0
Action Research         By    Cheok Mei LickIPGK Perempuan Melayu        Melaka
TitleThe Effects of ReflectiveFramework on the Teachingand Learning Process amongthe TESL Bachelor ofTeaching Preparatory ...
IntroductionI wanted students to be aware of factors that were involved in their  teaching and learning process the rela...
Key words•   Reflection•   Reflective practitioner•   Mindful teachers•   Journaling•   Metaphors
Focus of the StudyRaise awareness as to thefactors that were relevant andspecific only to themselves factors are aspects ...
Focus of the StudyI wanted to know if thisframework is effective toinfluence change in my studentsperceptions, thus change...
Research Questions How does the reflective framework  help my students be aware of the  factors that both help and hinder...
Subjects in the Study First semester students of a  three-semester Bachelor of  Teaching Preparatory Course Journal writ...
Template of the Journal      Influences      Positive/Enhancing   Negative/Inhibiting     Jane’s                          ...
Journal explainedThe template answers the 4 questionsbelow:1. How did I learn?2. How was I taught?3. How did I interact wi...
Intervention Plan Action research plan is based  on Kurt Lewin’s (1946) model Hoban’s (2000) reflective  framework which...
Action Research Model                Planning   Reflecting               Acting                Observing
Hoban’s reflective Framework             • brainstorming             • discussionAwareness    • explicate modelling [think...
Awareness Brainstorm and discuss with  the students about the  teaching and learning process Model how I reflect through...
Analyse Stage Write their experiences in  class by studying what  inhibited or enhanced their  teaching and learning proc...
Synthesis Stage Students will collate and  identify key factors for each of  the 4 factors ; personal,  teaching, peer an...
Theorising Students will produce a  metaphor in order to explain  how they view the relationship  between teaching and  l...
Action Deduced implications for their  future role Students established frames  and routines before the  reflection proc...
Findings and Discussion 15 weeks journal entries  collated Metaphors
Student 1:Collated Journals     Influences       Positive/Enhancing factors     Negative/Inhibiting factors1. Personal fac...
Student 1: Metaphor
Student 2: Collated Journals        Influences         Positive/Enhancing factors           Negative/Inhibiting factors1. ...
Student 2: Metaphor
Student 3: Collated Journals        Influences           Positive/Enhancing factors                       Negative/Inhibit...
Student 3: Metaphor
Student 4: Collated Journals       Influences           Positive/Enhancing factors       Negative/Inhibiting factors1. Per...
Student 4: Metaphor
Student 5: Collated Journals        Influences         Positive/Enhancing factors        Negative/Inhibiting factors1. Per...
Student 5: Metaphor
Student 6: Collated Journals      Influences        Positive/Enhancing factors         Negative/Inhibiting factors1. Perso...
Student 6: Metaphor
My ReflectionInsights from students’           Implications for my self-study of teaching        journalsStudents find me ...
Implications for Me Every experience is  interpreted differently by  every student. A mirror of my teaching.
Conclusion     John Dewey (1933)
Upcoming SlideShare
Loading in...5
×

Effects of a Reflective Framework on Student Teachers' Teaching and Learning Process.

522

Published on

This is a presentation showing the effects of the whole reflective process on student teachers' teaching and learning process.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
522
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Effects of a Reflective Framework on Student Teachers' Teaching and Learning Process."

  1. 1. Action Research By Cheok Mei LickIPGK Perempuan Melayu Melaka
  2. 2. TitleThe Effects of ReflectiveFramework on the Teachingand Learning Process amongthe TESL Bachelor ofTeaching Preparatory CourseStudents
  3. 3. IntroductionI wanted students to be aware of factors that were involved in their teaching and learning process the relationship between teaching and learning their future roles
  4. 4. Key words• Reflection• Reflective practitioner• Mindful teachers• Journaling• Metaphors
  5. 5. Focus of the StudyRaise awareness as to thefactors that were relevant andspecific only to themselves factors are aspects involved in their teaching and learning process • encouraging • hindering
  6. 6. Focus of the StudyI wanted to know if thisframework is effective toinfluence change in my studentsperceptions, thus change someof their actions.
  7. 7. Research Questions How does the reflective framework help my students be aware of the factors that both help and hinder them in their teaching and learning process? How reflective process help them in forming their future identity as a teacher?
  8. 8. Subjects in the Study First semester students of a three-semester Bachelor of Teaching Preparatory Course Journal writing is done every week after their 2 hours class
  9. 9. Template of the Journal Influences Positive/Enhancing Negative/Inhibiting Jane’s Factors Factors Comments1. Personal [me-student]2. Teaching [you – lecturer]3. Friends4. Situation
  10. 10. Journal explainedThe template answers the 4 questionsbelow:1. How did I learn?2. How was I taught?3. How did I interact with the other students?4. How did the surroundings enhance or inhibit my learning process?
  11. 11. Intervention Plan Action research plan is based on Kurt Lewin’s (1946) model Hoban’s (2000) reflective framework which I adapted for use.
  12. 12. Action Research Model Planning Reflecting Acting Observing
  13. 13. Hoban’s reflective Framework • brainstorming • discussionAwareness • explicate modelling [think aloud] • examples Analyse • study factors that either enhance/inhibit their learning • identify key factors for all the 4 factorsSynthesis • deepening of reflection • identify a metaphor to show the relationship between the 4Theorising factors • small theories t formed • new knowledge into existing ones • stimulate reframing Action • new actions taken
  14. 14. Awareness Brainstorm and discuss with the students about the teaching and learning process Model how I reflect through think aloud
  15. 15. Analyse Stage Write their experiences in class by studying what inhibited or enhanced their teaching and learning process
  16. 16. Synthesis Stage Students will collate and identify key factors for each of the 4 factors ; personal, teaching, peer and situational
  17. 17. Theorising Students will produce a metaphor in order to explain how they view the relationship between teaching and learning
  18. 18. Action Deduced implications for their future role Students established frames and routines before the reflection process may be reframed now. Lead to professional and personal change
  19. 19. Findings and Discussion 15 weeks journal entries collated Metaphors
  20. 20. Student 1:Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors try to understand in detail exhausted do more practice lazy to revise & complete motivate myself homework2. Teaching factors gave meaningful advice none elaborated with examples inspires3. Peer factors cooperative & helpful none not selfish4. Situational none nervous as today we have factors a test
  21. 21. Student 1: Metaphor
  22. 22. Student 2: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors learn more lazy to do revision and homework do more practice exhausted motivate oneself keep making same mistakes when using song is interesting making new sentences2. Teaching factors advice & encouragement class cancelled last minute keep reminding to check our was scolded grammar too strict and serious teach and explain more extra notes and exercises uploaded online3. Peer factors cooperative misunderstanding during discussion4. Situational factors video clip shown made us realised nervous during test about life too many assignments to be having test submitted at the same time active feedback session Comfortable lab
  23. 23. Student 2: Metaphor
  24. 24. Student 3: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors study strategy worked negative thoughts about the past video shown in class inspired her lazy to revise test motivated her to study and revise her too much sleep work love to procrastinate realized she needed to improve her grammar the more she learns the more confused she is do self-reflection after teacher’s encouragement and also scolding in class more confident when having to do presentation in class2. Teaching factors good choice of video teacher too serious in class made her afraid inspired by teacher’s motivational words to ask question attempt a task immediately after the input needed more time for ISL tasks prefer input from the teacher and not from her task was set without clear explanation friends kept repeating the same words when scolding realized other methods of teaching grammar teacher’s notes and explanation helpful3. Peer factors discussion was helpful noisy when doing ISL tasks healthy competition help each other to improve4. Situational factors air-conditioned room was good going home after class prefer the computer lab than her classroom classroom was hot using songs in class brought fun into the not enough time to discuss after class with classroom the teacher no LCD in class problem with her speaker tensed when being scolded
  25. 25. Student 3: Metaphor
  26. 26. Student 4: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors never give up till she can exhausted understand not confident read up before class concentrates in class presentation made her more confident2. Teaching factors clear explanation task on a song lyric was not check and correct suitable continuous tasks notes given motivational talks presentation using mind map was helpful3. Peer factors continue discussion after class none encourage one another4. Situational factors conducive no LCD in the classroom online tasks helpful no speaker in the classroom
  27. 27. Student 4: Metaphor
  28. 28. Student 5: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors tries to understand her content cannot understand what was having to present helped her taught understand better confused2. Teaching factors tasks set helped her understand scolded by teacher better clear explanation notes given stressed importance of grammar3. Peer factors peers helped explained further noisy and distract her at did online tasks together times4. Situational factors comfortable no internet connection
  29. 29. Student 5: Metaphor
  30. 30. Student 6: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factors do as much grammar confused with the tree diagram exercises as she can not enough time learn to select suitable video afraid to ask questions for teaching2. Teaching factors likes the online learning mode coursework helped improved her understanding notes given clear explanation kept reminding to work hard3. Peer factors cooperative & helpful most are weak in grammar4. Situational None submission all coursework at the factors same time
  31. 31. Student 6: Metaphor
  32. 32. My ReflectionInsights from students’ Implications for my self-study of teaching journalsStudents find me too serious Try to smile more and be more pleasant in class. Beand moody at times. consistent with my attitude in class.Students do not like last Try to remember to inform students earlier of any changesminute change.Students learn better when I Try to teach them first and followed by discussion of tasks.explained. Do away with individual presentations in a grammar class.Students afraid to ask me Try to be more tolerant of whatever questions posed andquestions. again smile more.Students like the use of mind- Try to come up with different activity each time you entermap and varied activities class.when learning grammar.Students worried of being Try not to scold students. If I do need to scold then do notscolded. They are embarrass them. Be more careful.embarrassed.
  33. 33. Implications for Me Every experience is interpreted differently by every student. A mirror of my teaching.
  34. 34. Conclusion John Dewey (1933)
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×