This document discusses constraints, impediments, and ethical considerations for teachers conducting classroom research. It notes that common constraints include lack of time, resources, and research skills. Key ethical principles are responsibility, confidentiality, and negotiation. Researchers must protect participants' identities, allow them to refuse participation or withdraw, and gain permission before publication. Strategies for addressing language barriers when explaining research to ESL students include simplified explanations, written information, translations, and consent forms. Overall the document emphasizes the importance of considering constraints, focusing the research question, using theory to inform practice, and protecting participants.
The document discusses a student's field study experience observing a teacher, Miss Melojane Sarabia. It summarizes the teaching and learning process the student observed in three parts: planning, implementation, and evaluation. In the planning phase, the teacher used a guide to outline topics but did not have formal lesson plans. During implementation, the teacher reviewed sets and gave examples and exercises. For evaluation, the teacher gave a quiz covering the new topics and previous lessons. The student also observed examples of behavioral, cognitive, reception, and discovery learning theories in the classroom.
This document discusses teacher development from the perspectives of four authors - Brown, Pettis, Taylor, and Hayes. Brown identifies four categories of teacher characteristics: technical knowledge, pedagogical skills, interpersonal skills, and personal qualities. Pettis notes teachers are constantly learning and need principles, knowledge, and skills. Taylor provides a guide for classroom research. Hayes emphasizes carefully managing innovations and introducing them through a cascade model of training. The evaluation concludes teachers must continually develop their knowledge, skills, and abilities to help future generations of students.
This document provides an introduction, theoretical background, research methodology, results, and conclusion for a study on motivating secondary English language students. Specifically:
1. The introduction describes the researcher's experience with demotivated English students and her interest in exploring methods to further motivate them.
2. The theoretical background section reviews concepts of motivation, theories of motivation, teacher motivational influence, motivation to learn a second language, student demotivation, and motivational strategies.
3. The research methodology section defines the research problem, questions, participants, tools, methods, strategies, and data analysis used in the study.
4. The results and conclusion sections summarize the findings of applying motivational strategies and their
The relationship between reflective thinking and learning styles among sample...Alexander Decker
This study examined the relationship between reflective thinking and learning styles among Jordanian university
students. The study found:
1. Students scored highest on critical reflection and understanding, indicating a positive level of higher-order
reflective thinking.
2. There were no significant differences in reflective thinking between male and female students.
3. A significant positive correlation was found between deep learning styles and habitual action, critical reflection,
indicating deep learning is related to higher-order reflective thinking. No correlation was found between surface/strategic
learning and reflective thinking.
This document outlines a field study assignment for a student to learn about curriculum. It includes the student's objectives, performance criteria, tasks to be completed, and areas for analysis, reflection, and portfolio collection. The student is to visit schools and interview administrators, teachers, and students to understand concepts of curriculum such as the teaching and learning process. The student will explore how schools implement their vision, mission and goals through curriculum, and discuss new approaches to teaching and learning.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
The document discusses a student's field study experience observing a teacher, Miss Melojane Sarabia. It summarizes the teaching and learning process the student observed in three parts: planning, implementation, and evaluation. In the planning phase, the teacher used a guide to outline topics but did not have formal lesson plans. During implementation, the teacher reviewed sets and gave examples and exercises. For evaluation, the teacher gave a quiz covering the new topics and previous lessons. The student also observed examples of behavioral, cognitive, reception, and discovery learning theories in the classroom.
This document discusses teacher development from the perspectives of four authors - Brown, Pettis, Taylor, and Hayes. Brown identifies four categories of teacher characteristics: technical knowledge, pedagogical skills, interpersonal skills, and personal qualities. Pettis notes teachers are constantly learning and need principles, knowledge, and skills. Taylor provides a guide for classroom research. Hayes emphasizes carefully managing innovations and introducing them through a cascade model of training. The evaluation concludes teachers must continually develop their knowledge, skills, and abilities to help future generations of students.
This document provides an introduction, theoretical background, research methodology, results, and conclusion for a study on motivating secondary English language students. Specifically:
1. The introduction describes the researcher's experience with demotivated English students and her interest in exploring methods to further motivate them.
2. The theoretical background section reviews concepts of motivation, theories of motivation, teacher motivational influence, motivation to learn a second language, student demotivation, and motivational strategies.
3. The research methodology section defines the research problem, questions, participants, tools, methods, strategies, and data analysis used in the study.
4. The results and conclusion sections summarize the findings of applying motivational strategies and their
The relationship between reflective thinking and learning styles among sample...Alexander Decker
This study examined the relationship between reflective thinking and learning styles among Jordanian university
students. The study found:
1. Students scored highest on critical reflection and understanding, indicating a positive level of higher-order
reflective thinking.
2. There were no significant differences in reflective thinking between male and female students.
3. A significant positive correlation was found between deep learning styles and habitual action, critical reflection,
indicating deep learning is related to higher-order reflective thinking. No correlation was found between surface/strategic
learning and reflective thinking.
This document outlines a field study assignment for a student to learn about curriculum. It includes the student's objectives, performance criteria, tasks to be completed, and areas for analysis, reflection, and portfolio collection. The student is to visit schools and interview administrators, teachers, and students to understand concepts of curriculum such as the teaching and learning process. The student will explore how schools implement their vision, mission and goals through curriculum, and discuss new approaches to teaching and learning.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
The document is a lesson plan for an English class taught by a student teacher. The lesson plan covers pre-listening, listening, and post-listening activities. It also includes rubrics used to evaluate student performance. The intended, implemented, and achieved curriculums are well-aligned, with objectives matched to activities and assessments. Students were engaged in group work and presentations to practice interpreting texts and quotations. The lesson provided an effective example of ensuring curriculum alignment across objectives, instruction, and evaluation.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Outline for action research prospectusDaniel Downs
This document outlines a research prospectus examining how project-based learning impacts high school students' technology skills and collaborative learning. The research will take place over 12 weeks in a technology classroom, using interviews, focus groups, and skills assessments. Five research questions are posed: 1) Does PBL increase tech skills? 2) Does group work improve vocabulary recognition? 3) Can students independently apply skills learned in groups? 4) Does instructional presentation style affect outcomes? 5) Are project outcomes representative of skills learned through dialogue? A literature review examines a study of PBL's effects on 5th grade social studies learning.
The student observed a grade 9 mathematics class where the teacher taught about triangle midline theorems and proportionality theorems. The teacher used traditional teaching materials like the chalkboard, math textbook, and paper-pen exercises. Some students seemed engaged while others found it boring. Overall, the class showed eagerness and understanding, though the teacher experienced difficulties ensuring the chalkboard writing was visible to all students. The student believes the materials were effectively used given student understanding, but would supplement with fact sheets, activity sheets, and clearer illustrations to make the lesson more interactive.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
Developing Student Confidence In Speaking English At Primary Level by sayeda ...Pakistan
This document outlines an action research project aimed at developing student confidence in speaking English at the primary level. The study was conducted over six weeks with three students in the third grade of a primary school in Hyderabad, Pakistan. Data was collected through teacher interviews, classroom observations using checklists before and after implementing speaking activities, and analysis of student participation and performance. The results showed that conducting regular speaking activities helped increase student confidence and reduce shyness. The study concluded that teachers should use varied teaching strategies to engage shy students and develop their confidence in speaking.
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
The document describes observations from field studies conducted at a school to understand its curriculum. It discusses observing the school's vision and goals, interactions between students and teachers, and the learning environment. It also describes observing a classroom activity to see how teachers provide opportunities for student interaction and role playing. A third observation involves critiquing the curriculum based on learning environment, subject matter, and resources used. The final observation examines the school's calendar of activities and stakeholder involvement programs.
- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
Towards a Reflective Classroom peer.doc: ESL/EFL Teachers' Professional TrainingAbdeslam Badre, PhD
While teachers’ peer observation is receiving widespread interest, and is being implemented in numerous institutions in different fields of education around the world (more than 40% of US colleges and universities now use classroom peer observation), it is still looked upon with much wariness within most Arab countries ELT context, which is presently leading to consensual reluctance to incorporating it within the MENA regions’ ELT community and public schools alike. In the light of this, touchstones of this paper are twofold: on the one hand, it is an attempt to dissociate the traditional notion of observation from the modern one, based on reflective aims rather than evaluative ends. On the other hand, it endeavors to promote a systematic incorporation of peer observation within the professional and pedagogical continuous training of Moroccan public schools. Will peer observation’s implementation be an easy task? Of course not; otherwise, we would not be talking about “ELT global challenges.” To reach this end, the paper comprises five main parts
The Effects Of Jigsaw Learning On Students Attitude In Social Studies Classro...Pakistan
The document summarizes an action research study on the effects of using jigsaw learning on student attitudes in social studies classrooms. The researcher implemented jigsaw activities over three cycles, collecting data through teacher interviews and student questionnaires. Findings showed that jigsaw learning improved student interest and engagement in social studies by encouraging cooperation and interaction. The social studies teacher reported that students learned content more easily and were highly motivated using jigsaw. Overall, the study concluded that jigsaw is an effective teaching technique for social studies by creating an interactive learning environment.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level By P...Pakistan
The document summarizes an action research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted among 4 students in class 7 at a government girls high school in Hyderabad, India. Data was collected over 3 cycles using storytelling, speaking cards, and presentations and was analyzed using rubrics. The results found that student 1 performed well in most areas, student 2 needed improvement in voice, student 3 was fair in some areas and good in others, and student 4 needed improvement in several areas including voice and time management. The study aimed to help students improve their verbal linguistic skills and understanding of intelligence.
Inquiry-based learning starts with students asking questions about a topic, which drives their investigation into new material. It is motivated by student curiosity and allows them to learn at their own level. While it requires student participation, the teacher guides the inquiry process and connects learning to curriculum outcomes. Assessments focus on essential understandings rather than surface-level content. Examples of inquiry-based learning commonly come from science classes, where students develop questions and hypotheses to answer through hands-on activities and research.
This document describes a field study exploring different types of curricula. It identifies 7 types of curricula: recommended, written, taught, supported, assessed, learned, and hidden. The study involves visiting schools to interview teachers and complete a matrix identifying the curricula used. It reflects on the importance of understanding different curricula and assessing their effectiveness. The portfolio includes documentation of activities, reflections, and is evaluated based on completion of objectives.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
The document is a lesson plan for an English class taught by a student teacher. The lesson plan covers pre-listening, listening, and post-listening activities. It also includes rubrics used to evaluate student performance. The intended, implemented, and achieved curriculums are well-aligned, with objectives matched to activities and assessments. Students were engaged in group work and presentations to practice interpreting texts and quotations. The lesson provided an effective example of ensuring curriculum alignment across objectives, instruction, and evaluation.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Outline for action research prospectusDaniel Downs
This document outlines a research prospectus examining how project-based learning impacts high school students' technology skills and collaborative learning. The research will take place over 12 weeks in a technology classroom, using interviews, focus groups, and skills assessments. Five research questions are posed: 1) Does PBL increase tech skills? 2) Does group work improve vocabulary recognition? 3) Can students independently apply skills learned in groups? 4) Does instructional presentation style affect outcomes? 5) Are project outcomes representative of skills learned through dialogue? A literature review examines a study of PBL's effects on 5th grade social studies learning.
The student observed a grade 9 mathematics class where the teacher taught about triangle midline theorems and proportionality theorems. The teacher used traditional teaching materials like the chalkboard, math textbook, and paper-pen exercises. Some students seemed engaged while others found it boring. Overall, the class showed eagerness and understanding, though the teacher experienced difficulties ensuring the chalkboard writing was visible to all students. The student believes the materials were effectively used given student understanding, but would supplement with fact sheets, activity sheets, and clearer illustrations to make the lesson more interactive.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
Developing Student Confidence In Speaking English At Primary Level by sayeda ...Pakistan
This document outlines an action research project aimed at developing student confidence in speaking English at the primary level. The study was conducted over six weeks with three students in the third grade of a primary school in Hyderabad, Pakistan. Data was collected through teacher interviews, classroom observations using checklists before and after implementing speaking activities, and analysis of student participation and performance. The results showed that conducting regular speaking activities helped increase student confidence and reduce shyness. The study concluded that teachers should use varied teaching strategies to engage shy students and develop their confidence in speaking.
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
The document describes observations from field studies conducted at a school to understand its curriculum. It discusses observing the school's vision and goals, interactions between students and teachers, and the learning environment. It also describes observing a classroom activity to see how teachers provide opportunities for student interaction and role playing. A third observation involves critiquing the curriculum based on learning environment, subject matter, and resources used. The final observation examines the school's calendar of activities and stakeholder involvement programs.
- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
Towards a Reflective Classroom peer.doc: ESL/EFL Teachers' Professional TrainingAbdeslam Badre, PhD
While teachers’ peer observation is receiving widespread interest, and is being implemented in numerous institutions in different fields of education around the world (more than 40% of US colleges and universities now use classroom peer observation), it is still looked upon with much wariness within most Arab countries ELT context, which is presently leading to consensual reluctance to incorporating it within the MENA regions’ ELT community and public schools alike. In the light of this, touchstones of this paper are twofold: on the one hand, it is an attempt to dissociate the traditional notion of observation from the modern one, based on reflective aims rather than evaluative ends. On the other hand, it endeavors to promote a systematic incorporation of peer observation within the professional and pedagogical continuous training of Moroccan public schools. Will peer observation’s implementation be an easy task? Of course not; otherwise, we would not be talking about “ELT global challenges.” To reach this end, the paper comprises five main parts
The Effects Of Jigsaw Learning On Students Attitude In Social Studies Classro...Pakistan
The document summarizes an action research study on the effects of using jigsaw learning on student attitudes in social studies classrooms. The researcher implemented jigsaw activities over three cycles, collecting data through teacher interviews and student questionnaires. Findings showed that jigsaw learning improved student interest and engagement in social studies by encouraging cooperation and interaction. The social studies teacher reported that students learned content more easily and were highly motivated using jigsaw. Overall, the study concluded that jigsaw is an effective teaching technique for social studies by creating an interactive learning environment.
Impact Of Verbal Linguistic Intelligence On Learning At Elementary Level By P...Pakistan
The document summarizes an action research study on the impact of verbal linguistic intelligence on learning at the elementary level. The study was conducted among 4 students in class 7 at a government girls high school in Hyderabad, India. Data was collected over 3 cycles using storytelling, speaking cards, and presentations and was analyzed using rubrics. The results found that student 1 performed well in most areas, student 2 needed improvement in voice, student 3 was fair in some areas and good in others, and student 4 needed improvement in several areas including voice and time management. The study aimed to help students improve their verbal linguistic skills and understanding of intelligence.
Inquiry-based learning starts with students asking questions about a topic, which drives their investigation into new material. It is motivated by student curiosity and allows them to learn at their own level. While it requires student participation, the teacher guides the inquiry process and connects learning to curriculum outcomes. Assessments focus on essential understandings rather than surface-level content. Examples of inquiry-based learning commonly come from science classes, where students develop questions and hypotheses to answer through hands-on activities and research.
This document describes a field study exploring different types of curricula. It identifies 7 types of curricula: recommended, written, taught, supported, assessed, learned, and hidden. The study involves visiting schools to interview teachers and complete a matrix identifying the curricula used. It reflects on the importance of understanding different curricula and assessing their effectiveness. The portfolio includes documentation of activities, reflections, and is evaluated based on completion of objectives.
The document outlines the author's philosophy of teaching. It believes teaching is important for imparting knowledge to students and helping them develop skills for higher education. It advocates for project-based learning infused with technology where students research topics and present explanations. The teaching methodology involves daily lesson plans with films, lectures and guided activities for students to research comprehension. The role of the teacher is a facilitator to guide student thinking through questioning. Students are assessed through oral presentations and formative exams. The justification for this style is it focuses on the learning process through student interaction and conversation to help solve problems and develop positive behaviors like collaboration.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
Journal article review presestation for teacher pagna cheasousdey tep
This document summarizes a research article about how non-native English speaking students at a US college responded to institutional and professor control in their classes. The researcher studied student-professor interactions in a psychology course. They found that students initially complied with professor directives but later expressed complaints through discussion and written feedback. They also questioned the professor as a way to negotiate classroom power dynamics and engage with the course material. The document concludes that English for academic purposes courses should make students aware of their choices within the institutional structures and possibilities for challenging limitations.
The document summarizes research on two middle school math teachers who implemented reform-based, student-centered instruction. Phase 1 involved observing lessons, interviewing teachers, and coding interviews. Phase 2 included follow-up interviews. The teachers had both similarities and differences in their experiences. Teacher 1 never veered from reform methods but found variation among students challenging. Teacher 2 incorporated some direct instruction after the first year. While both saw benefits like improved engagement, they struggled with pacing, challenge levels, and lack of control. The research had strengths like multiple researchers and lessons/interviews, but was limited by a small sample size and lack of pre-reform data.
- The document discusses several topics related to professional development for teachers, as outlined by various authors.
- It examines goals for continuous professional growth, qualities of effective language teachers, the importance of classroom observation, collaborating with other teachers, and maintaining a commitment to lifelong learning.
- The evaluation agrees on the importance of setting goals, taking risks, and developing as a professionally competent teacher through practice and staying updated in one's field.
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prBenitoSumpter862
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
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AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prAnastaciaShadelb
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
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AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
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- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. MARIA ULFA/ 11314135
FITRIYANI/ 11314009
NOVI DYAH/11314037
NAIM KHAIRUDDIN IHSAN/11314139
SECOND GROUP RESEARCH IN ELT 2
“GETTING STARTED”
2. CONSTRAINS AND IMPEDIMENTS
ACKNOWLEDGING THE INSTITUTIONAL,
CIRCUMSTANCE, AND CONDITION IN
SCHOOL IS THE
first important thing to do
to teachers carry out form
of classroom research
3. CONSTRAINS,
STATED BY MC KERNAN’S (1993)
Most Frequently:
1. Lack of Time
2. Lack of Resources
3. School Organizational Features
4. Lack of Research Skill
Follow by:
1. Obtaining consent/ support of research
2. Language of research
3. Pressure of student examinations
4. Disapproval of principal
End by:
1. Disapproval of colleagues
2. Beliefs about role of teacher
3. Professional factors like union policies and construct
4. Student disapproval
5. THE STRONG ARGUMENT IS THE KEY ROLE
THAT TEACHERS CAN PLAY PROMOTION OF
ENGLISH TEACHING AS PROFESSIONAL
ENTERPRISE
1. Related to status and actual context of pedagogy
2. Notions of traditional research rather than knowledge of
classroom practice
3. Education is central
4. Initiatives that link teaching to whole activities
5. Tendency that strong institution has stronger position to compete
6. CROOKER (1985) TALKS
“ALIENATION”
Minimum Opportunities for Professional
include: mandated and centralized
curricula, large amount of
administrations, accountability demands,
limited interactions, and large classes
and lack of resources.
7. 1. PEER OBSERVATION
2. TIME
3. CURRICULUM COMMITTEES
4. LOCAL WORKSHOP
5. PROFESSIONAL NETWORKING AND
AVAILABILITY OF RELEVANT PROFESSIONAL
INFORMATION
Grassroots Action
8. CLASSROOM ACTION RESEARCH
Stimulating direction for curriculum change and
professional development.
Work best if collaborative and framed by supporting
structure.
Part of higher education.
9. FINDING A FOCUS
After constrains and impediments emerge, now it is
time for researcher to find a focus of what their
research is a about. A question often appear from
an intersection of theory and practice. Sometimes,
what is planned for the classroom is not match with
what actually happens. Brindley suggests that in
identifying a focus for their research, all the
teachers began with a concrete or pratical teaching
concern which was generated by questions they
had already been asking themselves about aspects
of their own teaching and its effect on learners.
Thus, Brindley suggested that an initial focus for
teacher research could arise from the following
factors:
10. Teachers’ research questions may begin with
concrete teaching interests.
Particular incidents may highlight a researchable
issue.
Teachers may wish to validate experiental
knowledge of beliefs.
Research may arise from issues that teachers have
puzzled about for some time.
11. One way to begin the process of identifying more
specific focus areas is to pose to oneself a series of
questions such as the following:
1. What is happening in my classroom that am I
concerned about?
2. What makes me concerned about this issue?
3. What could I do to get more information about
what is happening?
4. How will I go about collecting this information?
5. What could I do to change what is happening?
12. Alternatively, generating a series of statements
relevant to your practice might suggest possible
research areas. Kemmis and McTaggart suggest
the following starting points:
- I would like to improve the...
- Some people are unhappy about...What can I do to
change the situation?
- I am perplexed by...
- ...is a source of irritation. What can I do about this?
- I have an idea I would like to try out in my class.
- How can the experience of...be applied to...?
13. - Just what do I do with respect to...?
- Others statements proposed by teachers in the
Australian studies:
- I don’t think I know enough about...
1. My students don’t seem to...What can I do about this?
2. I’d like to change the way the students...
3. I’d like to integrate more...in to my class. How can I do
this?
4. A colleague and I would like to try out...What would
happen if we did?
5. Why do some students in my class...and others...How
can I find out what is happening here?
14. One of the problems teachers experienced is developing
a research question where the focus was narrow
enough to be manageable. First, avoid questions you
can do nothing about. Second, limit the scope and
duration of the research. Third, try to focus on one issue
at a time. Fourth, choose areas for research which are
of direct relevance and interest to yourself and to your
school circumstances. Fifth, if possible, link questions
for your research with broader changes in school
curricula or professional development priorities.
Essentially, action research questions are an attempt to
capture insights about the gap between curriculum
specifications or ideas and what actually happens in
classroom practice.
15. According to Hopkins, there are two approaches of
finding focus; an ‘open’ or ‘evolutionary’ way into
research formation and ‘more close’ or ‘sequenced’
approach. An ‘open’ approach is characterised as:
- take a broad area of enquiry
- carry out th einitial enquiry
- gradually focus the enquiry
- ‘close’ approach follow the following pattern:
- take a specific issue
- derive research questions
- choose an appropriate methodology
16. Two approaches to question formulation can be use
in finding focus. ‘Open’ or evolving approach where
a question or area for research may not be
immediately obvious, but may emerge through a
group or a teacher’s own critical reflection or by
‘nosing about in the field of events’. The ‘closed’ or
sequenced approach assumes that a question is
more or less determined in advance, although the
teacher may refine it further before proceeding with
a plan of action.
19. Davis goes on to suggest that to gain an
understanding of the meanings of research
participants. We have to be keenly aware of the
ways we interpret meanings from our own
sociocultural frameworks.
Enganging in classroom research involves
theorising one’s practice, not only from the point of
view of assumptions about starting points, but as
the research proceeds, from more systematic
examination and critical analysis of what emerges
20. Hopkins (1993:73) suggest that when this kind of
critical reflection occurs, teachers’ a) stand in
control of knowledge rather than being subservient
to it and b) by doing this they are enganged in the
process of theorizing and achieving self knowledge.
The theorizing embedded in the initial research
process of theorising
21. Jan Phillips (1996) in his action research
Jan found that once the general thematic concern of her
research, the teaching and learning of pronunciation in an
intermediate English for work class, had been formulated,
aperiod of reflection was needed before she embarked. on
her research plan her reflection involved theorising in order
to make more explicit.
- An understanding of the present situation and its
theoritical basis.
- An examination of the researcher’s own values.
- A relating of the course to the wider context of education
and work.
22. John analysis of the first area led her to clarify two major
intersecting dimensions within her research.
1. The teching of pronunciation was ot feature in the
syllabus of the english for work program, which assume
that literacy skills were the major area for development.
However her analysis of her students needs and
progress unearthed a different issue. Student
intelligibility as a problem. A key quesstion for further
theorisation and review become: is it important the
teach pronunciation in an english for work progrmme.
2. There were a number of focal questions that needed to
be directed towards Jan’s exploration of the theoretical
base of pronunciation teaching, they included:
23. How important is pronunciation for communication
How has the teaching of pronunciation changed?
Can pronunciation be intergrated with other skills
and activities?
How can pronunciation be assessed?
what are the main problem for learners?
24. Jan also examined her own personal and educational values as they
related to her research question she listed them as including:
1. her commitment to personal and professional development. She
believed it was important and relevant to her teaching to understand
educational theories and that these would help to improve her class
room practice. She also belive that personal satisfaction could be
gained through changing and improving her teaching method and
receiving feedback from her students.
2. her believe in the explicit teaching of pronuncition. She had begun
teaching in the 1975 using audiolingual methods and felt that students
gained a sense of mastery from repetition, drills and memorised
phrase. However, her observation of changes in methods led her to
feel that these techniques could be succesfully combained wih
contextualised and authentic listening and speaking activities, more
common in communicative language teaching.
3. Her preferance for criterion-referenced assessment procedures. She
rejected global judgements and prefered to attemt to specify criteria for
judging pronunciation performance. She saw this as related to issues
of fairness. A key question was: how can we be sure the teacher is
judging on performance only and not on personality or other factors.
25. - On relation to the wider context of education and work, she
examined the needs of differents sakeholders and considered
what possible tensions might be present:
1. she identified the programme she worked in as part of a
winder government agenda to prepare immigrants for the
workplace. Howeever she regarded programe time factors
as unrealistic.
2. She recognised that her imigrant students were in a work-
related programme. However she considered that many
have motivations for learning other than gaining
employment.
3. She acknowledge that the students neede to see progress
towards seeking work. However, she believed it was likely
that they would progress better if their learning experiences
and time in an educational context were positive.
26. Gaining greater clarity about one’s practicr is
at the heartof the kind of theorisation that
goes on in action research. Atttemting to be
more explicit about the theoritical assumption
guiding the research provides a useful point
of reference as the research proceeds.
Although this framework may change in the
course of the research, it acts as anavigation
point for the investigstion an ameans of
making sense of ans questioning the data
that emerge. It is also part of an awarenes-
raising process that provides the basis for
change.
27. ETHICAL CONSIDERATION
Ethical considerations are an important part of any
research enterprise. Questions relating to the
conduct of research are issues inevitably
confronted by teachers early in the research
process.
28. KINDS OF QUESTIONS THAT EMERGE:
Should I tell my students about my research?
What should I do if the students don’t understand my
explanations because of limited proficiency in English?
Do I have the right to ‘experiment’ on my students?
What happens if students refuse to be part of the research?
Do I have to ask my supervisor for permission the people I
interview?
Should I get written permission from the people I interview?
What about using students’ names?
Should I tell other teachers what I am doing?
Should I present samples of what people have said or written,
such as student writing or interview responses?
29. Key principles in the ethical conduct of action research are
responsibility, confidentiality and negotiation.
Confidentiality ensures that the identities of those involved in
the research are not made public, thus reducing the likelihood
that they may be judged negatively by colleagues or
supervisors.
It is also important for the researchers to negotiate what
access to their data is made available, giving those who are
the subjects of the research the right to veto release of the
data. Teachers who work in a collaborative way also need to
negotiate agreed ‘codes of practice’ on the ethical principles
that guide their research.
Hitchcock and Hughes (1995) propose three areas which
should be subject to ethical consideration: professional
integrity; the interest of the subject; and responsibilities and
relationships with sponsor, outside agencies, academic
institutions or managements
30. PROFESSIONAL INTEGRITY
Ensure that the research you propose is viable, that
an adequate research design has been established
and appropriate data collection techniques chosen.
Explain as clearly as possible the aims, objectives
and methods of the research to all of the parties
involved.
If using confidential documents, ensure that
anonymity is maintained by eliminating any kinds of
material or information that could lead others to
identify the subject or subjects involved.
31. INTEREST OF THE SUBJECTS
Allow subjects the right to refuse to take part in the
research.
Build confidentiality into the research.
Gain the permission of the parties involved if the
research is to be published.
Ensure that all researchers adhere to the same set
of ethical principles where research is conducted
jointly or collaboratively.
32. RESPONSIBILITIES AND RELATIONSHIPS
WITH SPONSOR, OUTSIDE AGENCIES,
ACADEMIC INSTITUTIONS OR
MANAGEMENTS.
Ensure you are clear on the terms of reference and on your own
and your subjects’ rights in relation to the finished research,
where the research is ‘sponsored’.
Ensure you are aware of possible uses to which the research may
be put.
33. In second language learning contexts, conforming to
some ethical procedures, such as explaining the research
to learners, can be difficult when their English proficiency
levels are not high. There are number strategies that have
been used by AMEP teachers to address this problem:
34. Explaining the research in language appropriate to the
level of the students and encouraging the students to
ask questions about it
Providing written information and discussing it in class.
Arranging for bilingual information or explanations
through aides or other more advanced students
Explaining the research to family members with higher
levels of English.
A simple information and consent form, such as the
following (adapted from Campbell 1995 and Carrol
1995), can be useful in setting out clearly for learners
what their participation will involve and how the result of
the process will be used.
35. Information and consent form
This project is being conducted by: with Class: .
Description/ Title of project
Some teachers in my organization want to find out more about how students feel about the things they are learning. This is
so that the information can be used by people who write the courses for learners in this programmed.
What I will ask you to do in this project
I am interested in finding out more about how you see yourself as a learner and how you learn. Each week in class we will
spend some time thinking, talking and writing about the work you have covered in class and techniques you use to learn
English. I will ask you to:
Write down what you have learned in class. We will do this for 5 minutes at the end of each day.
Write in a journal about how you learn English. We will do this for about 15 minutes twice a week.
Once a week on Thursday we will discuss your ideas for about 15 minutes.
I need your help. I am interested in your honest opinion, so that we can all know more about the best ways to learn English.
What will happen to the information I get
I will use the information to help me plan new classroom activities that students find the most useful. My organization will
also use this information to improve the English courses and students’ opportunities for learning. The result of the project
will be written in a book of reports for other teachers.
Your agreement to take part in the project
If you agree to be part of this project:
You can ask me questions about the project at any time
You are free to withdraw at any time
You do not have to give a reason for withdrawing
You will be asked if the information you write or say can be used in the written report
Your real name will not be used in the report
You will be able to get copies of the report if you wish.
I, , agree to be part of the project.
Signature: Date:
36. Dilemmas occasionally arise when there are concerns
about how the research might affect already sensitive
classroom dynamics or when informing the students
might alter the nature of the data. In these rather more
unusual situations, some teachers have used the
strategy of informing their students on completion of the
research, giving explanations for their reasons and
asking their students’ permission to report on the
research. In cases where individual students or other
colleagues state that they would prefer not to be part of
the research, it is important that data about these
individuals are not included in any final reporting.
Research reports should, in any case, keep the
identities of research participants confidential and use
pseudonyms when referring to individuals.