This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment, including being more learner-centered and assessing a broader range of skills. Details are provided on sample portfolio contents and procedures, how to evaluate portfolios, and strengths and weaknesses of the approach. More recently, electronic portfolios have gained attention as a more efficient alternative to paper portfolios.
Supervisors’ remarks in teaching practice the perspectives of history student...Alexander Decker
This document discusses a study that examined the perspectives of history student-teachers on remarks given by supervisors during teaching practice. The study utilized focus group discussions with 24 history student-teachers to collect data. The document provides context on the role of teaching practice and supervisors' remarks in teacher training. It reviews literature on student-teachers' reactions to remarks, which can include stress, anxiety or acceptance. The impact of remarks is also discussed, including their potential to improve teaching or provide demoralizing criticism. The methodology of the study is described as qualitative in nature, focusing on meanings and perspectives.
1. The document discusses methodology in teaching English as a foreign language and the importance of effective lesson planning. It argues that methodology provides tools to improve language teaching and addresses challenges like what and how to teach.
2. Effective lesson planning is also discussed as an important framework that helps teachers stay organized and achieve learning goals. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While resources exist to help teachers, results have not always matched expectations. The document emphasizes that teachers must select appropriate methods based on student abilities and apply methodology correctly to create functional language users.
1. The document discusses the importance of methodology in teaching foreign languages and the role of effective lesson planning. It argues that methodology provides tools to improve teaching and addresses challenges like what/how to teach.
2. Effective lesson planning is also discussed as it helps teachers stay organized and guide the class in a structured way. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While methodology and planning are useful for teachers, especially novices, teachers must also be able to adapt to unexpected situations and take advantage of opportunities for deeper learning. A variety of methods should be used to maintain student engagement.
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It describes reflection as evaluating past teaching experiences to inform future planning and decision-making. Teachers can engage in reflection individually through writing journals/self-reports or having their teaching observed/recorded, or collaboratively through peer observation and collaborative journaling. Reflective practices like these help teachers move beyond automatic responses to lessons to critically consider how and why they teach.
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It defines reflection as recalling and evaluating past experiences to inform future decisions. Teachers can engage in reflection through various methods like peer observation, writing accounts of lessons, and recording lessons. These reflective practices help teachers develop awareness of their teaching style and make informed changes to improve student outcomes. The document provides examples of how teachers in one department used peer observation and collaborative journaling to reflect on their practice. Overall, reflective teaching is presented as a valuable tool for teacher self-evaluation and professional growth.
The document summarizes a study on the effects of collaborative lesson study on teacher development. A lesson study team including a university professor, a Japanese teacher of English, and two pre-service teachers planned and observed lessons focused on one of the pre-service teachers. The study found that going through the lesson study process improved the pre-service teacher's ability to meet personal goals like classroom English usage. It increased teacher awareness, knowledge sharing, and identification with the community of professional teachers. The lesson study approach emphasizes collaboration over traditional top-down models and can effectively support teacher development goals.
3. Teacher's Guide to Differentiate InstructionsSunflower Chin
Differentiated instruction is an approach that assumes there is diversity among learners and aims to reach all students by using various teaching methods tailored to students' readiness levels, interests, and learning profiles. It involves modifying instruction, materials, student tasks, and assessments to address the needs of individual students. Effective differentiation requires teachers to understand the content, assess student knowledge and skills, and design interrelated activities at varying levels of difficulty using multiple materials and processes to help students master challenging content. While differentiation takes effort, it can help ensure equity in learning for all students when combined with other effective teaching practices.
Teaching observation is vital to process of professional development for pre-service English teachers; however, obtaining the ability of effective teaching observation needs special and systematic training. For this case, after examining the definition of teaching observation, this paper illustrates the types, main bodies, methods and steps of teaching observation in order to provide them with useful reference for improving their teaching.
Supervisors’ remarks in teaching practice the perspectives of history student...Alexander Decker
This document discusses a study that examined the perspectives of history student-teachers on remarks given by supervisors during teaching practice. The study utilized focus group discussions with 24 history student-teachers to collect data. The document provides context on the role of teaching practice and supervisors' remarks in teacher training. It reviews literature on student-teachers' reactions to remarks, which can include stress, anxiety or acceptance. The impact of remarks is also discussed, including their potential to improve teaching or provide demoralizing criticism. The methodology of the study is described as qualitative in nature, focusing on meanings and perspectives.
1. The document discusses methodology in teaching English as a foreign language and the importance of effective lesson planning. It argues that methodology provides tools to improve language teaching and addresses challenges like what and how to teach.
2. Effective lesson planning is also discussed as an important framework that helps teachers stay organized and achieve learning goals. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While resources exist to help teachers, results have not always matched expectations. The document emphasizes that teachers must select appropriate methods based on student abilities and apply methodology correctly to create functional language users.
1. The document discusses the importance of methodology in teaching foreign languages and the role of effective lesson planning. It argues that methodology provides tools to improve teaching and addresses challenges like what/how to teach.
2. Effective lesson planning is also discussed as it helps teachers stay organized and guide the class in a structured way. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While methodology and planning are useful for teachers, especially novices, teachers must also be able to adapt to unexpected situations and take advantage of opportunities for deeper learning. A variety of methods should be used to maintain student engagement.
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It describes reflection as evaluating past teaching experiences to inform future planning and decision-making. Teachers can engage in reflection individually through writing journals/self-reports or having their teaching observed/recorded, or collaboratively through peer observation and collaborative journaling. Reflective practices like these help teachers move beyond automatic responses to lessons to critically consider how and why they teach.
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It defines reflection as recalling and evaluating past experiences to inform future decisions. Teachers can engage in reflection through various methods like peer observation, writing accounts of lessons, and recording lessons. These reflective practices help teachers develop awareness of their teaching style and make informed changes to improve student outcomes. The document provides examples of how teachers in one department used peer observation and collaborative journaling to reflect on their practice. Overall, reflective teaching is presented as a valuable tool for teacher self-evaluation and professional growth.
The document summarizes a study on the effects of collaborative lesson study on teacher development. A lesson study team including a university professor, a Japanese teacher of English, and two pre-service teachers planned and observed lessons focused on one of the pre-service teachers. The study found that going through the lesson study process improved the pre-service teacher's ability to meet personal goals like classroom English usage. It increased teacher awareness, knowledge sharing, and identification with the community of professional teachers. The lesson study approach emphasizes collaboration over traditional top-down models and can effectively support teacher development goals.
3. Teacher's Guide to Differentiate InstructionsSunflower Chin
Differentiated instruction is an approach that assumes there is diversity among learners and aims to reach all students by using various teaching methods tailored to students' readiness levels, interests, and learning profiles. It involves modifying instruction, materials, student tasks, and assessments to address the needs of individual students. Effective differentiation requires teachers to understand the content, assess student knowledge and skills, and design interrelated activities at varying levels of difficulty using multiple materials and processes to help students master challenging content. While differentiation takes effort, it can help ensure equity in learning for all students when combined with other effective teaching practices.
Teaching observation is vital to process of professional development for pre-service English teachers; however, obtaining the ability of effective teaching observation needs special and systematic training. For this case, after examining the definition of teaching observation, this paper illustrates the types, main bodies, methods and steps of teaching observation in order to provide them with useful reference for improving their teaching.
Learner Autonomy in Language Learning: Teacher beliefnadiahhuda
This doctoral thesis investigated Vietnamese teachers' understanding and application of learner autonomy in their teaching practices. A mixed methods approach was used, including a survey of teachers and case studies of four teachers through interviews, observations, and stimulated recall interviews. The study found that teachers generally lacked understanding of learner autonomy and there was alignment between their beliefs and practices, resulting in little evidence of fostering learner autonomy. The findings provide insights into learner autonomy in Vietnam to inform teachers and policymakers.
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.
This document summarizes a teacher's philosophy and teaching principles. It discusses developing teaching techniques through reflection on practice and theoretical knowledge. The teacher emphasizes creating a friendly learning environment and involving students in the learning process. Blended learning approaches are discussed, including using technology and online resources to customize learning to individual students and allow digital assignment submissions.
This document contains a series of lesson plans for instructional modules on management of instruction at Mindanao State University College of Education. The lessons cover topics such as the definition and importance of instructional/lesson planning, criteria for effective instructional objectives using the SMART framework, and the difference between goals and learning objectives. The lessons provide objectives, content outlines, and sources for each topic. They are intended to help at least 75% of students understand concepts related to effective lesson planning and goal/objective setting.
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.
In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
This document discusses elements of a learner-centered syllabus and curriculum. It emphasizes the role of the learner through active participation, social interaction, and engaging topics. When writing a syllabus, facilitators should incorporate group activities, think-pair-share activities, discussions, and presentations to encourage social learning and active participation. Facilitators should also justify the relevance of content, consider how best to deliver content, and provide feedback to help learners improve. A learner-centered syllabus defines student and instructor roles/responsibilities, learning outcomes, evaluation methods, resources, and communication.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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 document contains a questionnaire from a student named Angelito T. Pera enrolled in Field Study 4 at the Surigao del Sur State University. The questionnaire asks the recipient to provide information about their profile, educational background, employment history, and views on various aspects of curriculum. It explores curriculum models and foundations, the K-12 program, curriculum evaluation, and the roles of stakeholders in curriculum development. The student is seeking the recipient's expertise and opinions to help complete 12 learning episodes for their field study on exploring the curriculum.
Fostering Learner Autonomy in an ESL Classroomnadiahhuda
This article discusses promoting learner autonomy in an ESL classroom through an action research project. The author implemented an autonomy-based English program for first-year university students in Hong Kong. Classroom procedures focused on individual and group tasks like short talks, presentations, debates and a newspaper project to develop learner autonomy. Students gradually took more responsibility for their learning by setting goals, choosing topics and materials, and evaluating their own progress. Feedback showed students had a generally positive experience with the autonomous approach despite initial challenges.
The traditional MD curriculum covers basic medical sciences in the first two years through lectures, labs, and discussion groups. It also incorporates newer methods like problem-based learning and clinical skills training. Students work with physicians in their first year to integrate basic sciences with clinical practice. The second year focuses on advanced clinical topics and skills.
Progressive education at Global Village School emphasizes experience-based, student-centered learning grounded in peace, justice, diversity, and sustainability. A progressive curriculum is based on student interests and involves them in designing lessons around problems and active learning. Assessment includes portfolios and presentations beyond just tests. The curriculum varies each year based on the specific students.
This document provides an overview and objectives of an induction workshop for personnel without teaching skills. It aims to develop participants' capacity to plan, organize, and conduct effective teaching activities. The workshop covers topics like personality, confidence, appearance, commitment, attitude, lesson planning, teaching methods, classroom management, and minimizing undesired behavior. Participants will learn principles of teaching, how to formulate objectives, and use effective teaching methods and aids.
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
This document discusses differentiation in teaching and learning. It provides examples of different levels of differentiation including no differentiation, micro-differentiation, and macro-differentiation. It also discusses specific methods of differentiation like differentiation by task, collaborative learning, differentiation by materials, and differentiation by outcome. The document suggests that differentiation is good for both teachers and students as it allows teachers to understand students' different levels and customize instruction to meet individual needs, while allowing students to improve at their own pace.
This document discusses the relationship between methodology and lesson planning for language teachers. It defines methodology as the systematic process of teaching a second language, involving analysis of teaching techniques and learner needs. Lesson planning is considered an important part of methodology, as it allows teachers to implement different methods and achieve learning goals. While planning takes time, it is especially useful for novice teachers facing unexpected challenges. The document advocates planning as a guide rather than a rigid sequence, to allow flexibility for students' spontaneous ideas.
The document discusses key elements of instructional system design including:
1) Specifying objectives, assessing student entry behaviors, and selecting learning strategies and resources
2) Organizing the classroom and allocating time and learning space based on objectives
3) Evaluating teacher and student performance and providing feedback
It emphasizes that the choice of methods, grouping of students, use of time and space should all align with and support achieving the specified objectives.
1. The document outlines the agenda for Class No. 3 which includes assigning a protocol, revising a pedagogical agreement, reading about pedagogical portfolios, and a quiz.
2. Students will be organized into groups to read about pedagogical portfolios and write questions about the text.
3. The class will cover an introduction to research including types of research, research problems, research design, tools, and analyzing results. Students will conduct short interviews and write definitions from references.
The document contains 10 questions about Sherlock Holmes and the movie featuring him. The questions ask about Sherlock Holmes' job and traits, Watson's role in Holmes' life, how Holmes represents rationalism vs irrationalism in the stories, the elements Holmes uses in his analyses, Holmes' actions in managing situations, Watson's job, and lists of people, places, things, and ideas from the movie that fit rationalism/civilization/science and superstition/wilderness/supernatural categories.
This document outlines the contents of a student-teacher's data folder, including an autobiography, class documents, records of class activities and workshops, protocols, reflections, reports, and personal commentaries. The folder is intended to document the student-teacher's experience and development over the course of their training.
This document outlines a course proposal for a Pedagogical Research I course. The 3 credit course would focus on introducing students to research, research paradigms, types of research, and how to identify a research problem. Students would acquire knowledge about conducting pedagogical research and researching policies related to teaching English in Colombia. The course would help students identify a research problem in an educational context that they could further develop into a research project in the next semester. Assessment would include assignments, presentations, exams, and a research project proposal.
This document provides an overview of sociolinguistics and discusses key concepts from seminal researchers in the field. It summarizes Basil Bernstein's theory of restricted and elaborated codes, explaining how working-class children may be disadvantaged by their habitual use of restricted code. It also summarizes Shirley Brice Heath's research comparing literacy practices and bedtime stories in three American communities, finding that middle-class children were better prepared for school due to experiences that mirrored classroom activities. The document concludes that the work of Bernstein and Heath suggests social class is fundamentally important in education, as schooling privileges certain literacy practices and types of knowledge associated with middle-class communities.
Learner Autonomy in Language Learning: Teacher beliefnadiahhuda
This doctoral thesis investigated Vietnamese teachers' understanding and application of learner autonomy in their teaching practices. A mixed methods approach was used, including a survey of teachers and case studies of four teachers through interviews, observations, and stimulated recall interviews. The study found that teachers generally lacked understanding of learner autonomy and there was alignment between their beliefs and practices, resulting in little evidence of fostering learner autonomy. The findings provide insights into learner autonomy in Vietnam to inform teachers and policymakers.
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.
This document summarizes a teacher's philosophy and teaching principles. It discusses developing teaching techniques through reflection on practice and theoretical knowledge. The teacher emphasizes creating a friendly learning environment and involving students in the learning process. Blended learning approaches are discussed, including using technology and online resources to customize learning to individual students and allow digital assignment submissions.
This document contains a series of lesson plans for instructional modules on management of instruction at Mindanao State University College of Education. The lessons cover topics such as the definition and importance of instructional/lesson planning, criteria for effective instructional objectives using the SMART framework, and the difference between goals and learning objectives. The lessons provide objectives, content outlines, and sources for each topic. They are intended to help at least 75% of students understand concepts related to effective lesson planning and goal/objective setting.
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.
In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
This document discusses elements of a learner-centered syllabus and curriculum. It emphasizes the role of the learner through active participation, social interaction, and engaging topics. When writing a syllabus, facilitators should incorporate group activities, think-pair-share activities, discussions, and presentations to encourage social learning and active participation. Facilitators should also justify the relevance of content, consider how best to deliver content, and provide feedback to help learners improve. A learner-centered syllabus defines student and instructor roles/responsibilities, learning outcomes, evaluation methods, resources, and communication.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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 document contains a questionnaire from a student named Angelito T. Pera enrolled in Field Study 4 at the Surigao del Sur State University. The questionnaire asks the recipient to provide information about their profile, educational background, employment history, and views on various aspects of curriculum. It explores curriculum models and foundations, the K-12 program, curriculum evaluation, and the roles of stakeholders in curriculum development. The student is seeking the recipient's expertise and opinions to help complete 12 learning episodes for their field study on exploring the curriculum.
Fostering Learner Autonomy in an ESL Classroomnadiahhuda
This article discusses promoting learner autonomy in an ESL classroom through an action research project. The author implemented an autonomy-based English program for first-year university students in Hong Kong. Classroom procedures focused on individual and group tasks like short talks, presentations, debates and a newspaper project to develop learner autonomy. Students gradually took more responsibility for their learning by setting goals, choosing topics and materials, and evaluating their own progress. Feedback showed students had a generally positive experience with the autonomous approach despite initial challenges.
The traditional MD curriculum covers basic medical sciences in the first two years through lectures, labs, and discussion groups. It also incorporates newer methods like problem-based learning and clinical skills training. Students work with physicians in their first year to integrate basic sciences with clinical practice. The second year focuses on advanced clinical topics and skills.
Progressive education at Global Village School emphasizes experience-based, student-centered learning grounded in peace, justice, diversity, and sustainability. A progressive curriculum is based on student interests and involves them in designing lessons around problems and active learning. Assessment includes portfolios and presentations beyond just tests. The curriculum varies each year based on the specific students.
This document provides an overview and objectives of an induction workshop for personnel without teaching skills. It aims to develop participants' capacity to plan, organize, and conduct effective teaching activities. The workshop covers topics like personality, confidence, appearance, commitment, attitude, lesson planning, teaching methods, classroom management, and minimizing undesired behavior. Participants will learn principles of teaching, how to formulate objectives, and use effective teaching methods and aids.
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
This document discusses differentiation in teaching and learning. It provides examples of different levels of differentiation including no differentiation, micro-differentiation, and macro-differentiation. It also discusses specific methods of differentiation like differentiation by task, collaborative learning, differentiation by materials, and differentiation by outcome. The document suggests that differentiation is good for both teachers and students as it allows teachers to understand students' different levels and customize instruction to meet individual needs, while allowing students to improve at their own pace.
This document discusses the relationship between methodology and lesson planning for language teachers. It defines methodology as the systematic process of teaching a second language, involving analysis of teaching techniques and learner needs. Lesson planning is considered an important part of methodology, as it allows teachers to implement different methods and achieve learning goals. While planning takes time, it is especially useful for novice teachers facing unexpected challenges. The document advocates planning as a guide rather than a rigid sequence, to allow flexibility for students' spontaneous ideas.
The document discusses key elements of instructional system design including:
1) Specifying objectives, assessing student entry behaviors, and selecting learning strategies and resources
2) Organizing the classroom and allocating time and learning space based on objectives
3) Evaluating teacher and student performance and providing feedback
It emphasizes that the choice of methods, grouping of students, use of time and space should all align with and support achieving the specified objectives.
1. The document outlines the agenda for Class No. 3 which includes assigning a protocol, revising a pedagogical agreement, reading about pedagogical portfolios, and a quiz.
2. Students will be organized into groups to read about pedagogical portfolios and write questions about the text.
3. The class will cover an introduction to research including types of research, research problems, research design, tools, and analyzing results. Students will conduct short interviews and write definitions from references.
The document contains 10 questions about Sherlock Holmes and the movie featuring him. The questions ask about Sherlock Holmes' job and traits, Watson's role in Holmes' life, how Holmes represents rationalism vs irrationalism in the stories, the elements Holmes uses in his analyses, Holmes' actions in managing situations, Watson's job, and lists of people, places, things, and ideas from the movie that fit rationalism/civilization/science and superstition/wilderness/supernatural categories.
This document outlines the contents of a student-teacher's data folder, including an autobiography, class documents, records of class activities and workshops, protocols, reflections, reports, and personal commentaries. The folder is intended to document the student-teacher's experience and development over the course of their training.
This document outlines a course proposal for a Pedagogical Research I course. The 3 credit course would focus on introducing students to research, research paradigms, types of research, and how to identify a research problem. Students would acquire knowledge about conducting pedagogical research and researching policies related to teaching English in Colombia. The course would help students identify a research problem in an educational context that they could further develop into a research project in the next semester. Assessment would include assignments, presentations, exams, and a research project proposal.
This document provides an overview of sociolinguistics and discusses key concepts from seminal researchers in the field. It summarizes Basil Bernstein's theory of restricted and elaborated codes, explaining how working-class children may be disadvantaged by their habitual use of restricted code. It also summarizes Shirley Brice Heath's research comparing literacy practices and bedtime stories in three American communities, finding that middle-class children were better prepared for school due to experiences that mirrored classroom activities. The document concludes that the work of Bernstein and Heath suggests social class is fundamentally important in education, as schooling privileges certain literacy practices and types of knowledge associated with middle-class communities.
The document summarizes pedagogical research and teaching practice in the English program at the University of Amazonia. It discusses three main aspects:
1. Pedagogical research, which involves two courses aimed at training student teachers in research methods and their application to teaching practice.
2. Teaching practice, which consists of two courses that provide opportunities for observation and hands-on teaching experience in local schools.
3. A research project to develop a bilingual plan to improve English language skills across the university. The goal is to help meet national standards of bilingualism in Colombia.
The document summarizes pedagogical research and teaching practice in the English program at the University of Amazonia. It discusses three main aspects:
1. Pedagogical Research courses which train students in research methods and designing and conducting their own research projects.
2. Teaching Practice courses where students gain hands-on experience teaching English through classroom observations and their own micro-teachings.
3. A research project to develop and implement an institutional bilingual plan to improve English language skills across the university. The goal is to help meet national goals of bilingualism in Colombia.
This document outlines the general structure of a research proposal. It lists 12 sections that should be included in a proposal, such as an introduction, problem statement, objectives, methodology, timeline, and budget. It also provides a sample timeline chart and budget table. Additional resources on research proposal elements are provided at the end.
El pH vaginal normal en una mujer está entre 4.5 y 5.2, siendo más ácido durante la etapa fértil y el embarazo para prevenir infecciones. Los niveles de pH cambian a lo largo de la vida de una mujer, siendo más alcalino durante la niñez, la pubertad, la menstruación y la menopausia.
Este documento proporciona instrucciones para crear 4 informes en Access 2010 utilizando el Asistente para informes. Explica los pasos para seleccionar las tablas de clientes, empleados, proveedores y productos y finalizar la creación de cada informe para visualizarlos.
1. El documento define el culto a Dios según la Biblia como el reconocimiento de la persona y obras de Dios con una actitud de humildad, sumisión, veneración y adoración.
2. Explica que el culto verdadero a Dios es ordenado y producido por él mismo en los creyentes, no buscando lo que les gusta a los hombres.
3. Detalla diferentes actitudes requeridas para el culto como esclavo, representante, siervo y sacerdote, enfatizando la obediencia a lo ordenado por Dios
Revit training projects available at www.RevitTrainingLive.comSubair Shamsudheen
"Project based Revit training." Rather than memorizing commands, learn Revit by working on projects and get hands on experience. Visit www.revittraininglive.com to Register for training. Lessons for Revit Architecture, Revit Structure and Revit MEP. All trainings are held online by LIVE expert trainer, so you can learn at your convenience, from home or office.
The document discusses an employee who was laid off by their firm despite record profits. The employee criticizes the company's priorities of profits over people, as they spend heavily on advertising that does not work and terminate the bottom 10% of employees each year. The employee asserts the company promotes people for how they look rather than their performance, and cares more about making money than customers or employees. The employee wishes the company would be honest about prioritizing profits over people.
This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment in providing a more holistic and learner-centered evaluation. Specific guidelines are provided on the contents, procedures, and steps to implement effective portfolio assessment in the classroom. Both the strengths and weaknesses of portfolio assessment are examined. The document concludes by discussing electronic portfolios as a more modern alternative to traditional paper portfolios.
Connecting the Dots: Decision Making for Next-Generation ProductsSVPMA
Connecting the Dots: Decision Making for Next-Generation Products : Vanee Pho, Senior Product Manager, Life Technologies at SVPMA Monthly Event August 2013
How to update your information at uqudent collage website for student Mariam Alkhater
This document provides instructions for UQUDENT college students to update their personal information and create a password on the Umm Al-Qura University website. The 3 step process involves navigating to the university website in Arabic, changing the language to English, and following the instructions to update information and create a unique password. Upon completing these steps, the information update will be finished.
How to update your information at uqudent collage website for student Mariam Alkhater
This document provides instructions for UQUDENT college students to update their personal information and create a password on the Umm Al-Qura University website. The 3 step process includes going to the UQU website in Arabic, changing the language to English, and then following the instructions to update information and create a unique password. Once completed, the information update will be finished.
1. An Israeli technology company will partner with an Indian company to establish a 40 hectare pomegranate farming project in India using Israeli expertise.
2. The companies will sign agreements regarding confidentiality, technology licensing, revenue sharing, and responsibilities of each party.
3. The project budget and timeline are estimated, outlining costs for propagation material, nursery establishment, land preparation, and projected harvest amounts and revenues over 10 years.
- The company has 15+ years of experience in business consulting, advising, and connections between India and Israel.
- In the 1990s-2000s, the company experimented with and used Israeli agricultural technologies in India like for sugarcane, vegetables, and pomegranates. This improved yields and quality.
- Since the 2000s, the company has focused on pomegranate projects and acquiring exclusive rights to Israeli technologies in India. It also organizes trips for Indian farmers and students to Israel.
A newsletter BeefPoint de 3 de outubro de 2011 continha um artigo sobre pecuária de corte, marketing e internet, um vídeo sobre o mesmo tema e um formulário para assinatura.
This document provides an overview of various teaching methods and aspects of curriculum development. It discusses the importance of clarity and organization in curriculum and teaching. It then describes several common teaching methods like lecturing, demonstrating, collaboration, classroom discussion, and debriefing. It also outlines several models of curriculum development, including the Tyler model and grassroots model, and discusses curriculum evaluation.
Essay On Evaluation Of Teaching
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This document summarizes Sarah Toogood's keynote address about developing self-access language learning (SALL) courses at Hong Kong University of Science and Technology. Some key points:
1) HKUST has extensively researched SALL provisions, trying to address issues through structured compulsory SALL courses.
2) Successful SALL requires scaffolding structures and adherence to principles. When developing SALL courses, factors like assessment, teacher approach, and materials access must be considered.
3) Teachers and learners need clearly defined roles and expectations for SALL to be effective. Teachers can strongly influence how learners respond to different approaches. Learners vary in their ability and willingness to self-manage
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
A portfolio is a collection of a student's work that shows their progress and achievements in one or more subject areas. It should include student-selected samples that show growth over time. Portfolios are used for assessment because they provide a more comprehensive view of a student's skills and learning compared to standardized tests. Performance-based assessment requires students to demonstrate their knowledge and skills by creating responses or products, rather than just selecting answers. Effective performance tasks clearly identify the intended learning outcomes and require students to apply their knowledge to realistic scenarios. Rubrics are scoring guides used to evaluate performance tasks based on multiple criteria rather than a single score or grade. They provide clear standards and feedback to improve student learning.
Portfolio are not just about the collectionsGJ Novales
Portfolios provide a more complete assessment of student progress than traditional testing. They show students' problem-solving abilities and allow students and teachers to track growth over time. Portfolios also encourage collaboration between teachers and administrators. While students own the reflection process and content selection, teachers play a critical role by establishing structures to support portfolio development. Effective portfolios are not just collections of work but involve ongoing preparation and assessment throughout the teaching process.
This chapter introduces the background, problems, purposes, significance, and scope of the study. It discusses authentic assessment, including written assessment, portfolio assessment, performance assessment, and project assessment. It also summarizes three previous related studies that had different focuses than this study. The statement of problems identifies how this study will examine the implementation of project assessment at SMK 11 Malang. The purpose is to identify this implementation.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
This research proposal examines the relationship between teachers' knowledge, curriculum, and student learning in Pakistan. The proposal outlines the objectives of studying how teachers' knowledge and curriculum can help Pakistan achieve stability in education. The methodology discusses using both qualitative and quantitative data on government spending, teacher training, and curriculum improvements. The conclusion emphasizes that improving teacher effectiveness, such as through high-quality training, may have a greater impact on student achievement than other reforms alone.
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
Approaches To Assessment In CLIL Classrooms Two Case StudiesJoaquin Hamad
This document discusses two case studies that examine approaches to assessment in Content and Language Integrated Learning (CLIL) classrooms. The first case study describes an approach using learning-oriented assessment that requires more engagement from learners and involves them in self-assessment and peer assessment. The second case study examines an approach using Dynamic Assessment where learners collaborate on projects and are responsible for self-assessment and peer assessment. Both aim to develop learner autonomy and collaboration skills through involvement in the assessment process. The document provides theoretical background on assessment, learner involvement, Dynamic Assessment, and good feedback practices to frame the case studies.
This one-week course aimed to develop young learner teachers' activity setup skills. Specifically, it sought to raise teachers' awareness of their various roles and help them improve skills like managing energy levels, varying interaction patterns, catering for different learning styles, and providing clear instructions. The course included tuition, observations, activities and presentations to help teachers strengthen areas they identified as challenges, such as energy management and instruction clarity.
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.
Grad Student #12345 January 14, 2013 EDU 500 Effective Supervisi.docxshericehewat
Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 Question #1: Examine the evolution of supervision of curriculum and instruction in public schools. Include an example from your own experience. Merriam-Webster defines supervision as the action or process of supervising, including critically watching and directing (Supervision, n.d.). Through the years, supervision has gone through many transformations and as times changed so did expectations and responsibilities. As stated by Pawlas and Oliva (2008), “School curriculum not only reflects but is a product of its time” (p. 99). This essay will discuss historical changes and perspectives on supervision that have occurred through the years, beginning in the late 1600s and continuing to present day. The author will also share personal experiences in the classroom observation process. Not until the development of organized schools was there a need for school supervisors. The Commonwealth of Massachusetts passed a law, the Old Deluder Law of 1647, requiring communities with 50 or more families to establish a grammar school (Pawlas & Oliva, 2008). As schools were developed, supervisors gave direction, checked for compliance with teaching techniques, and evaluated results of instruction. According to Pawlas and Oliva, these authoritarian supervisors set strict requirements, observed teachers to see how closely they complied with specific instructions, and dismissed those who failed to comply. In these early years, schools were simply a one-room schoolhouse with one teacher who taught students of all ages and grade levels. Pawlas and Oliva stated that, during this time, it was fairly easy to determine what should be taught in the classroom, but more difficult to align curriculum with multiple schools because one teacher was responsible for the entire curriculum of the school. In the 1800s, supervision was the responsibility of principals and superintendents and the purpose of the supervisor was to simply inspect and make instructional improvements (Pawlas & Oliva, 2008). Further, Pawlas and Oliva stated that the supervisor monitored the rules and was responsible for helping teachers improve their teaching strategies and effectiveness in the classroom. According to The committee of ten: main report (n.d.), the National Education 1 Student Name, ID #, Course Number/Title, Unit # & Date Restatement of the question taken from the Study Guide. Body is double-spaced and paragraphs indented. Citations throughout the essay follow APA style. Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 Association appointed a committee in 1892 to establish a standard curriculum and the result was that the committee recommended eight years of elementary education and four years of secondary education, with four different curricula being defined as appropriate for high school. This standardization of the curriculum led to a need for more direct supervision and documentation. I ...
The fact that English teachers encounter challenges while employing student-centered pedagogy and assessment practices is beyond argument. Empirical evidence indicates that, particularly in the context of Najran University, relatively little attention has been paid to researching the issue and offering solutions to coping with it. Consequently, this study examined English as a foreign language (EFL) teachers’ employment of student-centered pedagogy and assessment practices in the Saudi EFL context concerning execution, challenges, and solutions. Also, it correlated the respondents’ answers with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of (73) faculty members. The results showed that the study sample highly employs pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization did not have any significant role in affecting the responses to employing pedagogy and assessment practices. Finally, the content analysis of the semi-structured interview revealed the challenges and solutions to employing pedagogy and assessment practices. In light of the current results, the researchers proposed recommendations and implications.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Conversations with the Mathematics Curriculum: Testing and Teacher DevelopmentSaide OER Africa
This paper addresses the question: how do mathematics teachers make meaning from curriculum statements in relation to their teaching practices. We report on a teacher development activity in which teachers mapped test items from an international test against the national curriculum statement in mathematics. About 50 mathematics teachers across Grades 3-9 worked in small groups with a graduate student or staff member as a group leader. Drawing on focus group interviews with the teachers and the group leaders we show that the activity focused the teachers on the relationships between the intended curriculum and their teaching, i.e. the enacted curriculum, in four areas: content coverage; cognitive challenge; developing meaning for the assessment standards; and sequence and progression. We argue that the activity illuminates ways in which international tests can provide a medium for teacher growth rather than teacher denigration and alienation.
12 am er ican educator spring 2012principles of instrVivan17
This document summarizes 10 principles of effective instruction that are supported by research in cognitive science, research on master teachers, and research on cognitive supports. It discusses each principle in detail and provides examples of how teachers can implement them, including: beginning lessons with a review of previous learning, presenting new material in small steps with student practice, asking many questions and checking all student responses, providing models and worked examples, and requiring independent practice with guidance and feedback. The principles are intended to help teachers provide instructional support and facilitate student learning and mastery of new material.
Este documento presenta las normas APA para la presentación de textos académicos. Explica que las normas APA establecen requisitos específicos para el contenido, estilo, citación y referenciación de fuentes. Luego, detalla aspectos formales como el formato, tipo de letra y márgenes requeridos, y ofrece ejemplos de cómo realizar citas textuales, de parafraseo y referencias bibliográficas de acuerdo con las normas APA.
1) Phileas Fogg is an eccentric yet wealthy British man who lives a very rigid daily routine in London. He makes a bet with his fellow members at the Reform Club that he can circumnavigate the world in 80 days.
2) Accompanied by his new French servant Jean Passepartout, Fogg departs London immediately to embark on his journey.
3) A detective named Fix believes Fogg is the culprit who recently robbed the Bank of England. He follows Fogg to Suez in hopes of arresting him once he receives a warrant in Bombay.
The document discusses observation as a research tool for collecting data. It defines observation and describes its importance in the fields of education and research. There are different types of observations, including participant and non-participant observation. Characteristics of good observations include being systematic, focused on relevant details, and recorded in an organized way. Observational variables and advantages like efficiency and flexibility are outlined, as well as potential disadvantages like reactivity. Students are assigned to observe a university setting, record their observations, and present their findings to the class.
Observational research involves watching people in their natural environments and recording their behaviors without interfering. There are two main types of observational research - direct observation, where subjects know they are being watched, and unobtrusive observation, where subjects are unaware. Direct observation can involve continuously monitoring subjects or recording how they allocate their time, while risks include subjects changing their natural behaviors due to awareness. Unobtrusive observation poses ethical issues around informed consent but can provide insights into behaviors not uncovered through other methods like surveys. Researchers must carefully consider guidelines around objectivity, specificity, and ethics when conducting observational research.
Chapter 2 Identifying a Research ProblemJairo Gomez
This chapter discusses identifying a research problem and question. It explains that a research problem is the topic being studied, whether descriptively or experimentally. Good research questions are specific, clear, refer to the problem, note any interventions, and identify participants. The chapter provides examples of research problems and questions and discusses narrowing a topic and developing questions that clarify the research approach.
This survey from the Education Sciences Faculty at the University of the Amazon aims to identify problematic educational situations observed in the classroom. Students are asked to describe issues they've witnessed regarding their peers' learning, behavior, attitudes, technology use, attention, motivation, performance, family relationships, and relationships with teachers. They are also asked to select the most relevant problem worth investigating and explain their choice.
This document summarizes a pedagogical research class that was held on September 25th, 2013. The teacher surprised students with a creative puzzle activity to reinforce concepts about research paradigms, methods, and methodology from a previous reading. Students were organized into groups and had to find their groupmates using puzzle pieces. They then used the completed puzzle to answer a question and discuss their answers with other groups. The activity helped students strengthen their understanding of the subject material in an engaging way. The teacher concluded by providing guidance for upcoming student presentations.
The document defines ethnographic method as a qualitative research design used to explore cultural phenomena. It aims to represent the knowledge and meanings in the lives of a cultural group through field studies or case reports. As a research method, ethnography is used in anthropology, political and social studies, education and other disciplines to study different cultures. Key ethnographic research methods include observation, interviewing cultural subjects, and collecting and analyzing cultural artifacts.
This document discusses naturalistic observation as a research method. Naturalistic observation involves observing behaviors as they occur in natural settings without intervention. It allows researchers to study behaviors that cannot be studied in a lab. Advantages include observing subjects in a natural context, but disadvantages include subjects behaving differently when observed and different interpretations by different observers. Data collection methods for naturalistic observation include tallying behaviors, taking narrative notes, and recording audio/video. Naturalistic observation is useful for generating hypotheses, though bias must be controlled for. Researchers sample behaviors to ensure data represents overall behavior through techniques like time and situation sampling. Grounded theory and case studies are also discussed.
Causal Comparative or (ex-post fact) ResearchJairo Gomez
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses correlational studies, which examine relationships between two or more variables without determining cause and effect. Correlational studies can be used to explore predictive relationships or examine how factors relate. The document provides an example of a correlational study that looked for relationships between student grades and their classification as a "morning person" or "evening person". The study found a modest correlation between morningness and grades in early morning classes but not later classes. However, the study did not determine whether being a morning person causes better early grades.
Experimental and quasi experimental methodsJairo Gomez
The experimental method involves systematic observation, measurement, formulation and testing of hypotheses through experimentation. It consists of four stages: observation to collect data, developing hypotheses from the observations, explaining the hypotheses mathematically, and experiments to confirm or refute the hypotheses. The quasi-experimental method is similar but lacks random assignment to conditions and a control group for comparison. It is used in education research when manipulating variables is not possible. Examples include evaluating driver education programs, crime prevention programs, and investigating factors that influence student subject preferences.
This document discusses and compares qualitative and quantitative research methods. It defines qualitative research as objective description of phenomena qualities, while quantitative research collects and analyzes quantitative data. Quantitative methods are based on positivism and determine causal relationships through collected data. Types of quantitative methods include experimental, quasi-experimental, and non-experimental. Qualitative methods are inductive and add experiences, attitudes, and beliefs through description of situations, events, people, interactions, and behaviors. The key differences between qualitative and quantitative methods are that qualitative is subjective and process-oriented while quantitative is objective and result-oriented.
The document discusses the rise of transformative paradigm methods between 1980-1990 based on sociological and psychological theories. It focuses on social justice and marginalized groups. The transformative paradigm uses diverse qualitative and mixed methods to describe contextual and historical factors, especially as they relate to oppression. Example methods mentioned include action research.
Last Wednesday evening, Professor Silvia Lucia Molina Higuera held the second class of Pedagogical Research I with twelve students. The class began with instructions about reflecting on the movie "Sherlock Holmes" and discussing the Pedagogical Portfolio. The movie was then projected but could not be finished due to time constraints. Students were assigned homework to write a one page, single spaced reflective text in either English or Spanish relating the movie to the Pedagogical Research I course, depending on whether their name began with letters A-M or N-Z, respectively.
Cuantitative,Qualitative and mixed ResearchJairo Gomez
This document discusses the three major research paradigms in educational research: quantitative research, qualitative research, and mixed research. Quantitative research uses the confirmatory scientific method and collects numerical data to test hypotheses. Qualitative research uses the exploratory scientific method and collects non-numerical data to explore phenomena and generate hypotheses. Mixed research combines quantitative and qualitative methods to provide complex explanations. The document compares key characteristics of each paradigm, such as their views of human behavior, research objectives, and types of data collected.
This document provides an overview and table of contents for the book "Writers at Work: The Paragraph" by Jill Singleton. It introduces the book's purpose of teaching readers how to write effective paragraphs and outlines the book's contents. The book is divided into 9 chapters that cover various paragraph writing topics and walking readers through the writing process. Each chapter also includes exercises and self-checks to help readers practice and improve their paragraph writing skills.
The document outlines tasks for a workshop on pedagogical research methods. Students are instructed to read about research paradigms, methods, and methodologies and answer 11 questions. They are asked to define key terms, list research tools, evaluate the suggested research process, and determine if specific approaches are paradigms, methodologies, or methods. The workshop is for an English language teaching program at the University of the Amazonia on September 17th, 2013.
Research Dilemmas Paradigms, Methods and MethodologyJairo Gomez
The document discusses issues faced by early career researchers, including confusion created by textbooks and articles that present research methodology as either qualitative or quantitative. It argues that discussions should include mixed methods and address the perceived dichotomy. The document then defines and discusses various research paradigms, including positivist/postpositivist, interpretivist/constructivist, transformative, and pragmatic. It explores how paradigms relate to methodology and methods, noting that certain paradigms are commonly associated with either qualitative or quantitative approaches.
This document discusses the research methodology used in a study. It begins by introducing the key components of research methodology: philosophy, strategy, and instruments. It then discusses the two major research philosophies - positivism and interpretivism. The document considers both approaches and rationale for an interpretivist philosophy to understand group adoption of information systems. Both quantitative and qualitative methods are used, including a survey instrument and case studies. The purpose is to have a rigorous yet relevant approach to answering the research question.
1. 25
The Implementation of Portfolio Assessment in an ESL/EFL Classroom
Sok-Han (Monica) Lau
Introduction
How could my students be more
autonomous and responsible in their
learning? How could I motivate my
students to learn? Is there a better way to
evaluate my students’ learning progress
other than the traditional pencil-and-paper
test? These were questions I posed to
myself when I was an EFL teacher in
Macau. Besides these questions, I also had
some basic questions about classroom
management, teaching tools, students’
progress, and so on. After some careful
observation and reflection, I realized that
one of the biggest factors that triggered all
of my questions was seeing students’ lack of
motivation to learn English. Teaching high
school students in Macau for three years, I
gradually came to realize the cause of my
students’ low level of motivation. I believe
it might have come from the design of the
evaluation procedures that did not truly
reflect the students’ capabilities in the
application of the English language.
Evaluation was mainly in the traditional
approach, which is based on the philosophy
that one test will fit all students despite
individual differences. Furthermore, the
administrators were highly concerned about
the examination scores and used them to
determine how diligent students were and
how well teachers performed. Under these
circumstances, teachers faced great pressure
to boost the scores of students. Thus,
teachers spent most of their time making
exercises for students to practice for their
tests rather than focusing on the
effectiveness of the tests and the curriculum
or the needs of the students. Yet,
alternative assessment was hardly
considered as an option.
Coming from this situation, I started to
have interests in different kinds of
assessment. Certainly, I did not know what
alternative assessment was at that time. I
only had the desire to go beyond pencil-
and-paper tests when I assessed students’
performance. For example, in assessing
students’ writing skills and the effectiveness
of my teaching methodologies, I would set
up conferences with students to discuss
their papers so they had the chance to
clarify what they wanted to write. After
that, they could go home and rewrite their
papers. Thus, instead of just collecting the
final product of the students’ writing, I gave
them a second chance to rewrite it. This
method was not used by the other teachers,
and I had a difficult time being persistent in
implementing it in the curriculum, partly
because of the large size of the classes.
While taking courses toward my
master’s degree in Teaching English as a
Second Language at Hawai‘i Pacific
University, I have begun to learn some of
the differences between traditional and
alternative assessment, particularly portfolio
assessment. Essentially, traditional
assessment involves the employment of
paper-and-pencil, standardized tests to
assess students’ performance under time
pressure. Portfolio assessment, on the
other hand, can evaluate students
holistically based on the content of the
portfolio on which the teachers and
students agree. Moreover, it focuses greatly
on individual differences. As language
cannot be acquired overnight, the portfolio
can give students a chance to build up their
experiences in language learning, and this
experience can motivate students to be
more involved in the classroom because
they feel that they have control in their own
learning rather than just having the teachers
tell them what they have to learn. Perhaps
the most useful aspect of portfolio
assessment is that it is learner-centered. For
example, as a newly trained teacher, I can
bring my portfolio with me wherever I
teach, and the portfolio can help me to
further my interest in the field of ESL as
well as remind me of what I have learned.
With portfolio assessment, students can
2. 26
have a sense of accomplishment after they
compile their in-class or outside-class work.
However, at least in some EFL
contexts such as Macau, instead of
substituting the traditional assessment with
portfolio assessment altogether, integrating
it into the curriculum is a better choice at
this point because this form of assessment
is still finding its way into the mainstream of
assessment due to limited information on
validity and reliability. In order to
implement portfolio assessment in an EFL
or ESL classroom, we need to first
understand the basic concepts of the use of
the portfolio and the advantages and
disadvantages of using portfolio assessment.
Definition and Purposes of The
Portfolio
In defining the word portfolio, people have
different points of views. Some teachers
consider the use of a portfolio as part of an
alternative assessment which can contain
either students’ best work or their
accomplishments (Nunes, 2004).
According to Yang (2003), the portfolio is a
compilation of students’ work, which
demonstrates how much effort they have
put into their work, their progress and
achievement in their learning, and their
reflection on the materials chosen for the
portfolio. The portfolio is beneficial not
only to students but also to teachers. As
Paulson, Paulson, and Meyer (1991) stated,
the portfolio acts as a bridge between
“instruction and assessment” (as cited in
Yang, p. 294).
A portfolio is a useful bridge because
teachers need to do more than just transmit
knowledge to students (Yang, 2003).
Teachers should show students how to
acquire “knowledge, skills, and strategies”
so that they can eventually turn into
autonomous and responsible learners for
their own learning (Yang, p. 293).
Therefore, the purpose of portfolios in an
ESL/EFL classroom is to increase the level
of students’ motivation and to give them a
sense of accomplishment and ownership in
their own learning (Crosby, 1997). I agree
with Yang’s comment on the role of a
language teacher in the students’ language
learning process. Unfortunately, it is not an
easy task to achieve this goal when teachers
are not fully supported by their
administrators. Administrators have to
understand the advantages of using the
portfolio and work with teachers hand in
hand to implement the portfolio into the
classroom. According to Routman (1991),
when teachers feel that using the portfolio
in their classrooms will add too much to
their workload, they will reject the idea of
using it, or they will wind up collecting all
the work from students without actually
using it meaningfully (as cited in Newman,
Smolen, & Lee, 1995). Because teachers are
frustrated with extra responsibilities, this
can impact the effectiveness of the
portfolio. As a consequence, teachers will
not make any essential changes or put in
too much effort to the implementation of
the portfolio, and they will not show their
students the critical techniques to become
autonomous and responsible for their own
learning as well (Newman, Smolen, & Lee).
The administrations can assist teachers by
providing rewards for their time and efforts
in using portfolio assessment.
Contents and Procedures of the
Portfolio
For the contents of the portfolio, there is
not necessarily a set of fixed components to
be included. The decision on the
components of the portfolio can be made
by the teachers, the students, or through an
agreement between teachers and students.
As a general guidelines, Crockett (1998, as
cited in Nunes, 2004) suggested five
different groups of materials that may be
included in the portfolio of students: a)
samples that are considered class
assignment requirements; b) “processed
samples” that were “previously graded by
the teacher”; c) “revisions of student work”
that are “graded and then revised, edited,
and rewritten”; d) reflections that are
associated with the “processed samples,”
and these reflections give students
opportunities to identity their own strengths
and weaknesses; e) “portfolio projects” that
include work mainly designed for students
to put into their portfolios (p. 1). As a
3. 27
matter of fact, the portfolios could also
include materials that have special meaning
for the students in the process of learning,
such as newspaper articles, pictures, and
articles or pictures from magazines (Nunes).
No matter what is in the portfolio, teachers
have to communicate the contents of the
portfolio clearly to students in the
beginning of the course to avoid confusion
and frustration. At the same time, teachers
have to be sensitive to students’
adjustments to the idea of the portfolio.
Nunes’ (2004) study suggested that the first
samples collected from the students showed
that they did not understand the objectives
of doing reflections, and this might be
because these students were not “used to
thinking about their learning” (p. 2).
Therefore, teachers need to introduce the
use of portfolios and the materials to be put
in the portfolio step by step and should
expect some confusion from students at the
very beginning.
After setting the contents of the
portfolio, a schedule should be arranged to
implement its use in the curriculum.
Newman, Smolen, & Lee (1995) suggested
the steps we can use to implement an
effective and efficient portfolio
management system in the classroom.
Their research results showed that the
system has been successful in helping ESL
students become actively involved in
planning, assessing, and reflecting upon
their own learning. Therefore, I would like
to use this particular approach to show the
ways we can implement portfolios into an
ESL classroom. The following procedures
are described in detail in Newman, Smolen,
and Lee (1995). First, every student had a
working portfolio, and four different kinds
of information were included in this
working portfolio: “teacher collected
material, student collected material, student
management tools, and goal cards” (p. 12).
In order to allow students to retrieve the
information in the working portfolio easily,
it was kept in a file box. For the “teacher
colleted material” folder, formal and
informal assessments were included, and
they were collected several times by the
teacher during the year (p. 13). In addition,
the materials in the teacher folder can
include “report cards, progress reports,
cloze tests, student interviews, story
retelling information, reading attitude
inventories, and writing surveys,” (i.e., “any
material that might be useful”) to
communicate with the students’ parents (p.
13). The “student collected material” folder
had all the completed work from the
students throughout the year (p. 13).
Students were asked to date their ESL work
in the folder every day. Student’s work in
this folder might contain “spelling tests,
handouts, writing drafts, published writing,
homework, and some writing pieces that
were completed outside of the class” (p.
13). However, the “students’ Writing
Notebooks, Reading Logs, and Dialogue
Journals” were not filed in this folder
because they were used on a daily basis (p.
13). The “student management tools”
folder had all the management tools to help
students organize their work (p. 13).
Students placed their “Friday Progress
Reports, Time Management Sheets, and
Learning Log entries” in it (p. 13). The
weekly Goal Cards were the last thing
students had to put in the “working
portfolio” weekly (p. 13). These Goal
Cards were handed back to students, and
they put them in their working portfolio.
After this, another portfolio was developed,
called a “showcase” portfolio (p. 14). Any
materials which students regarded as
demonstrations of their personal growth
and academic achievement were put in a
three-ring notebook on a weekly basis.
Indeed, this showcase portfolio was
considered a crucial feature of students’
learning. This showcase portfolio
recognized, assessed, and revealed students’
learning progress. It also helped students to
build more “realistic goals” and retain a
rationale for their own learning (p. 14).
Students had to explain why they selected
what they selected for their showcase
portfolio. In addition, students would
receive peer feedback on the materials they
chose for their showcase, and the teacher
also selected materials they considered good
examples of students’ work. Thus, this
procedure of implementing portfolio
4. 28
assessment places a high demand of time
and energy from both students and
teachers.
Evaluating Portfolio Assessment
According to Yang (2003), there are seven
differences between traditional and
portfolio assessment. First, traditional
assessment can only assess students in
certain skill areas while portfolio assessment
assesses students in a broader range of skill
areas. Second, traditional assessment is
more teacher-centered compared to
portfolio assessment. Third, traditional
assessment does not take individual
differences into consideration like portfolio
assessment does. Fourth, the teacher is
mostly the only person to do the evaluation
in traditional assessment while the portfolio
includes students, teachers, and peers in the
process of evaluation. Fifth, traditional
assessment does not consist of self-
evaluation while self-evaluation is one of
the main learning aims in portfolio
assessment. Sixth, traditional assessment
focuses on the products alone while
portfolio assessment focuses on students’
“improvement, effort, and achievement” (p.
295). The last but not least advantage is
that the areas of “learning, assessment, and
instruction” are treated separately in
traditional assessment while the connection
of “learning, assessment, and instruction” in
portfolio assessment is significant (p. 295).
Portfolio assessment has several
important strengths. In writing assessment,
portfolio assessment was found to be more
suitable than the timed writing assessment
(Song & August, 2002). According to Johns
(1991) and Thompson (1990), it was more
difficult to assess ESL students’ writing
abilities than native speakers’ in timed
writing assessment (as cited in Song &
August). Song and August suggested that
one of the main reasons for this was the
limited amount of time: Having a set time
during a writing test, non-native speakers
could not focus on the skills needed for
writing in a second language and on
culturally related issues in the process of
writing at the same time. As a result, using
portfolio assessment can measure ESL
students’ writing ability in a wider spectrum
(Hamp-Lyons & Condon, 2000, as cited in
Song & August). Another strength of
portfolio assessment is the power to adjust
the criteria of the assessment based on
individual differences (Crosby, 1997).
Though students have the same goals and
objectives in the language classroom, their
levels of performance can be varied, and
teachers will be able to see these differences
thanks to the use of portfolio assessment
(Crosby). Also according to Crosby, the
third main strength is the emphasis of
strengths rather than weaknesses in
portfolio assessment. This concept is very
important in the learning process because
students may feel discouraged and not
motivated if the emphasis of the assessment
is focused on their weaknesses only.
Overall, using portfolio assessment provides
students opportunities to “value their
work,” increase their “learning and
autonomy,” “reflect on their performance,”
“take responsibility for their learning” and
learn how to “think holistically” (Yang,
2003, p. 295).
While there are numerous strengths in
portfolio assessment, there are weaknesses
as well. First of all, assessing writing by
using portfolio assessment demands a lot of
work and time from instructors (Song &
August, 2002). A look at the portfolio
procedure illustrates the demands of this
assessment tool. However, teachers’
cumulative experiences of using the
portfolio and the knowledge of traditional
assessment can help with the
implementation of portfolio assessment
into traditional assessment. More
importantly, the reliability of the portfolio
assessment is greatly debatable: Without a
quantitative measure, it is difficult for
teachers to score students’ work
consistently because students’ work is not
graded based on right or wrong answers,
and there is an increase of subjectivity (Song
& August, 2002). On the other hand,
students’ work is graded quantitatively in
the traditional assessment, in which “the
standards are determined by cut-off scores”
(Crosby, 1997, p. 2).
5. 29
Electronic portfolio (e-portfolio)
More recently, there has been increased
attention paid to e-portfolios as a more
economical and dynamic alternative to
paper portfolios. What is the difference
between the traditional and the e-portfolio?
The principle of the e-portfolio is similar to
the traditional portfolio. The main
difference is the way students’ work is
collected and compiled. When the e-
portfolio is employed, students’ work is
collected and made accessible on the World
Wide Web or simply a CD-ROM, and
multimedia can be used, such as the
“hypermedia programs, databases,
spreadsheets, and word-processing
software, as well as CD-ROMs and the
Web” (Kahtani, 1999, p. 262).
Furthermore, information in the e-portfolio
can be presented in “graphics, videos,
sounds, images, text, or any other
multimedia format” (Kahtani, p. 262).
Kahtani (1999, pp. 263-265) goes into
detail to describe how e-portfolios can be
implemented in a writing class. Besides
saving students’ writing assignments in an
electronic format and placing them on the
Web, students can be asked to explore the
use of hypertext to reinforce the contents of
their writing assignments. Another part of
the e-portfolio content is the “peer
response forms” where students respond to
their peers’ writing directly (p. 264). This
response form can be prompted by
questions, such as those suggested by
Kahtani (p. 264) “What is the strongest part
of this writing?” (p. 264) “What are your
suggestions for revision?” (p. 264) “What
questions do you have for the author?” (p.
264). The third possible part of the e-
portfolio consists of “teachers’ comments
and feedback” (p. 264). Reading journals
are also included in the e-portfolio, where
students place their weekly written journals
based on the readings they perform for the
week. Students can also insert a hypertext
link to the materials they have read. Any
other materials can be placed under the
“miscellaneous” part, which is mostly
information related to students’ learning (p.
265) . For each entry, students need to
write a short paragraph explaining why they
chose the information they put in this
miscellaneous session. I find this approach
to be effective to develop students’
creativity.
In contrast to the contents of a
writing class, video technology can be used
in a conversation class, as described in detail
by Master (1998, pp. 132-133). The main
contents of the e-portfolio in this class
include an “oral dialogue journal, tapes of a
class discussion,” a taped outside-of-class
interview, and tapes of a “formal
presentation” that were presented in class
(p. 132). The “oral dialogue journal” plays a
crucial part in the e-portfolio for this
conversation class because it helps students
overcome the concerns that they do not
have anything to say in a conversation or
they cannot be understood by people who
listen to them (p. 132). To do the oral
dialogue journaling, students choose a topic
of their interest and talk about it in front of
the video camera. After that, the teacher
responds to the students on the tape while
listening to students’ talk. By doing so, the
teacher can lower students’ anxiety level
when they have to speak in English or listen
to an English speaker in the real world. I
think that video technology can provide
students the opportunity to self-monitor
their own learning and progress.
The major advantage of using e-
portfolio is its economical aspect. Kahtani
(1999, pp. 262-263) provides perhaps the
most comprehensive list of e-portfolio
advantages, which includes the following.
First, the traditional portfolio takes a lot of
paper and space while the e-portfolio avoids
both of these problems. Another advantage
is the possibility of helping teachers with
their lesson planning. When teachers do
their planning for the academic year, they
can download students’ portfolios on the
Web. This can help teachers get to know
the students earlier and plan their lessons
according to the background and
proficiency levels of students. Motivation
plays an important role in the advantages
that have just been mentioned. Placing
students’ work on the Web can definitely
motivate students to learn. As Frizler
(1995) suggested, students wrote better
6. 30
when they realized that there was a broader
audience (as cited in Kahtani). After all,
students can have access to the portfolio
whenever they want. They can upgrade or
update the information without having to
redo the whole portfolio. In my view, the e-
portfolio will eventually replace the
traditional paper portfolio.
However, Kahtani (1999) also pointed
out several drawbacks of e-portfolios. An
important drawback is the limitation to
students who are illiterate in technology.
Students also need to have the right
equipment and software in order to work
on the e-portfolio. Moreover, students may
spend a lot of time focusing on the design
rather than on the content of the portfolio.
I believe that these limitations can be
overcome by clarifying the purpose of
doing the portfolio to students and
providing extra instructions to students who
are not familiar with technology.
Conclusion
All in all, with the information on the basic
concepts as well as the strengths and
weaknesses of portfolio assessment, I
consider the integration of this form of
assessment in an ESL classroom to be more
appropriate than trying to replace existing
forms of assessment completely. As a
language teacher, it is important to know
the elements of both traditional and
alternative assessment. We need to have
options on what kind of assessment tool we
would like to use based on the needs of our
students. We cannot dismiss the
significance of the traditional assessment.
In fact, portfolio assessment can enhance
traditional assessment. For instance, the
assessment of a non-native speaker’s writing
ability with merely one piece of writing can
be supplemented by the numerous drafts
and other related writing assignments that
are collected in the student’s portfolio.
Before we have further research results
showing the reliability and validity of
portfolio assessment, we need to be aware
of its strengths and weaknesses. The most
important consideration is to involve
students in their learning and to help them
to learn through assessment. There will
always be strengths and weaknesses of all
kinds of assessments, and a perfect model
does not exist. Nonetheless, if teachers
work with their own experiences and review
the existing literature on portfolio research,
they may be able to design a better
assessment tool, even when it may be a
mixed form of assessment.
References
Crosby, C. (1997, August). Portfolio
assessment in the Korean ESL writing
classroom. Thai TESOL Bulletin, 10(2).
Retrieved November 13, 2004, from
http://www.thaitesol.org/bulletin/100
2/100204.html
Kahtani, S. A. (1999). Electronic portfolios
in ESL writing: An alternative
approach. Computer Assisted Language
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January 30, 2006, from (EBSCO) ERIC
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Master, E. (1998). Use of portfolios in ESL
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Newman, C., Smolen, L, & Lee, D. J.
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