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Journal 1 summarizes a classroom observation of a student teacher employing more student-centered and engaging teaching methods in a 6th grade classroom. The students responded positively and were more focused and motivated to learn. Journal 2 describes a program where English language trainee teachers conduct action research on their own teaching in pairs. They analyze data, plan research, and present findings. Journal 3 outlines a graduate education course where the professor co-constructs the syllabus and assessments with students over three class sessions. Students provided input into topics and requirements and expressed feeling their needs were met in the flexible course design.
Journal 1 summarizes a classroom observation of a student teacher employing more student-centered and engaging teaching methods in a 6th grade classroom. The students responded positively and were more focused and motivated to learn. Journal 2 describes a program where English language trainee teachers conduct action research on their own teaching in pairs. They analyze data, plan research, and present findings. Journal 3 outlines a graduate education course where the professor co-constructs the syllabus and assessments with students over three class sessions. Students provided input into topics and requirements and expressed feeling their needs were met in the flexible course design.
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Journal 1 summarizes a classroom observation of a student teacher employing more student-centered and engaging teaching methods in a 6th grade classroom. The students responded positively and were more focused and motivated to learn. Journal 2 describes a program where English language trainee teachers conduct action research on their own teaching in pairs. They analyze data, plan research, and present findings. Journal 3 outlines a graduate education course where the professor co-constructs the syllabus and assessments with students over three class sessions. Students provided input into topics and requirements and expressed feeling their needs were met in the flexible course design.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als DOC, PDF, TXT herunterladen oder online auf Scribd lesen
Sample -Students of a sixth grade -Trainee English Language -Graduate students of classroom Teacher education program Setting -A professional development -Sino-British MA in English -Foundation of education school associated with the programme at Beijing Normal class at university Benedum Five Year Teacher University Education Program. Procedures -Students were forced to think for -Research project was runs -The researcher asked the themselves, encouraged to ask parallel to both teaching practice students to join her in co- questions and participate fully in and ELT Methodology constructing the full course. class discussions. The student components (2 semesters). -Day one: teacher wanted to hear how they -The trainee teacher work in Discussed about the related what they were studying pairs. students’ preferences. Did to themselves or prior -Teaching English (five contact they want a teacher-directed experiences. Students quickly hours each week) to science and course or a more student- learned that once they got humanities undergraduates at centred one? Virtually all the through background information the university (one class of class of twenty-five sided on a new topic, they would get students for entire year) with the more student- into truly engaging activities, -Involved two stages; 1) directed philosophies, and which led to their being more Familiarize the participants both the researcher proceed with focused and motivated to learn theoretically and practically with co-construction. The throughout. the action research approach on researcher asked the -Copying vocabulary terms into 1st Semester. students to come up with notebook, a classroom read of -An understanding of what action questions, topics, and background information, and a research is and what it is for. themes they wanted to follow-up Arts integrative activity -By organize workshops, tackle. Before proceeding to corresponding to the new seminars, and discussions their input, the researcher information. designed to allow them to offered the caveat that they - The student teacher felt that the discover the meaning of action needed to coexist with the activities and classroom research for themselves, and to more teacher-directed discussion were more meaningful reflect about its nature and philosophy of the university to the students than were origins. as a whole and stick to completing workbook pages. But -1st step: Initiate a discussion by topics generally related to the student teacher was giving a number of statements the mandated foundations obligated to finish workbook (comments & criticisms about content (history, philosophy, pages assigned by the host teacher training programmes sociology of schooling). Then teacher, these were often collected from classroom they went through a assigned as homework. Once teachers & educators) and some PowerPoint presentation on students recognized the trade-off practical questions about them; topics typically covered in a and found that they enjoyed the ask them to consider the foundations course (hidden new teaching style, they stopped statements & the questions in curriculum, nature and aims complaining about homework the light of their own experiences of education, history of assignments. and beliefs. education, funding and -2nd step: Divide students into organization of schools, groups. Each group is assigned a socialization of social class, reading task with specific gender, and race and questions on different aspects of ethnicity, curriculum and the theories of action research. knowledge, achievement The group then research their and ability). questions and familiarize with the -Day two: available literature on action Launched immediately into research. So that they can co-constructing the course present a seminar paper on their requirements. The topic. researcher asked the class -3rd step: Looking at data. An to create an agenda of examination of various data discussion items, such as collection techniques, including participation, attendance, case studies, audio and video short-term (more frequent, techniques, teacher and learner minor) assessment, long- diaries, questionnaires, term (less frequent, major) interviewing, and classroom assessment, and content. observation sheets. Each student was assigned -There are 2 aims of study to a task force that dealt authentic examples of each type with one topic. Each task of data: force was charged with 1) To show trainees what sort of collecting classmates’ input material it sis possible to collect on its topic (by interviewing from their own classrooms, and or by posting questions on what that material can reveal chart paper to collect about teaching & learning answers) and then processes discussing what suggestions 2) To equip them with the skills to make to the whole class necessary to construct their own on that topic. The task forces data-collecting instruments. collected input and met for -Task for trainees: thirty to forty minutes, and a) Video and audio data then came together as a -Trainees observed and whole class to discuss the discussed about the data from myriad ideas. databank of video and audio -Day three: tapes of former trainees. The third night of class -Through discussion of their began by asking the observation results the trainee students to journal on these teachers become sensitized to questions: What do you problem they may never have think of the new syllabus thought about before, and begin and grade menu? Do you to establish a critical attitude believe your needs were towards their own teaching. met? Will you feel b)Questionnaires comfortable exercising your -Trainee teacher analysed “protest rights” if some questionnaires containing data aspect of the syllabus ends on English teaching or learning up being problematic? problem (data collected from the Again, responses were class taught by trainee teacher in positive. the previous year). Nearly all students -They have to analysis a pack of expressed appreciation of questionnaires from one class of the level of choice and students (work in teaching pair), flexibility and indicated that and asked to prepare an oral their opinions, concerns, and presentation and a written report questions had been taken on the design of the into account. The process questionnaires and on its also seemed to reduce, to a findings, and the possible degree, conventional implications of the findings for teacher-student antagonism: their own teaching. many students expressed 4th step: Planning the research. comfort with protesting or Each trainee teacher pairs raising future questions. It planning their research. There seemed that the students are 4 steps in planning research: had “bought into” the course 1) Problem identification session and that they were 2) Preliminary investigation beginning to trust the 3) Formulation of possible researcher as well as their solutions fellow students. Overall the 4) Data collection and evaluation class displayed a positive ambience; the students 2) Students teaching pairs seemed to realize that the undertake their own cycle of researcher was not trying to research with their TP class on 2nd “force” them to do Semester. something. -The focus is on the full-scale -The researcher start the implementation of the research first discussion topic by plan. asking the class why all -Tutor input at this stage mainly courses are not c- takes the form of weekly tutorial constructed. Responses meetings with trainee teachers to included all the challenges discuss specific problems and to democratic education solutions, stages of outlined in “Democratic implementation, data collecting Classrooms: Promises and instruments, and data analysis. Challenges of Student Voice -Lesson observed regularly, face and Choice (Morrison 2008), to face and written feedback to and the students really help trainees with the practical seemed to understand the skills of teaching. difference between a -By the end of the second personally meaningful semester, a research report is education and “schooling” required of each pair, which through the hidden should include problems curriculum: doing what identified for the next cycle of others ask without thought research, as well as possible of one’s own needs and solutions. interests. -At the end of the semester, to obtain empirical confirmation of this perception of student engagement, the researcher distributed a questionnaire culled from the National Survey of Student Engagement. Then the researcher analysis the responses. Collecting & Analysing -Reflective teaching journal to -Observation -Journal Data record daily conversation -Research report prepared by -Observation regarding how they felt about the trainee teacher pairing -Survey lessons and what changes were -Questionnaire going on in the classroom, daily notes on how each activity went and if any modifications should be made for future lessons, student participation levels for each lesson and activity. -An informal online Multiple Intelligence evaluation was given to students at the start of the study in order to understand students’ interest and current areas of strength. Result from the Multiple Intelligence evaluations were used as a guide to create diverse and engaging lesson plans. Students completed attitude surveys at the beginning and end of the Action Research project. This survey gave insight into how students felt about social studies before and after Arts integration was implemented. -At the end of each lesson, students would complete a “Rate this Lesson” card using 1-10 scale and including written feedback regarding their least and most favourite aspects of the lesson or activity. The students’ ratings and feedback were incorporated into subsequent lesson. -Three big projects (students had choice as to how to represent their learning) were graded using rubrics specific to the type of project turned in. Tests, quizzes, workbook pages, and graphic organizer allowed students to earn points, as did participation in classroom activities and discussion. -Data analysis was an ongoing process throughout the study. The student teacher reflected daily on lessons taught and data collected, using those reflections to plan subsequent lessons. Based on “Rate this Lesson” scores and students’ written comments, lesson with highest ratings were grouped to find common threads. If most students did not like a particular activity or assignment and participation was low on that say, that activity removed from subsequent lesson plans. Finding, Result and -The student teacher gained a -Increased awareness of teaching --This approach is especially Discussion variety of skills and knowledge and learning process necessary and that she could not have learned -Improvement in classroom transformative for in a classroom lecture setting. research skills individuals who will be or -By offering students choice and -Increased awareness and who are teacher. These mobility in classroom activities sensitivity about the classroom individuals need such was a great way to get students situation experiences to widen their involved in the learning process. -More variety of classroom vision of what education can -Students were much more activities be and to begin to imagine involved in activities that were themselves different from what they saw as as the agents of change. “regular classroom activities” and hands-on activity. -The most important aspect of this study was the relationship and communication between teacher and students. Students must know exactly what the teacher will be doing and what she expected from them. (two- ways communication)