This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
Getting the Term Started Off Right
Are you a busy student with competing personal, professional, and educational demands?
This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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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.
2. A kind of research begins with a question (questions)
about classroom experiences, issues, or challenges.
Advantages:
It helps teachers to explore and examine aspects of
teaching and learning and to take action to change and
improve.
3. For any teacher who wants to:
1. take action to improve student learning
2. understand more about teaching and
learning
3. develop teaching skills and knowledge
4. Provides a framework for trying out different
approaches and ideas
Helps develop reflective practice
Enables teachers to make choices and decisions about
their teaching styles
Helps develop confidence
Helps teachers improve student learning
5. Siklus I:
0 Preliminary Reflection
1 Plan
2 Action
3 Observation
4 Reflection
Siklus II:
1 Plan
2 Action
3 Observation
4 Reflection
Siklus III
idem
6. Consider your current classroom practice.
Address questions about your teaching, or topics you
are interested in, problem areas, or aspects of
teaching/learning you are unsure about. Make a list.
From the list, decide what to research, but think
about:
-why you want to do it.
-what benefits you/learners can get
-write the research question.
7. Find resources of information making plan of your
research?
Discuss your question with colleagues. (consult
published materials or the Internet for information
and ideas. Find out as much as you can about your
question topic to help you plan how to do the research
8. Draw up an action research plan which states your
question, how and why you are going to carry out the
research.
Things to think about are:
-How long it will take?
-What tools will you use in your research?
-How will you record your research?
Can it be as simple as just writing down your own
reflections after each lesson or
can it include questionnaires, observations, audio
recordings and so on.
9. Plan how to carry out your research using your chosen
method. You may need some tools, such as:
Peer observation
Teacher diary
Learner feedback
Lesson evaluation
Recording lessons
Reflecting on learners' work
Surveys
10. Observe the action (with the help of peer(s)).
Make notes of:
-the changes you see,
-the evidence relating to the actions
-the weakness, the deviations, and the improvisation.
The data of the changes can be collected through:
-questionairs, interviews, or test.
11. Analyze the data/evidence
This stage helps you to make sense of the data you have collected
in your research. It is a process of reflecting on, organizing and
reviewing your data to help you answer your research question.
What have you found out? What insights have you gained from
the research? What does your research show you?
Reflect on your results. Look at your teaching practice - what
changes will you make?
Take action based on what you found out from your research.
Decision making
When you have implemented changes, it is important to review.
How successful were the changes? Do you need to take any
follow-up action? Has your research indicated other areas you
could explore? In other words, you begin a new reflective cycle.
12. make sense of the collected data
organize and review the data to get answer of
the research question
13. How to start?
Make a list of any questions of experiences in the
classroom or topics which interest you in teaching and
learning. Perhaps there have been lessons where an
activity or a task didn't succeed as well as you had
expected. Perhaps you are keen to find ways of
engaging your learners in more speaking practice.
Perhaps you would like to develop an out-of-class
reading programme for your learners.
14. Select one question or topic that you indeed:
are interested in, or
want to change, improve or develop, or
are eager to know or understand?
to fulfill your learners' needs?
If selected, write your research question
15. Don't make yes-no questions(s) this will not provide a
foundation for a research.
Don't waste time exploring things you already know
the answer.
Be realistic in terms of time and resources
Make sure your question is ‘researchable' (that you
will and can find the answer)
16. The problem is in the area of your competence
and ability.
You are sure with the kind(s) of data
The data can be practically collected, analyzed,
and interpreted
17. How can I encourage my learners to write (speak)
inEnglish?
How can I measure learning without formal tests?
In what ways can I involve parents to help me improve
my students' English language skills?
How can I make my learners realize their own learning
styles and how to do learning activities that fit with
their styles?
What can I do to help my students take more
responsibility for their learning?