This document discusses action research related to classroom problems. It provides an overview of action research, defining it as research conducted by teachers to improve their own practice and address immediate problems in the classroom. The document outlines the key characteristics of action research, including its practical focus on real problems, lack of concern for generalization, and aim to improve practices. It also describes the process of conducting action research, which involves identifying a problem, analyzing causes, developing hypotheses, implementing an action plan, and evaluating results. Several examples of potential areas and topics for classroom action research are also provided.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective...Yamith José Fandiño Parra
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Intelligent behavior should be modeled and taught in the classrooms. The goal is to see students develop these skills. In the following pages, there will be examples of these behaviors and a classroom implementation.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Open book exams allow you to take notes. texts or resource materials into an exam hall.
They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Action Research Related
with Classroom Problems
Prepared by
Dr. Suman Saggu
Assistant Professor
Khalsa College of Education,
Amritsar
2. • The question of the practical significancepractical significance of Research?
Most published research does not speak directly to
the “Real world”
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
3. • We must find a way of bridging
the traditional divide between
educational theory and
professional practice.
Jack Whitehead
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
4. Focusing upon these needs…
• Educators can conduct, practice-oriented
research to improve their classroom
practice
• by collecting data about their daily
activities, problems, and outcomes for the
purpose of improving themselves as
teachers and their students as learners
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
5. Action Research inAction Research in
EducationEducation
• Teacher-initiated, School-based research used to
improve the practitioner’s practice by doing or
changing something
• where the teacher is the researcher and the
teacher’s practice is the focus of the research
• The main reason for teachers to engage in action
research is to learn from and to improve their own
teaching activities…
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
6. What is Action Research
• According to Good : Action research is research used by
teachers, supervisors and administrators to improve
the quality of their decisions and actions.
• According to J. W. Best : Action Research is focused on
the immediate application, not on the development of
theory. It has placed its emphasis on real problem –
here and now in a local setting
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
7. Key characteristics of Action Research
• Focus on Immediate Problem and its Solution
• Not Concerned with building theories or
Generalization
• Aims to improve practices or work conditions
• Need little efforts, resources and finances
• A practical focus
• The educator-researcher’s own practices
• Collaboration
• Dynamic process
• A plan of action
• Sharing research
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
8. What is classroom Action
Research?
Classroom action research begins with a
question or questions about classroom
experiences, issues, or challenges.
It is a reflective process which helps teachers to
explore and examine aspects of teaching and
learning and to take action to change and
improve.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
9. • Classroom Action Research is a method of finding out
what works best in your own classroom so that you can
improve student learning. There are many ways to
improve knowledge about teaching. Many teachers
practice personal reflection on teaching, others conduct
formal empirical studies on teaching and learning.
Classroom Action Research is more systematic than
personal reflection but it is more informal and personal
than formal educational research.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
10. Purpose of CRAR
• Create Healthy and Proper Class Room
condition and Environment
• Facilitate better teaching learning
• Maximum welfare of Students
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
11. Who is it for?
Any teacher who:
• wants to understand more about teaching
and learning
• wants to develop teaching skills and
knowledge
• wants to take action to improve student
learning
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
12. Practical focus
• A problem that will have immediate
benefits for
– Single teacher
– Schools
– Communities
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
15. Process of Action Research
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
16. Steps to conduct Action research
• Step I : Identification of the Problem
• Step II : Defining the Problem
• Step III: Listing of Probable causes of problem
• Step IV : Analysis of probable causes and formulation
of Action hypotheses
• Step V : Action Programme
• Step VI : Follow-up and Communicating the findings
to others
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
17. Identification of the Problem
• Derived form a review of actual practice-
• More narrowly-stated than global
• Leads to the formulation of a hypothesis
• Problem should look at something under teacher control.
• The problem should also be an area in which you are willing to
change.
• Problem should be feasible.
• In general, this means to think small--to look at one aspect of
teaching in a single course.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
18. Identification of problem
• The Problem should be related to student learning in
your classroom.
For example,
• Would a different type of assignment enhance student
understanding?
• Would a strict attendance policy result in better test
scores?
• Would more time spent in cooperative learning groups
help students understand concepts at a higher level?
The general model might be "what is the effect of X
on student learning?”
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
19. Areas/Fields of CRAR
• Problem of spelling errors in
languages (Hindi, Punjabi,
English)
• Problem of hand writing.
• Problem of discipline and code of
conduct.
• Problem of poor attendance in
the class.
• Problem of punctuality.
• Problem of school administration
and organization.
• Problem of wrong pronunciation
in language learning.
• Problem of delinquency.
• Problem of copying in
examination.
• Problem of specific
backwardness in
Maths/Science/English.
• Problem of map reading skill.
• Problem of Home work.
• Problem of lack of self
confidence while
communicating.
• Problem of absenteeism.
• Problem of Writing Speed
among students.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
20. Defining the Problem
• Improving students’ interpersonal
relationships in classrooms through
regularly scheduled small-group
meetings
• Enhancing student understanding by
giving different type of assignment
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
21. EXAMPLE
• Action Research for doing away with the habit
of copying on the part of the students
• Step 1: Identification of the problem : A
mathematical teacher at the time of practice
and drill work finds that some of the students
are not able to solve the problems in spite of the
fact
The topic has been taught to them in the class
The problem have already been assigned to them in the form of
homework for practice
While checking the home assignment, the teacher has found that
they have correctly solved the problem
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
22. Defining/ Specification the Problem
• The teacher goes deep into the problem. How have they been able
to solve these problems in their home assignments?
• He asks some basic questions pertaining to the solution of the
problem and finds that the students really do not possess the basic
knowledge and skills concerning the solution.
• He ultimately finds that the students have copied the solutions
from the help books.
• The problem is thus identified and further specified as:
Copying of the solution of the problems of
mathematics given as home-assignments from help
books by some students of IX class
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
23. Listing of Probable causes of problem
• The sum are given only from text books for which
readymade solutions are available in help books.
• The students are afraid of punishment.
• The students are shirkers; they do not want to tax their
brains.
• Lack of reasoning and problem solving ability among
students
• No proper supervision of homework by teacher
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
24. Analysis of probable causes and formulation
of Action hypotheses
• From the most relevant causes, those most relevant to the Problem
and situation are selected.
• This helps to make Action Hypothesis:
If the problem is constructed by the teacher
himself and the solution of the problem is not
found in the help books, the habit of copying
from the help books can be checked.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
25. Action Programme
• Pivot of Action Research.
• On the basis of Action hypothesis, action is taken in
prevailing the solution .
• On the basis of Evaluation, the framed Hypothesis will
be either accepted or not accepted.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
26. Programme for Action Research
Dr Suman Saggu, Assistant Prof. Khalsa
College of Educatiion, Amritsar
27. Follow-up and Communicating the findings to
others
• The result arrived at, may, then be used
by teachers for bringing improvement in
their own Practices.
• Result can be discussed with fellow
friends
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
28. Outlining of Research Report
• Introduction
• Need of the Study
• Statement of the
Problem
• Objective/ Objectives
of the Study
• Action Hypothesis/
Hypotheses
• Sample
• Data Collection
Technique
• Action Programme
• Analysis and
Interpretation
• Conclusion
• Bibliography
• Appendices
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
29. Improving the spelling in English language
by assigning daily five minutes dictation of
difficult words
Investigator :
Name
Student Teacher of Semester III, Year 20____
Roll no. –
Khalsa College of Education, Amritsar
Dr Suman Saggu, Assistant Prof. Khalsa
College of Educatiion, Amritsar
30. Introduction
• Conceptual Framework :
Meaning of Action research
Expert’s views on Action research in Education
Meaning of Action research related to Classroom
Problems
Characteristics of Action Research in education
Area of the Problem : The field / area of the problem is
spelling error in English Language
Specification of the Problem : The problem is located in
class VII-B of DAV School of Amritsar.
Background of the Project / topic
How did you identify the Problem?
Analysis of the probable causes of the problem:
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
31. • Need and Importance of the study : Specify for Local Needs
• Statement of the Problem
• Objectives of the Study:
To make students conscious of their spelling errors in English
Language
To improve student’s spelling in English Language
To improve the level of Achievement in English
To realize the need and importance of correct spelling in English
language
Action Hypotheses / Research Questions
Hypotheses are prepared in the light of most relevant causes of the
problem of the situation.
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
32. Action Hypotheses and Research Questions
• Problem of Spelling errors in English can be solved by proper correction
of English written work and by daily 5 minutes dictation of difficult
words.
• Research Questions :
• How can I construct and use student feedback to improve my instruction
in English?
• What happens to student attitudes about mathematics when daily
emphasize is given on functional math in classrooms?
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
33. Action Research
Data Collection Techniques
(The Three E’s)
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
Sample : According to demand of study.
1 student to X students ( X- number vary)
Data Collection Techniques : Qualitative Or Quantitative
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
34. • Procedure to conduct Study : Programme for Action
Hypothesis
• Analysis and Interpretation :
Quantitative : using statistical techniques
Qualitative : Based on Observation, Judgment, Expression
ability of Investigator
• Conclusion : Based on Implications of the study, How
to Follow up and communicate.
• Bibliography
• Appendices
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
35. Guidelines for Submission of action research report
Students are required to submit report in
- Printing form ( File – Hand Written)
- Non printing Form ( CD – Typed )
Language : Hindi/ Punjabi/ English
Page limit : 6 to 15
Max. Marks : 05
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
36. Class room Action Research Problems
• What happens to the quality of student writing when we implement
peer editing throughout our ninth-grade English classes?
• How does the use of computers affect the student writing process in
• fourth-grade classrooms?
• What happens to student understanding of specific geometrical concepts
by incorporate exploratory exercises into the teaching of geometry in
classroom?
• What happens to students’ academic performance in sixth-grade
classrooms by assigning heterogeneous groups for cooperative learning
activities?
• How is student time on task affected when I assign middle-school students
to co-ed groups in my classroom?
• •
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
37. Research Problems
How can I use small-group activities and “recorders” to improve
attentiveness during the presentation of new information in a class of
students with behavioral problems?
• What happens to student’s academic performance in history by give daily
quizzes on homework assignments?
• What happens to student behavior in my classroom when I start my class
with a short meditation, mind-relaxing activity?
• How can we use learning centers to help the children in our second-grade
classrooms improve their writing?
• What happens to student learning in my classroom when I use a project-
centered approach to teaching the geography ?
• What strategies can I use to build productive learning relationships in
• mathematics with the middle-school students in my classroom?
Dr Suman Saggu, Assistant Prof. Khalsa College of Educatiion, Amritsar
38. Research Problems
• What happens to the reading comprehension of the students in
third- grade classrooms by giving systematically differentiate
instruction?
• How can I use cooperative learning in high-school mathematics
class to improve student learning?
• How can we improve students’ interpersonal relationships in our
classrooms through regularly scheduled small-group meetings?
• How can I use cooperative learning to increase student translation
fluidity in my ninth-grade Latin class?
• How can I help non-English speakers transition into my classroom
of English-speaking kindergartners?
• How can I help facilitate Tim’s expressive language development
in my preschool special-needs classroom?
Dr Suman Saggu, Assistant Prof. Khalsa College of Education, Amritsar