Dana's portfolio

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Through this journey I received support from my professors,
which without their influence, I would not have been able to
complete this journey. A very special thanks to my professors
for their patience and time. Thank you for being remarkable
and believing in my success. I would like to thank:

 Dr. Abdel Ghani Amar Remache
 Dr. Abdelrahman Mitib Altakhaineh
 Dr. AbdulSalam Mohamed Al Namer
 Dr. Ahmed Khaled Ahmed
 Dr. Mona Kamal Ibrahim
 Dr. Nader Abdelaziz El Sanhurry
 Dr. Ream Odetallah
 Dr. Yousef Mansoor

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I would like to thank the most people who stood by me in this
journey, my family. Thank You for giving me support and
never thought of giving up. Thank you for always being there
for me whenever I needed help. I thank you for teaching me
what it means to be who I am and walking with my head up
high. You deserve more than a thank you. Know that you are
my heart now and forever.

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1. My C.V.
2. My Personal Educational Philosophy
3. History of Al Ain University
4. My School Profile
5. Case Study
6. My Teaching Unit Plan
7. Three Lesson Plan
8. Example of Learning Assessment
9. Example of Pupil’s Work
10. My Contribution to School Activities
11. Three in-class observation
12. Three exemplary Reflection Journals
13. My Activity Report
14. Example of Weekly Reports
15. Records of communications with Pupil’s Families
16. Interview
17. Electronic File

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Dana Curriculum
Mahmoud Vitae
Abumandil
2017
Contact No. :
00971505431938 Email : [email protected]

o Name: Dana Mahmoud Abumandil
o Date of Birth: 11/05/1995
o Nationality: Canadian
o Place of birth: Riyad – KSA
o Martial status: Single

o High School Diploma from The Gulf International Private
Academy (2013).

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o Bachelor Degree of English Language Teaching Program
in Al Ain University of Science and Technology (2017).

o Passed TOFEL Exam
o Verified Certificate of Achievement in Engish Grammar

and Essay Writing (online learning course of the
University of California, Berkeley through ex (2016).

o Attended my Practium in The Gulf International Private
Academy School.

o Participated in Al Ain University Theatre Play under the
College of Education, English Language Teaching (Oliver
Twist).

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Languages
o Fluent in English.
o Fluent in speaking Arabic, but weak in reading and

writing.
o Little background in French.

Skills
o Outstanding in Computer skills as in Microsoft (Word,

power Point, and Excel).
o Adaptable and quick to learn new skills.
o Flexibly and easily, to get along using my creativity.
o Able to interact with all ages.

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I believe that teaching philosophy is basically about the
starting point of any curriculum decision making. Its aim is to
select, organize, and implement the curriculum in a special
way in the classroom. Every teacher is responsible for having
their own philosophy of teaching. Teaching is what teachers
do, but without having a philosophy, there will not be any
fundamental basics.

As a future teacher, I will follow the pragmatism
philosophy or the progressivism. It reflects on my
personality. It’s the way of how I think. Through this
philosophy there will be a great connection between
my students and I. My teaching method would be
revolved around progressivism philosophy

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that will be based on the group work that will make them
follow the scientific method as well. I would also educate the
individual according to his or her interests and needs. My
students will learn how to focus on problem solving. I will
introduce a problem for them and they will try to find a
solution to it, along with practicing, I will interpret lots of
activities and projects. Moreover; I’m going to act as a
facilitator. I will be preparing my students for adult life. The
curriculum in my point of view should be talking about
todays community and the experience that the students
face while interacting with the environment. The
curriculum will be about the students interest. Since I’m
with the pragmatism, my students are active learners.
My students will use the scientific method which
basically means that they have to be aware of

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the problem, to define the problem, to propose the hypotheses
to solve it, to test the hypotheses and finally to evaluate the best
solution to the problem. Through these five steps, each student
should create new knowledge.

To conclude, my concept of teaching is not to stress the
students. My way is to always motivate the student so that they
will not think of giving up and having the passion to learn. I
totally believe in this famous educational quote by Thomas A.
Edison, which is: Our greatest weakness lies in giving up.
The most certain way to succeed is always to try just
one more time.” I strongly believe in this quote which
will lead me to my successful future.

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Al Ain University of Science and Technology is licensed and its
degree programs are accredited by the Commission for
Academic Accreditation of the Ministry of Education - Higher
Education Affairs in the United Arab Emirates.
Al Ain University of Science and Technology offers 20
accredited Bachelor degree programs, and 5 accredited Master
degree programs through its various colleges (College of
Engineering and Information Technology, College of
Pharmacy, College of Law, College of Education, Humanities
and Social Sciences, College of Business Administration, and
College of Communication & Media).

AAU aspires to be amongst the leading learning
centers in the region, by achieving international
quality standards in teaching, research, and
Community Engagement.

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AAU strives to be a learning center of excellence that responds
to market needs and prepares graduates who possess the
scientific and technological competencies that are needed for
their careers. The university plays an active role in the creation
of knowledge through quality teaching and research. It values
Community Engagement and nurtures partnerships with
institutions and organizations through a commitment to the
educational, technological, and economic development of the
country and the region

1. Collaboration
2. Diversity
3. Excellence
4. Respect
5. Integrity

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(Accredited American Curriculum)
About GIPA

The Gulf International Private Academy (GIPA) was established in 2001
and is a private enterprise, licensed by the Abu Dhabi Education
Council (ADEC), accredited by NCA AdvancED, and is a UNESCO
member school. It is located in Al Ain, UAE and is an English-medium,
highly academic, non-selective, co-educational organization that
operates an American Curriculum.

Students
Students in this School come from over 40 different countries; this
multicultural setting of the school helps students develop better
understanding of world cultures.

Teaching Staff

We take pride in our qualified multinational teaching staff
who span from countries such as: Australia, Canada, Egypt,
Ir. aq, Jordon, Lebanon, Oman, Palestine, Pakistan, Somalia,
Sudan, Syria, Tunisia, and the United States

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GIPA’s Vision
We are an academy that offers quality education and graduates future
leaders equipped with enlightened human values.

GIPA’s Mission
We create a safe, respectful, and student centred learning environment
encouraging what’s best in our students and staff. Our goal is to
nurture a passion for knowledge, a sense of responsibility towards
society, and faith in the ability to transform lives and communities to
the better.

GIPA’s Value
 Outspoken Quality
 Colorful reflection of a diverse UAE culture.
 “At GIPA we are all learning”
 The sky is the limit to our ambitions.

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GIPA’S Language Policies:

English Language Policy:
GIPA adopts an “English Only Policy” i.e. English is used as the medium
of communication between students and staff at all times. They are
strictly cautioned to avoid the use of Arabic to interact with students in
all subject classes -except Arabic/Islamic Studies/ Social Studies in
Arabic or even in the playground or hallways

Pride in Arabic Language and Culture:
The Arabic language is used by teachers of the Arabic language subject,
Islamic Studies, and Social Studies in Arabic. During these classes,
teachers use Standard Classic Arabic and avoid the use of slang or
particular dialects in order to ensure that students are used to the
correct usage of the language.

The school is divided into four functional zones:

1. The Nursery Section: Ages 6 months to 3
years, located on the Girls’ Campus (the new
orange building)

2. The KG Section: Ages 3 to 5 years, located on the
Boys’ Campus (the old building)

3. Boys’ Section: Grades 1-12 (Boys Only)
4. Girls’ Section: Grades 1-12 (Girls Only)

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GIPA’S Activities

Clubs: (Every Tuesday in between the third and fourth class)

 Quran Recitation
 Arts and Crafts Club
 Book Club
 Chess Club
 Drama Club (Arabic and English)
 Environment Club
 French Club
 Music Club

 Student Council:

Student Council is an organization for students run by students.
Through it they can contribute changes to the school that they feel
need to be made. It’s a venue for them to express their selves in a
world run by adults. A way to gain power over certain things
that will help make the school their domain.

Field Trips:

o Recreational Trips
Recreational trips provide the students a great opportunity
to enjoy the beauty of the UAE, and spend happy times
with their classmates and teachers.

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o Curricular Trips
Curricular trips are to help the educational objectives that
match the curriculum taught in the Academy

CALENDAR AND SCHOOL DAY:
 The school week runs from Sunday to Thursday, and the school
day starts at 7:40 am and ends at 12:40 for KG and at 01:50 pm
for Grades 1 to 12.
 Students are expected on campus before 7:40 am every day.
Attendance of all sessions is important for students as it helps in
the students’ learning development.
 Administrators and teachers are available on campus by 7:15 am
and leave by 3:00 pm.

Tel: 971 7676 905
Fax: 971 7676 908 Mob: 971 5666 58940
Website: www.gipa.ae
Adress: Kkhalid Bin Slutan Street,27th
Street,Al Muwaiji Area,Al Ain - Abu Dhabi -
United Arab Emirates

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During my free time I used to go to the special need class
and volunteer in helping along with the teachers. I gained

experience while dealing with special need students.

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Grade: 4 boys and girls
Student Teacher : Dana Mahmoud Abumandil
Mentor Teacher : Mrs.Alaa Samir

First Period Second Third Period Fourth Fifth Period 0 Sixth Period
7:55 – Period 10:05 – Period 11:45 – 12:50 – 1:50
8:45 8:45 – 9:35 10:55 10:55 – 12:35
11:45 4G1
Sun 4G2 4G1 4B1

Mon 4B1 4G1 4G2 4G2

Tue 4B1 4G1 4G1 4G2

Wed 4B1 4G2 4B1 4G1 4G2
Thu 4B1 4B1 4G1 4G2

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NO. Student’s Name

1 Alia Khalid
2 Alaa Osman
3 Aroush Jalal
4 Aseel Edrees
5 Dana Basel
6 Hala Samir
7 Kunooz Ahmed
8 Lina Ayman
9 Mahra Saif
10 Maria Alejandra
11 Maria Sofia
12 Rafaela Vidotto
13 Raghad Yasser
14 Raneem Farag
15 Rauda Buti Salem
16 Reem Mohammed
18 Salma Ibrahim
19 Salma Khaled
20 Shahad Ahmed
21 Shamma Ahmed
22 Shamma Mohammed
23 Siba Hussam
24 Syeda Eman
25 Wedema Shehab
26 Zainab Anjum

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NO. Student’s Name
1 Al Yazya Mohammed
2 Aysha Helal
3 Basmala Alsayed
4 Fajer Mohammed
5 Fatima M. M. Abu Eida
6 Jamila Nasser
7 Joumana Ramadan
8 Lujin Adel
9 Mahara Mohammed
10 Mariam Mohammed
11 Meera Abdulla
12 Meera Mohammed
13 Mouza Mohammed
14 Nada Fares
15 Noor Ossama
16 Racheil Samir Ibrahim
17 Raghad Muhanned
18 Reem Khalid
19 Salama Sulaiman
20 Shaikha Ali
21 Zainab Huthaifa

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During my first week at the school. I went to observe
Grade 4G2. The class was lovely and quiet but I pointed out one
student that seemed to have a problem. I started observing her
behavior and the way she is interacting with her classmates.
After class I went and talked to her teachers and all of them
said that she is always depressed and she just wants more
attention. I went to her classmates and asked them in an
indirect way about her and they almost said the same thing that
teachers have mentioned. I went to the Social worker of the
school and had a talk with her and she told me that this student
is one of the sensitive students in school.

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Description of her situation:

1. The student is very shy and sensitive.
2. She cannot express what she wants.
3. Whenever she wants something she starts to cry.
4. Her voice is very low.
5. She is an A+ student.
The Solutions Suggested:

1. Encourage her to reading in class and speak as well.
2. Encourage her to raise her voice.
3. Reward her for speaking out loud.
4. Gave her more attention.

Following up:

1. 27/02/2017
 Contacted her parents to discuss the problem
that their daughter is going through.

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2. 28/02/2017
 I attended classes with her and during classes I
used to encourage her.

3. 1/03/2017
 She started crying on this day because she had
trouble in expressing what she wants. I took her
and talked to her.

4. 6/03/2017
 I Noticed her improvement while
communicating with her classmates and
teachers with a higher voice.

The Result
It was an obvious change, all teachers has noticed that. She
became more active and started to interact with her friends.

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Subject: English Grade: 4 Girls and Boys Period(s): 2 Date:8/03/2017

Lesson Title: Comparative and Superlative Lesson Plan Author: Dana Mahmoud Abumandil

Resources: ICT Link:
Video, worksheet, board and data show Video

Cross-Curricular Links: This lesson is related to ICT and Science.

Reference to Standards:
L.4.6- acquires and use general academic and domain-specific words and phrases.

Links to Real Life: Daily life.
Links to the UAE National Identity:

SCF Value of  Tolerance  Honesty  Empathy  Respect
 Resilience  Integrity
the Week:  Care

Links to the Students’ Competence Framework (SCF):

Theme1: Learning and Thinking Skills (LTS)  Creativity
 Problem solving  Independent Learning
 Critical Thinking  Digital Competency

Theme 2: Personal and Social Skills (PSS)  Entrepreneurship
 Collaboration/ Teamwork
 Communication  Initiative/ Self-motivation
 Leadership
 Self-confidence

Theme 3: National and Global Citizenship Skills (NGCS)
 Global & Environmental Awareness
 Cultural Awareness/ Citizenship

Accommodations: SEN/ Gifted& Talented/ ESL:
SEN: Match each word with its suffixes (-er or –est).

Talented: Use comparative and superlative words in sentences.

Starter (5-8 Min): 2 Videos about comparative and superlative adjectives.

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Objective 1. Recognize between comparative and superlative adjectives.
2. Differentiate between comparative and superlative adjectives.
Differentiated
Outcomes Few: Use comparative and superlative adjectives in sentences..
Some: Recognize between comparative and superlative adjectives.
All: Differentiate between comparative and superlative adjectives

Elicit & Assess Prior What does adjective mean?
Knowledge/ How we can we use the adjective words to compare between two things?
Introduction/
Presentation -10 Min

Low Achievers Tasks Middle Achievers Tasks High Achievers Tasks

Classify between comparative and Match each word with its suffixes (- Use comparative and superlative

superlative words. er or –est). words in sentences.

AFL Strategies: Group discussion, peer -checking

Disruptive/ Critical Describe the highest tower (Khalifa Tower) in UAE.
Thinking Questions:

Plenary (5-8 Min) / True / False questions.
Encapsulate

Homework Worksheet

Teacher’s Reflection A. Where lesson objectives met? If yes, what is the evidence? If no, why not?
B. What would you –the teacher- do to improve this lesson?

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Subject: English Grade: 4G1 Period: 4 Date:27/02/2017
(Guided Reading)
Lesson Plan Author: Dana Abumandil
Lesson Title: Guided Reading

Resources: Short Stories (Harcourt) Flash Cards, Story Maps.
Story 1: Teamwork

Story 2: Planet Zogo

Story 3: Young Eagle and His Horse
Story 4: Everyday Inventions

Cross-Curricular Links: The stories can be related to Science, IT, Geography and
Social Studies.

Reference to Standards:
RL.4.2- Determine theme from details/summarize.

RL.4.3- Describe a character, setting, and event.

RL.4.6- Compare and contrast the points of view from which stories are narrated.

Links to Real Life: Recognize the relationship between the ecosystem and the animals.

Links to the UAE National Identity: 4-NGCS-GEA-1

SCF Value  Tolerance  Honesty  Empathy  Respect
 Resilience  Integrity
of the  Care

Week:

Links to the Students’ Competence Framework (SCF):

Theme1: Learning and Thinking  Creativity
Skills (LTS)  Independent Learning
 Problem solving  Digital Competency
 Critical Thinking

Theme 2: Personal and Social  Entrepreneurship
Skills (PSS)  Collaboration/ Teamwork
 Initiative/ Self-motivation
 Communication
 Leadership

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Theme 3: National and Global Citizenship Skills (NGCS)
 Global & Environmental Awareness
 Cultural Awareness/ Citizenship

Accommodations: SEN/ Gifted& Talented/ ESL:
(Group 1): Teacher will sit with these students and have a discussion about the story.

(Group 2): Students have to read the story, and then they will create a poster that will identify
the elements of the story.

(Group 3): Students have to read the story, and then create a poster about the sequence of
events.

(Group 4): Students have to write a summary for the story that they will read.

Starter (5-8 Students will write 3 sentences about what they know about frogs.
Min):
Objective 1. Predict content of a story.
2. Analyze the elements of the story.
Differentiated 3. Write a summary of the story.
Outcomes 4. Construct the sequence of events.
5. Analyze characters.

-SS can predict content of a story through studying the book cover and inside
pictures.

-SS can analyze the elements of the story.

-SS can retell events and put the sequence of events in a chronological order.

Vocabulary Affect, directly, habitats, species, traces.

Elicit & Assess -TT will ask students to predict what the story is about from the cover page,
Prior and inside pictures.
Knowledge/ -TT will ask students to write few sentences/ideas to express their opinions
Introduction/ about frogs.
Presentation - (Shared reading and activity)
15 Min

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Low Achievers Tasks Middle Achievers Tasks High Achievers Tasks

1. Read a story. 1. Read a story. 1. Read a story.
2. Predict what the 2. Create a poster that 2. Analyze the story map.
analyzes the elements of 3. Write a summary.
story is about. the story (Story Map) 4. Peer Editing
3. Story map chart (characters, setting, plot,
4. Fluency Test problem/ solution).

AFL Strategies: Exchanging answers, group discussion

Disruptive/ 1. What new facts have you learned about frogs through reading the
Critical story?
Thinking
Questions: 2. How can we protect the frogs from extinction?

Plenary (5-8 Group 1: Write 2 reasons why teamwork is important.
Min)/ Group 2: write 3 sentences using adjectives to describe the main character.
Encapsulate Group 3: Write 3 sentences about what happened in the beginning, middle,
and the end.
Group 3: Peer checking

Homework Write a summary about what you have learned from the story you had
read.

Teacher’s C. Were lesson objectives met? If yes, what is the evidence? If no,
Reflection
why not?
D. What would you –the teacher- do to improve this lesson?

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Subject: English Grade: 4G2 Period (s): 6 Date: 11/04/2017

Lesson Title: Lesson 24 (Spelling) Lesson Plan Author: Dana Mahmoud Abumandil

Resources: Projector, Board, and Data show ICT Link: Powerpoint Presentation

Cross-Curricular Links: The lesson is related to Sciences.

Reference to Standards: Spell grade-appropriate words, consulting reference as needed.

Links to Real Life: Using the new spelling words in daily life.

SCF Value of  Tolerance  Honesty  Empathy  Respect
the Week:  Care  Resilience  Integrity  Honouring
parents

Links to the Students’ Competence Framework (SCF): (

Theme1: Learning and Thinking Skills (LTS)  Creativity
 Problem solving  Independent Learning
 Critical Thinking  Digital Competency

Theme 2: Personal and Social Skills (PSS)  Entrepreneurship
 Collaboration/ Teamwork
 Communication  Initiative/ Self-motivation
 Leadership
 Self-confidence

Theme 3: National and Global Citizenship Skills (NGCS)
 Global & Environmental Awareness
 Cultural Awareness/ Citizenship

Accommodations: SEN/ Gifted& Talented/ ESL: Differentiated activities.
ESL: To distinguish whether the word is spelled correctly or incorrectly.

TALENTED: To use the spelling words in a paragraph.

Starter (6 Min): Will present pictures of the spelling words and ask one from each group to come to
Objective the board and guess what the picture is through writing the word next to the picture.

1. Students will pronounce the words correctly.
2. Students will write the spelling words correctly.
3. Students will use the spelling words in a sentence.

Differentiated All: Pronounce the words correctly.
Outcomes Most: To write the word correctly.
Some: To write a paragraph using 5 spelling words.

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Vocabulary Hundred, supply, single, middle, explain, surprise, pilgrim, sandwich, instead,
complete, monster, settle, address, farther,sample, although, turtle, athlete, orchard,
and kingdom

Elicit & Assess Prior Ask the students about the words through making them look at pictures of the words
Knowledge/ and guessing the meaning and writing the word next to the picture.
Introduction/
Presentation -15 Min

Low Achievers Tasks Middle Achievers Tasks High Achievers Tasks

Students will have a rotation Students will have a rotation Students will have a rotation
activity that involves all students. activity that involves all students. activity that involves all students.
This activity contains four different This activity contains four different This activity contains four different
activities: (5 mins each activity) activities: (5 mins each activity) activities: (5 mins each activity)

 Decide whether the word is  Decide whether the word is  Decide whether the word is
spelled correctly or spelled correctly or spelled correctly or
incorrectly. incorrectly. incorrectly.

 Write the missing letter in  Write the missing letter in  Write the missing letter in
the word. the word. the word.

 Use the letters provided to  Use the letters provided to  Use the letters provided to
create a spelling words. create a spelling words. create a spelling words.

 Write at least three  Write at least five  Write a paragraph using at
sentences using the sentences using the least five spelling words.
spelling words. spelling words.

AFL Strategies: Group discussion, self- assessment, and peer checking.

Disruptive/ Critical How to spell the words correctly ?

Thinking Questions:

Plenary (5-8 Min) / Students will use sticky notes to write their favorite word that they learned in this
Encapsulate spelling lesson.

Homework Readers Notebook page:318

Teacher’s Reflection A. Where lesson objectives met? If yes, what is the evidence? If no, why not?
B. What would you –the teacher- do to improve this lesson?

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