Karin sustentacion[1]

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My thesis defense slides.

My thesis defense slides.

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  • 1. A QUALITATIVE ACTION RESEARCH STUDY LIC. KARIN DUPUIS CELEX-ESPOL 2011
  • 2.
    • Reason for the research
    • Present research questions
    • Author’s Quotes related to the research
    • Material development
    • Methodology
    • Participants
    • Design of the study
    • Data Collection
    • Results
    • Discussion
    • Implications for Teaching
    • Further investigation
    • Reflections
    • Discussion of Learning Process
  • 3.
    • 1.How do English teachers at the third grade level implement new ideas in their teaching of reading after they participate in an intensive material development workshop inspired by the Theory of Multiple Intelligences and the Montessori Method?
  • 4.
    • 2. What kind of teacher-created materials are used in Ecuadorian classrooms for teaching of reading at the third grade level?
  • 5.
    • 3.How do students respond and react to the newly developed material and activities?
    • 4.Will the participants of the workshop continue creating and utilizing developed materials and activities in their classrooms after the completion of the research process?
  • 6.
    • “ Children are active beings, who learn through movement and experience in an adequate environment.”
    • (Montessori 1965)
  • 7.
    • “ Unless we honor all intelligences we cannot be true to the most fundamental principal of education in a democracy, which is equal education opportunity for all student.”
    • Kagan & Kagan(1998)
  • 8.
    • “ Learning can be made a happy experience by including in the process various games and physical activities.”
    • Cratty (1985)
  • 9.
    • “ ESL textbooks that are used in EFL contexts may not be appropriate for EFL students, since linguistic and cultural information about language usage differs in ESL and EFL contexts”
    • Johnson (1995)
  • 10.
    • “ Educators should become skilled material adapters, by converting those materials so they will meet learners ‘needs and goals’”
    • Johnson (1995)
  • 11.
    • Appropriate level of difficulty
    • Feedback
    • Innovation
    • Attention to basic needs
    • Active student participation
    • (May,2006)
  • 12.
    • Qualitative Action Research Study
    • Analysis of the process and product
  • 13.
    • Five EFL Third grade elementary English teachers
    • Native Spanish speakers
    • From different schools of the coastal Ecuador
  • 14.
    • Total duration 21 months.
    • Teacher-participants attended workshop.
    • Steps
    • Listened to lecture.
    • Participated in pre activities
    • Developed reading material.
    • Application of material
  • 15.
    • Survey
    • Direct observation during and after the work shop
    • Face to face interview
    • Observation of each class
    • First Follow up
    • Last Follow up
  • 16.
    • Students Enjoyed the activities that were provided to them.
    • They expressed that students were more attentive , motivated and engaged in the different activities.
    • The negative side was that teachers had to invest more time creating the material.
  • 17.
    • 1.How do English teachers at the third grade level implement new ideas in their teaching of reading after they participate an intensive material development workshop influenced (inspired) by the Theory of Multiple Intelligences and the Montessori Method?
    • Teacher- Participants were eager to learn, and enthusiastic during the workshop process.
  • 18.
    • They demonstrated great creativity in the development of the material; the teacher participants showed their personal effort in order to accomplish the assigned tasks successfully. Therefore, they invested plenty of time and dedication in the elaboration of various kinds of teacher-created materials.
  • 19.
    • In Ecuador, teachers have to create some materials to support reading; such as charts, flash cards, puppets, and books to make material suitable for their students needs.
    • After the workshop the teachers connected the previous knowledge with the learning from the workshop
  • 20.
    • Children from the different schools participated actively in each and every activity planned by the teacher.
    • The children showed motivation. They participated with enthusiasm offering themselves as volunteers, waiting for their turns in order to role play or participate in the board games where they were able to demonstrate how much they knew about the reading.
  • 21.
    • All the participants reported continuing to develop some type of material.
    • Jenny; even though she was no longer working as an elementary teacher and was dedicated to teaching high school students in an agriculture school, she continued to develop materials to match the students needs Jenny was also sharing her knowledge with her colleagues. Her principal requested that she share her knowledge on material development.
    •  
  • 22.
    • Realize that material is necessary for supporting the teaching of reading.
    • Teachers must create material to match students needs.
    • Time and effort is involved in material development.
    • Have the desire to change traditional ways of teaching
  • 23.
    • Organize continuous workshops.
    • Involve directors.
    • Provide additional support.
    • Extend the time of the study.
    • Provide additional support.
  • 24.
    • I realized:
    • Great need for more workshops.
    • Students need to learn better with material that is fun,
    • Teachers in Ecuador are very creative and are highly motivated to experiment new things.
    • There is a need for support from all members of the teaching community within schools for the development to be successful.
  • 25.
    • Teaching and learning are ongoing processes
    • It is imperative that all members of the teaching community work together and support the program/ process for it to be successful.
    • Complex process, series of steps, from planning to execution
    • Interactive relationship among teacher-participants and students in workshop (teach through experience)
  • 26.