Reflection Template

Graduation Portfolio Reflection Guide

Name: Muharram Egamberdiyeva
Group: 22EE-05
ID: 220861

PART 1: OVERALL PORTFOLIO REFLECTION

1. What were your primary goals when developing this portfolio? To what extent do you
feel you achieved these goals?
2. What do you consider to be the strongest aspect of your portfolio? Why?

My primary goal when developing this graduation portfolio I integrated all skills through
practical and authentic methods and used different AI tools to explain all skills for being
more clear. The course was based on specific details and needs of the English language
learners and developed all four skills of the language. In this portfolio, well-designed
syllabus and included all sessions using IT and several tools to teach effective.

From my perspective, during practicing times I faced defferent kind of teaching methods,
students misunderstandings with vocabulary and pronunciation, identified some problems
with teaching english language and grammar and I decided how to design my own teaching
method of English language. In this situation my overall findings and knowledge let me to
design 9 Unit syllabus for book “Solution intermediate Student’s book, third edition;
Publisher: Oxford university press” that included technology, social life and media, daily
life situations, visual arts for General English (pre-intermediate level students). Units tasks
were made with real-life situations that depended modern and technological 21st century
skills.

Overall, most interesting and important things to me that the grading, how to skills
integrated when teaching with different assessments, using IT tools, and teaching with
more clear way and considered to be more strongest aspects. I think and feel that my
primary goals achieved when constructed with well-designed, critical, creative and
understandable method to the learners, which allows students needs and learning
preferences.
PART 2: UNIT OVERVIEW & LESSON PLANS

Lesson Design & Interconnection

1. Explain your rationale for the sequence of your lessons. How does each lesson build
upon the previous one?
2. How did you balance integrating all language skills (reading, writing, listening,
speaking) across your lessons?

Technology Integration

1. How did your original IT-based tasks enhance student learning in ways that traditional
methods might not have?
2. What challenges did you encounter when designing and implementing your
technology-based tasks?
In this part I designed two types of lesson plans:
1. For Teaching Young Leaners (TYL), developed on “Oxford Discover 2” Unit 8,
pages 76-87

2. For General English learners I used my own syllabus (Intermediate level B1, 15-16
years old) based on book “Solutions third edition” Unit 7: Art”

TYL Lesson:

TYL lesson included main 3 lessons which developed based on skills of:
1. Reading-vocabulary lesson
2. Speaking
3. Writing
I used from several hand-outs, visual ads, you tube video and songs, stories to explain
exactly these skills. I learned and worked with young learners age, character, emotions and
social skills also. This lesson developed and easy to understand so it was started with
comprehensive Warm-up activities, useful practices which focused reading, speaking,
writing and played interesting and creative games to conclude at the end.
Furthermore, I integrated skills related to unit topics and focused on the main context of
reading story, vocabulary learning, writing short story about what learners learned. At the
end of all lessons students will share their experiences about lesson and get feedback
according to results. These statements improves students creativity, brainstorming, and
help to use more real-life materials.

General English Lesson:

For General English lesson I used from my own developed syllabus which included unit
integrated skills and useful activities.
● First lesson focused on reading and vocabulary that learners practice on learning
vocabulary related to topic of “Art” and reading text about context. Also during the
lesson they will practice with vocabulary and reading activities.
● Second lesson was speaking and listening. I created useful activities related to topic
and students will learn step by step how to work on speaking and listening skills by
book .
● And last one third lesson was grammar and writing. In this part students will learn
grammar structure and write book review using from learned grammar structure.
These procedures were comfortable to learn and easy to understand for learners. To teach
all students equally that weaker and strongest learners with this lesson and grade
appropriately through this method. I created different tasks and activities for students
engagement, learning effectively, working groups and teams. Lessons were interesting and
enhance to collaborate learners in a way, such as well corporated lesson and procedure.

For this lessons I also developed different IT&MD tools to explain more understandable.
Through this students will be engaging and effective learners and my tools include:
● Kahoot : to force learners think clearly and for vocabulary learning
● Wordwall.net : for speaking activities (matching, filling and etc.)
● Learning Apps: for working and practicing more on writing learning procedure
 ● Canva: to design colorful and visual slides to teach and explain with hand-outs

Following tools were developed in the syllabus and included in both lesson procedures. I
used from Kahoot to practice vocabulary and understand with more samples when they
facing new words and ppt slides to demonstrate visuals.
I also designed based on student’s level . For young learners, I provided kids music and
videos from You tube to take their attention. For general learners I designed online games
in practice parts.

PART 3: ASSESSMENT TASK DESIGN

Task Development

1. Describe your thought process when designing your integrated skills assessment task.
How did you ensure it was communicative and authentic?
2. How does your assessment task align with the learning outcomes of your course
syllabus?
Assessment tasks are essential part of syllabus and integrated skill lessons. I created two
main authentic and performance-based tasks
1. Alternative Assessment - Research Cultural Arts (PBL)
This assessment was groupwork and students collect information through integrated skills
and create meaningful, short video project. At the end, will submit the project and present
8-10 minute presentation to the audience, including all skills through video project as
authentic (real-world)task.

For this project Rubric and checklist developed according to each process. For all skills
learners have to research, find, use correct grammar structure, present effectively and get
useful feedback with each other

These methods were appropriate for learners level and communication when faced
different kind of learning strategies. Almost, I learned how to develop and design
communicative and useful assessments that are fully aligned with course objectives.

2. Integrated Skills task - “Street Art Stories”: Discover, Reflect, Create

This assessment will designed on Syllabus

In this process activities designed for improving speaking, listening, reading, writing,
grammar and vocabulary in real-life scenarios. Also, this integrated task is designed for
coherent, comprehensive assessment of four basic skills and each skills builds on the
previous one , which allows students to develop their language through a real-life
processStudents:
● Day 1 - Listen and read to get ideas
● Day 2 - Written assignment
● Day -3 Speech and feedback
This task was communicative and authentic and helps to students to learn English language
clearly. The rubric and criteria focused on developing integrated skills
PART 4: CRITICAL REFLECTION & PROFESSIONAL GROWTH

1. If you could redesign any element of your portfolio, what would you change and
why?
2. How has this portfolio process influenced your identity as an English language
teacher?

CONCLUSION

1. Summarize the most significant lessons learned from developing this graduation
portfolio.
2. How has this experience prepared you for your career as an English language teacher?

This Portfolio procedure helped me to raise several ways of teaching. I learned how to:
● Develop well-designed syllabus focused on students needs
● Design creative critical, logical, useful and clear lesson plans
● Improve and create real life assessments that is useful to communicate
● Use from useful technological things to explain more clear and modern
● Reflect on my purposes and improve continuously

Now, I feel more confident identifying different age groups, learners, planning integrated
skills units and improving classroom management elements. I understand better of
different types of learners that everyone has their own ability, weaker students and
strongest learners and work equally with everyone during teaching

If I had any chance to increase , I would include:

● Opportunities for students self-assessment in the syllabus
● Reflection on each process, especially exam unit reflections
● Build more information based on global awareness

Also, this process reminded me that teaching learners is not just working on my career but
about learning new discovery, adapting to people's personalities and inspiring

Conclusion:
This graduation portfolio contains every process that I learned during my learning syllabus
design, lesson planning for both learners , creating performance and comprehensive tasks
and using appropriate IT tools to teach more clear. Each process developed on authentic,
classroom management goals, learners needs and using correct language meaning.

I think that, I can start to work on my career. From my perspective, I am ready to work
with both young learners and general English learners in teaching schools or other places. I
have enough experience and knowledge through learning this 3 year of study. I learned and
developed how to use from integrated skills to teach learners and working with different
tools.