened the given time several times. Despite the prompt, and urges, they took their pace to finish the task, and I had to take one group’s incomplete paper. I liked the professor’s idea of peer editing. It was even better to give students a chance to revise other group’s writing, and see their revision and comment on their writing than just a presentation. Also, I thought I should’ve given a bigger paper so that they could be more comfortable doing collaborative writing. There was one thing I should’ve pointed out but I missed. I saw many group leaders holding the pen and write mostly, which was should be avoided for student’s improvement. Next time, I will have students take the main role, and write on their own. Reflective Journal

Reflective Journal 4 This week’s topic was party and its function is informing by email. Students need to write an invitation letter in the form of an email. The instruction was was very clear and specific at every stage, and generally it was a well organized lesson. The first activity was for students to refer to their reading assignment. It was good to check whether students read or not, and it was a good brainstorming activity. When it was conducted as a kind of group bingo, it might have consumed too much time. Luckily, one group leader asked how longer we should give answers, and it was shortened. In class, asking and answering should be actively going on for oneself as well as others. When I was not clear with something, others feel the same way. Class leaders started to use blackboards, and it was good because we were not still familiar with group names. Secondly, we shared about our best or worst party. My group members were thinking too hard. Although I initiated the conversation, it was not easy to come up with. I thought it’s partially because Koreans don’t use the term ‘party’ except for birthday party, and our get-togethers called party in the West didn’t feel like fitting in. In the third activity, we should complete an email informing about the party. We were given a picture of different party, and filled out mind map describing the party scene. In the mind map, there were categories were given, which was very helpful to guide us what to think of. However, in the email, there were too many guided sentences and information given at the beginning, The idea of guided writing was good, but it showed too much information, and even there was a closure remark that we will be very appreciate if you join our party.” Reflective Journal

Reflective Journal 4 Many lines below were useless and it was hard to develop smoothly. Also, there was a wrong sentence, “we will be very appreciate”, and even when all presentation ended, it was not corrected by class leaders. Lastly, students need to create their own party, and write email. It was good to have paper for even rough draft, and the colored big paper was good. The last activity took longer than expected. Writing activity takes much longer than planned, but the pace was faster than last class. Performing was also interesting to see, but one of my students said, “Again?” Performing increase the fun of class, and students’ creativity, but it may not be conducted too much. In fact, at the start of the class, I wished that class leaders had put some authenticity in the activity. When my group presented, for authenticity, and relatedness to students own life, I started with Chuseok experience, and ended with SMU life survey. The beginning brainstorming activity and planning the parties are all related to students’ life but it would be better when its authentic purposes were mentioned. While working on the task together, I kept wondering this group writing can be much helpful increasing students’ MATE score within 3 months. Writing collaboratively can lower the burden, and fear of writing, but writing test is totally done by oneself. I was wondering what kind of individual writing activity would be interesting. Overall class went smoothly. The steps were well divided, and clearly instructed with cute PPT. I’m looking forward to seeing other classes. Reflective Journal

Reflective Journal 6 This week was about narrative writing with the theme of dating. Group 6 had a well-organized plan and conducted it with balance of writing activities and others. Especially interactions between groups were going very well. In the beginning, they briefly gave us an overview of what we were going to do in class. Since we got the big picture of what each step and activity involved, it struck us well-organized, and at each step, we were not lost. Moreover, they passed out a packet of activity materials, which was really efficient way of saving time as well as following directions more quickly. It was good that materials were covered, so they were not revealed beforehand. The first activity was a memory game. It was fun as well as useful to remind students of reading homework. It took less than assigned. In my group, April was far better than the other two students. She was getting most of the cards right, but Jiha got nothing until 5 cards were left. I didn’t want to see Jiha end up with no cards, making her feel embarrassed. April and Yoon also encouraged Jiha to guess the meaning of words, and gave her all chances to finish the left cards near the end. When she got 2 sets of them, all of us cheered greatly. I had leeway on the rule, but it was good to see Jiha’s smile given that the winner was obvious at that moment. I wish there were more cards to play with. The activity 2 was asking and answering questions and voting for the best. Asking questions related to dating was helpful and leading for the next activities. However, the questions, especially on the yellow cards were not intriguing enough. Students’ answers were not that particular or interesting except for the question of dating disaster. Reflective Journal

Reflective Journal 6 The next activity was describing pictures in narrative style. The pictures were not complicated and were appropriate to make stories out of. After writing stories, groups exchange their own groups’ writing and put the pictures in order basing on the written story. A check list was given, so it was very helpful to remind students of what is important in writing. I liked this activity because picture description doesn’t appear as a burden and putting the pictures in order while editing others’ writing was quite fun. In the following activity, it was a fun start with Hannah’s real example of dating disaster. Groups were divided into two, and one watched Icecream video while the other goups watched Seinfeld. After watching videos about awkward dating situations, and students were supposed to fill out mind-maps and write individually. However, it was not easy for students to understand it. My group members and me actually didn’t get the idea that the female characters kept switching from unattractive to attractive. To our eyes, she was not that different or ugly when being as regarded “unattractive”. Also, I wish there were more words and expressions in the list for students to refer to. When they fill out the mind map, they found it really difficult. Their individual writing was all different. It was not because they came up with the different solution or closing, but because they had difficulty making stories with the little clue from the video. As usual, students were much pressed against time when they wrote individually. All in all, it was a good, well-organized lesson with good examples at every step. Groups’ seating formation was very effective for exchanging activities and sharing stories. Activities were various and well-balanced with writing, the main purpose, and other motivating activities such as acting, picture ordering, and watching videos. Reflective Journal

Reflective Journal 10 Week 10 was about drawing graphs with the theme of shopping. Describing graphs was not common even in Korean, but students knew the very purpose of learning it for MATE test. Class leaders prepared lots of example graphs so that students could be exposed to as much as possible within given amount of time. The class overall involved a lot of interaction between students through drawing graphs, explaining them, and making them on their own. At the beginning, class leaders showed a video clip about the guy who’s obsessed with graphs. My sisters said it was not difficult to understand it, but they found it uneasy to figure out the answers. They thought their characters’ speaking was not clear. I liked the idea of showing this sitcom to make some links between the topic which is not regularly dealt with and the comic situations that students could find it fun. Followed activity was to match graphs with descriptions in pair. I urged my students to refer to reading materials when they hesitated. Two pairs in my group came up with the wrong answers, and compared them with each other. It was helpful to see them work together, and help each other. I could see peers do scaffold each other. In the activity of Information Gap, my sisters were having trouble with the usage of verbs. They kept asking me for appropriate verbs, and how to describe percentage properly. They complained a bit that the reading materials didn’t support them much with expressions for different kinds of graphs other than line graphs. I looked it up in the reading materials, and sure enough there were many useful expressions that students could practice line graphs. We were given a kind of example answers, which was good. However, I wish there were more exercises and more various expressions to practice appropriate verbs and percentage usage for each graph. Reflective Journal

Reflective Journal 10 Afterwards, some group members move to other groups and read out the descriptions about the graphs so that the other students could draw based on the description. It was a good chance to hear how other graphs are described using what expressions. Drawing as a result can be criteria how the description was correct and clear. This was more fun than just to read and describe graphs, and also it was good because it stimulates more involvement with students, guessing and even speaking. The activities that encompass more engagement with students and other skills or strategies are much better, so it was good. For the last activity, students did make their own survey questions and answers. Our topic was shopping habit, and we came up with the normal ideas that where you usually do shopping among the Internet, street shops, department or home shopping. Our group was to make pie chart. It was very fun to do survey and get stickers on the shoulder. Using different, various stickers was a good idea that makes activity more interesting. I realized again even some childish-looking thing is still fun for grown-ups. As time goes by, I thought, the role of group leaders would be diminished. However, students seem like they are adjusted to receive help from big sisters any time when they need. Big sisters activate their schemata and give ideas using their creativity as well as giving academic help. That’s the purpose of group leaders’ existence, but I started to think this great scaffolding from big sisters may hamper students from thinking on their own, and tacking the tasks. The class went very smoothly, and it was light-hearted, and felt like moving fast. It was a good combination of writing, discussion, drawing, and presentation that activate students’ multiple intelligence well in some way. Reflective Journal

Reflective Journal 12 Week 12 was about writing comparison and contrast essays with the theme of technology. This class gave a chance to students to do research, write a full essay and revise it like in reality. In the former part of the class, it encouraged cooperative learning, and the later part, it motivated autonomous learning, and analysis intelligence. The first activity was to use combine parts of words, adjectives, adverbs and nouns. It was pretty good practice to give students to think about the use of words, and appropriate phrases. After seeing me make some example phrases, my sisters got the hang of it, and ended up with 22 phrases. Class leaders asked for some examples, which was a good way of checking. For the second activity, Mikyoung gave an overall instruction, and Sooyoung went over it again more specifically, one by one. This was good repetition and clarification of the instruction. However, I didn’t like the second activity was performed as designed. The terms for camera usage, and technology seemed a bit of terminology, so it seemed like students read the material and looked for the same words in pairs instead of talking. Also there were quite many shortened forms and some incomprehensible unmbers like Approx., ftp,1080 HD. It is true that we might look for cameras in other countries, and compare them based on the English instruction, but for this task, students needed to practice vocabulary more in the reading materials. This led to activity 3 because of the unfamiliar difficult camera terms. Students drew and showed comparison and contrasts of the cameras to give presentations. I doubted if students would understand much of them. Personally I thought the camera comparison thing should have ended with the activity 2. The effects of activity 3 in terms of language learning were not much to me. My students seemed to just copy different or similar words and I didn’t think the content of one minute presentation was appealing to them. After the break, we moved to another room. Even though students didn’t like moving, the atmosphere of a computer room was good for them to settle down in the seat and do research. My sisters seemed to look more tired as the semester goes near the end, and they kept grumbling or letting a sigh if they are faced with seemingly daunting tasks. Thus, lately, I needed to give more affective scaffolding with encouraging words like “It’s almost done. Stick it out. Don’t worry. You are going to make it.” In the computer room, students should use computer and do real research between galaxy note and Iphone 4s. It was very authentic, and the flow of the whole second part of the lesson after the break went very smoothly. It was a good organization of using graphic organizer, writing a full essay, self-editing, revising, and even posting on the board as well as giving comments on 3 people. The class was like a real writing class. It was a student-centered lesson in an authentic setting. Since students have written a form of full essay, they might get the idea of how to write it. This time, they could rely on researched information a lot. I could expect that how students would cope with opinion-giving essays next class. Reflective Journal

Action Research • Effectiveness of scaffolding checklist • for providing scaffolding in English writing class • Introduction • General English Program II course at Sookmyung Women’s University, hereafter GEP, involves the students in a variety of reading, writing, and presentation related activities focused on meaning and purpose. The objectives of the GEP are to give the students an opportunity to develop strategies for writing proficiency in English and the skills necessary for attaining an acceptable score on the Multimedia Assisted Test of English Writing Test, hereafter MATE, and to link reading with writing skills. Students are expected much of the in-class interactions which will improve their reading, speaking, and listening skills as well as their writing skills through communicative and interactive activities. The students of GEP are assigned in 10 groups of 3 members with a group leader. Most of the undergraduate students are seniors and are situated in a stressful circumstance due to the pressure to get best grade for the graduation. The group leaders, graduate students in their final semester of TESOL MA program at Sookmyung Women’s University, are called ‘big sisters’ who play roles as facilitators who guide group members to follow the right track and encourage them to enjoy the class. They also teach the whole class as a team of two in turns under the supervision of the professor. Action Research

Action Research • Identification of a concern • Within a vibrant learning community, scaffolding plays an important role. It may determine the success of a learning atmosphere as it is assumed that if the students are scaffolded, they will become actively engaged in their learning activities (Dabbagh, 2003). Dabbagh further commented that, “scaffolding is all about providing the right amount of structure in a learning environment” (p. 40). Consequently, this will create conducive learning environment where every student is constructing knowledge. • Since the term scaffolding was coined in 1976, there has been a great deal ofdiscussion and debate about what the concept of scaffolding actually means. Scaffolding is no longer associated with interactions between individuals only. These days, artifacts, resources, and environments themselves are also utilized as scaffolds (Puntambaker&Hubscher, 2005). Put differently, scaffolds can consist of tools, strategies, and guides which support students so that they can achieve a higher level of meaning making; one which would be impossible if students worked on their own (Galea, Stewart, & Steel, 2007; Vygotsky, 1978). Holton and Clarke (2006) propose more concrete tools be used as scaffolds. According to them, “scaffolding may also be provided in book form, over the Internet, by telephone and so on” (p. 130). More importantly, scaffolding can be provide through supplying hints, prompts, probes, simplifications or other similar learning supports (Ronen & Langley, 2004). Action Research

Action Research Holton and Clarke (2006) define scaffolding as: “an act of teaching that (1) supportsthe immediate construction of knowledge by the learner; and (2) provides the basis for the future independent learning of individual.” (p. 131). In other words, scaffolding may help a student learn a new lesson with the hope that the student may later become autonomous. Although scaffolding may be associated with activities of help or guidance, with the definition provided above, scaffolding is seen from a specific perception of time in which help or guidance is extended to a student continually until student can construct knowledge independently, a condition where scaffolding is already removed and that student is ready to pursue her/his lifelong learning. Holton and Clarke (2006) also classified scaffolding in a more specific way. They point out further that there are three kinds of scaffolding: expert, reciprocal, and self-scaffolding. This distinction is crucial; because they consider that the ultimate goal ofeducation is to produce independent learners, who can solve their own problems when no expert is present to help them. By trying Expert scaffolding and Self-scaffolding following Holton and Clarke’s theory, the researchers expected the students explicitly perceive scaffolding themselves at certain times in their teaching-learning processes. This is particularly evident in self-scaffolding, which is claimed to be potentially the same as metacognition (Holton and Clarke, 2006). Action Research

2011 Fall MA Course Portfolio

2011 Fall MA Course Portfolio

Presentation Transcript

The Course Portfolio

Fall 2011

Highlights of the Course Syllabus – Fall 2011

Fall 2011

FALL 2011

ENVS COURSE EXPO Fall 2011 Courses

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Astronomy Course Offerings Fall 2011

Final portfolio arch 101 – fall 2011

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Fall 2011

Digital imaging Fall 2013 Portfolio

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2011 Fall MA Course Portfolio

Jean Wheeler Portfolio/Semester Review Fall 2011

Fall Portfolio Presentation

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Course End and Evaluation Fall 2011

PORTFOLIO 2011-2013

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Fall 2011

WEE MA TUK LANDOWNERS ASSOCIATION – 2011 Fall Update