Teaching Portfolio
Selected artifacts from full-time classroom teaching at ILA Vietnam and coursework toward U.S. teacher licensure through Moreland University. These pieces give insight into classroom practice, lesson design, assessment, and professional reflection.
Recorded Lessons and Supporting Materials
Watch lesson
Custom Classroom Games: Language Learning Suite in Practice
A recorded class at ILA Vietnam using classroom.html, 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.
Demonstrates: live classroom teaching, teacher presence and facilitation, whole-class participation, review and practice activity design, original classroom software in use
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Zombie Survival Game: Reading Lesson, App, and Teaching Video
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.
Demonstrates: game-based reading instruction, lesson planning and design, classroom facilitation, connecting a learning tool to a specific lesson outcome
Planning, Assessment, and Student Support
Unit Plan: Multidisciplinary English Instruction
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.
Demonstrates: unit-level planning and sequencing, curriculum design, multidisciplinary integration, B1 English instruction
"Who's Your Idol?" Project-Based Learning
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.
Demonstrates: project-based learning design, analytic rubric creation, oral language development, student-centered instruction, formative and summative assessment, reflective practice
Supporting Learners with Differences
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.
Demonstrates: systems thinking about student support, differentiation planning, professional awareness of learner needs, practical planning for students with learning differences
