Proposal -peer_feedback_in_a_second_language_oral_class_v5_allen
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This document outlines a study on the effects of peer feedback in an English listening and speaking class. The study investigated how peer feedback impacted students' oral performance and their perspectives on receiving feedback from peers. Students in the experimental group received both written peer feedback online and oral feedback from peers in class for their presentations, while the control group only received feedback from the teacher. Both groups did a pre-test and post-test presentation. Data was collected from evaluation forms and questionnaires to analyze the impact of peer feedback and be compared between the two groups. The goal was to explore how peer feedback could benefit students' English oral skills development.
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The document summarizes a study on applying cooperative learning to an English as a foreign language (EFL) classroom in Taiwan. It discusses the effectiveness of cooperative learning compared to traditional lecture-based learning on students' English listening, oral, and learning outcomes. The study involved 39 business students who were assigned to either a cooperative learning or traditional class. Results showed cooperative learning had a more positive effect on students' listening, oral skills, learning styles, and motivation than the traditional method.
proposal
The document summarizes a study that investigated the effectiveness of applying cooperative learning methods to English as a foreign language (EFL) classrooms in a technological university in Taiwan. It discusses the research questions, literature review on cooperative learning and related topics, methodology including participants, instruments, procedures, and data analysis. The study compared the effects of cooperative learning methods (STAD and Jigsaw II) to traditional learning methods on students' learning achievement, learning style preferences, and motivation.
Power Point Proposoal
This document summarizes a study on the effect of ability grouping on students' reading strategies, comprehension, and motivation. It presents background information on reading skills and strategies. The study compares homogeneous and heterogeneous ability grouping conditions. It describes the participants, procedures, instruments including reading tests and surveys, and experimental design. Data analysis methods like independent t-tests and correlation are discussed to analyze differences between groups and the relationship between strategies and motivation.
Dissertation Defense Presentation
This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
Cuomo Dissertation Defense
This document provides an overview of a dissertation defense that studied an initiative at Queensborough Community College called Students Working in Interdisciplinary Groups (SWIG). The initiative partnered English, basic education skills, and content courses from various disciplines. Students shared work electronically and provided feedback across courses. The study explored the experiences of four faculty members involved in SWIG through interviews and documents. The dissertation aimed to understand how the initiative supported student learning from the faculty perspective within the institutional context.
Action Research Proposal
This research proposal aims to determine whether second grade students retain more reading content through small group activities or direct instruction from the teacher. The study will involve teaching two reading lessons on comparing and contrasting animals to 19 second grade students using either direct instruction or small group work. A post-test will then assess how much information students retained from each lesson using the two different teaching styles. The hypothesis is that students taught with direct instruction will retain more reading content than those taught with small group activities.
Book Launch: Designing effective feedback processes
1. The document discusses moving from unilateral teacher feedback to more engaged and reciprocal feedback processes between teachers and students.
2. It provides an example of a large psychology course that used various forms of feedback including written, audio, and peer feedback to better enable student uptake and development of feedback literacy.
3. The implications discussed are for policies, research, and practices to focus on designing feedback to better support student uptake, minimizing unilateral teacher feedback, and mutually developing feedback literacy between teachers and students.
Student evaluations
The document summarizes research on lecturers' perceptions of student evaluations. It discusses findings from questionnaires and interviews at three New Zealand institutions. Key findings include: 1) Most lecturers agreed that students can provide meaningful feedback, though some had reservations. 2) Lecturers with more student-centered teaching beliefs were more likely to engage with feedback. 3) Factors like timing of evaluations and their use in promotions influenced willingness to engage with feedback.
Perceptions of Jawzjan University Engineering Undergraduates about the Collab...
The document summarizes a study on engineering undergraduates' perceptions of collaborative teaching and learning approaches at Jawzjan University in Afghanistan. The key findings were:
1) Students preferred classes with lots of group work, pair work, and activities rather than teacher-centered lectures. Most students strongly agreed they wanted these collaborative activities.
2) Students also preferred that the teacher act as a facilitator or guide for the class rather than solely lecturing. Over half of students strongly disagreed with teacher-centered classes without student activities.
3) Benefits of collaborative learning discussed in the literature include improved self-confidence, more positive attitudes towards the subject, and opportunities for both stronger and weaker students to learn.
Fe practice 4 collaborative learning among msian students (1)
This document provides background information for a study on collaborative learning among Malaysian undergraduates. The study aims to examine if students' preference for collaborative learning differs by gender or academic program (science vs. human sciences). Figure 1 shows there was no significant gender difference, with over 93% of both males and females showing average-to-high preference. Figure 2 shows over 90% of science students preferred collaboration, compared to 98% of human sciences students. The findings will be discussed in relation to literature on the benefits of collaborative learning.
IMPACT_OF_COOPERATIVE_LEARNING_ON_GRADE.docx
This document summarizes an action research study that investigated the impact of cooperative learning on a Grade 7 mathematics class in the Philippines. The study found that using cooperative learning groups over several weeks improved students' math achievement, participation, and attitudes toward math compared to previous individual learning approaches. Specifically, test scores increased and students were more engaged and confident working together in heterogeneous groups. While some students preferred independent work, most benefited from collaborating to solve problems and supporting each other's learning. The researcher concluded that cooperative learning was an effective strategy when implemented properly with structured groups and teacher support.
7.effectiveteachingmethodsforlargerclasses
1) The study examined the effectiveness of different teaching methods (lecture, lecture/discussion, jigsaw, case study, team project) in a large introductory retailing class. 2) Assessment of student learning found that the jigsaw method led to the greatest improvement, followed by case study and lecture. The team project method showed the least improvement. 3) A survey found that students most preferred the lecture/discussion method and least preferred the jigsaw and lecture methods.
Research ppnt
The document discusses the advantages and disadvantages of individual work versus group work in the classroom. It summarizes research that has found students generally learn more, retain information longer, and have a more positive attitude when working in small groups compared to working individually. However, group work requires structure like assigning roles and providing feedback. The conclusion is that with proper implementation, research shows that group work is generally more effective than individual work for student learning.
Teachers' Questioning in Reading Lessons
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
Cooperative learning
Cooperative learning involves students working in small groups to help each other learn. It allows students to develop critical thinking and new problem solving methods. While it can benefit quiet students by making them more comfortable, some may not contribute or want to pull their own weight. However, students generally don't want to burden their peers and want to maintain their reputation. Cooperative learning provides opportunities for socializing, networking, and reduces educational resources needed. Overall, cooperative learning is beneficial for students and helps develop important skills.
Cooperative learning
Cooperative learning involves students working in small groups to help each other learn. It allows students to develop critical thinking and new problem solving methods. While it can benefit quiet students by making them more comfortable, some may not contribute or want to pull their own weight. However, students generally don't want to burden their peers and want to maintain their reputation. Cooperative learning provides opportunities for socializing, networking, and reduces educational resources needed. Overall, cooperative learning is beneficial for students.
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Book Launch: Designing effective feedback processes
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Perceptions of Jawzjan University Engineering Undergraduates about the Collab...
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Proposal -peer_feedback_in_a_second_language_oral_class_v5_allen
- 1. Peer Feedback in an English Listening and Speaking Class Presenter: Pei-Lun Allen Lee Instructor: Dr. Pi-Ying Teresa Hsu Date: June 8, 2011 1
- 2. Content 2
- 4. Background (Oxford, 1997) 4
- 5. Background Cooperative learning provides a non-threatening learning context for interaction between students. During cooperative learning, students are exposed to other perspectives and alternatives, they share and exchange ideas, criticize and provide feedback. (Tang, 1998) 5
- 6. Motivation Individual and group accountability is that students can teach what they learn from someone else. The smaller group, the greater individual accountability may have. (Johnson & Johnson, 1993) 6
- 7. Motivation Feedback can be described as information provided to an individual to increase performance. (Kluger & Denisi, 1996) 7
- 9. Cooperative Learning (Jensen, Johnson, & Johnson, 2002; Kaufman, Sutow, & Dunn, 1997; McCafferty, Jacobs, & Iddings, 2006) 9
- 10. Cooperative Learning Cooperative learning have four characteristics, (Oxford,1997) 10 1. It can decrease the students’ anxiety and prejudice. 2. It can increase students’ intrinsic motivation. 3. It can create concern an altruistic relationship between students. 4. It can guide students’ own self-regulation.
- 11. Feedback and Peer feedback Feedback can have a strong positive effect on learning under certain conditions. (Bangert-Drowns et al., 1991; Kluger & DeNisi, 1996) 11
- 12. Feedback and Peer feedback Feedback as all post-response information that is provided to a learner to inform the student on his or her actual state of learning or performance and different between external and internal sources of feedback. (Narciss, 2008) 12
- 13. Feedback and Peer feedback Peer feedback can be beneficial for learning, which might even be due to the difference from teacher feedback. (Topping, 1998) 13
- 14. Peer Feedback and Teacher Feedback Peer feedback and teacher feedback can complementeach other, with students at times being more adept atresponding to a student’s work as truly being in progress than the teachers. (Caulk, 1994; Devenney, 1989) 14
- 15. The Feedback in Oral Course The goal of feedback is to give presenters information about their performance and about future actions to take in order to improve their oral presentation skills. (Nicol & Milligan, 2006) 15
- 16. Purpose of the study to explore the effect of peer feedback on college students’ oral performance 16
- 17. Purpose of the study to investigate the perspectives of students on peer feedback 17
- 18. Research Questions 18
- 19. Methodology 19
- 20. Participants 20
- 21. Instruments 21
- 22. English Evaluation Form 22
- 23. Questionnaires 23 (From Taiwanese students’ perceptions on peer review activity, by Chaung, 2005)
- 27. Online peers feedbackPost-test (the second presentation) The questionnaire 24
- 28. Data analysis 25
- 29. Data analysis 26
- 30. Data analysis 27
- 31. Thanks for listening! Questions & Suggestions 28