Selected artifacts from full-time classroom teaching at ILA Vietnam and teacher preparation coursework at Moreland University. These pieces give insight into classroom practice, lesson design, assessment, and professional reflection.
Both lessons were recorded in my ILA Vietnam classroom as part of my Moreland University clinical practice, with a school mentor observing.
A recorded class at ILA Vietnam using the teacher-run game platform from the Language Learning Suite. The lesson uses custom vocabulary and grammar games for whole-class review: teacher facilitation, student team play, and real-time scoring.
Demonstrateslive classroom teaching, teacher presence and facilitation, whole-class participation, review and practice activity design, original classroom software in use
A recorded B1 reading lesson at ILA Vietnam using the Zombie Survival Game, a choose-your-own-adventure activity built for the class. Students worked through survival scenarios requiring close reading, vocabulary use, and group decision-making.
Demonstratesgame-based reading instruction, lesson planning and design, classroom facilitation, connecting a learning tool to a specific lesson outcome
A complete unit plan for intermediate English learners at B1 level. The unit takes a multidisciplinary approach to language instruction, with structured lesson sequencing and clear learning objectives. Recognized by the course instructor as an exceptional example of unit-level curriculum planning.
Demonstratesunit-level planning and sequencing, curriculum design, multidisciplinary integration, B1 English instruction
A two-lesson PBL unit for A2-level students (ages 9–11) at ILA Vietnam. Students researched a person they admired, created a poster, wrote a presentation script, and delivered an oral presentation to the class. Assessment used a six-criterion analytic rubric; group scores ranged from 4.4 to 5.0 out of 5. The reflection covers what worked, two specific challenges encountered, and two proposed improvements for a future iteration.
Demonstratesproject-based learning design, analytic rubric creation, oral language development, student-centered instruction, formative and summative assessment, reflective practice
A proposed procedure for identifying and supporting students with learning differences at ILA Vietnam, developed during Moreland coursework. The work centers on a process flowchart for recognizing and escalating student support needs within a language school context.
Demonstratessystems thinking about student support, differentiation planning, professional awareness of learner needs, practical planning for students with learning differences
Statistics lesson · Grade 9 Algebra 1
A lesson on measures of center and spread, designed for a 75-minute class. Students must choose between two strikers who scored the same total. They find that the mean and median are identical, the mode only hints at a difference, and none of these measures describes how spread out the goals are. So they build mean absolute deviation (MAD) to measure it. Football and Free Fire data keep the statistics in contexts my students care about.
Developed in response to curriculum supplied by a school, demoed in an interview, and revised afterward.
Demonstratesstudents commit to a choice before seeing any statistics, then revisit it with evidence; frequent checks for understanding through simultaneous whiteboards, a prediction, independent MAD practice, and an exit slip; reasoning over procedure, including why range can fail and why MAD uses absolute deviations
Commit first
Worked MAD
Reasoning check
Exit slip
