Changes

=== Kolb’s learning Cycle '''''(''కోల్బ్ యొక్క అభ్యసన చక్రం)''' ===

=== Kolb’s learning Cycle '''''(''కోల్బ్ యొక్క అభ్యసన చక్రం)''' ===

==== '''Critical incidents from training sessions''' '''(ట్రైనింగ్ సెషన్ ల నుండి కీలక సంఘటనలు)''' ====

==='''Critical incidents from training sessions''' '''(ట్రైనింగ్ సెషన్ ల నుండి కీలక సంఘటనలు)'''===

* Correcting teachers’ language errors. Pointed out some mistakes made by a teacher while presenting her reflections. She got angry, wanted to discontinue the training.

* Correcting teachers’ language errors. Pointed out some mistakes made by a teacher while presenting her reflections. She got angry, wanted to discontinue the training.

==== '''Action research''' ====

==== '''Action research''' ====

==== '''Exploratory Action Research''' ====

==== '''Exploratory Action Research''' ====

4.  Reflect [interpret what occurred]

4.  Reflect [interpret what occurred]

 

=== '''What to research?''' ===

 

 

 

'''What to research?'''

 

* Something that worked in your    classroom and you would like to explore further [success]

* Something that worked in your    classroom and you would like to explore further [success]

* Something that didn’t work and    you would like to improve [problem]

* Something that didn’t work and    you would like to improve [problem]

* Something that you are unsure    about in your students’ learning and/or in your teaching [puzzle]

* Something that you are unsure    about in your students’ learning and/or in your teaching [puzzle]

 

==== '''a) Key stages in EAR''' ====

'''Key stages in EAR'''

 

* Identifying an issue, puzzle or    concern '''(ఒ సమస్యను గుర్తించుట)'''  

* Identifying an issue, puzzle or    concern '''(ఒ సమస్యను గుర్తించుట)'''  

* Planning ways to explore it '''(సమస్య పరిశోధన కొరకు ప్రణాళికా వేయుట)'''  

* Planning ways to explore it '''(సమస్య పరిశోధన కొరకు ప్రణాళికా వేయుట)'''  

* Observing what other    issues/concerns/questions emerge. '''తలెత్తిన ఇతర    సమస్యలను పరిశీలించుట.)      '''  

* Observing what other    issues/concerns/questions emerge. '''తలెత్తిన ఇతర    సమస్యలను పరిశీలించుట.)      '''  

==== '''''(b).  Framing research questions''''' ====

 

 

'''''(b).  Framing research questions'''''

* Choose one problem or area (issue) you    are wondering about or want to explore further and frame questions ​on it.

* Choose one problem or area (issue) you    are wondering about or want to explore further and frame questions ​on it.

==== (c) '''Tools for classroom research''' ====

 

# '''Tools for classroom research'''

 

{| class="wikitable"

{| class="wikitable"

|1. Reflective writing by  students

|1. Reflective writing by  students

|}

|}

 

==== (d) '''Data analysis''' ====

(d) '''Data analysis'''

 

{| class="wikitable"

{| class="wikitable"

|'''Questions (How/why/what)'''

|'''Questions (How/why/what)'''

|}

|}

 

===== '''Part 1: Exploratory Research''' =====

 

 

'''Part 1: Exploratory Research'''

 

* Context

* Context

* The classroom issue

* The classroom issue

* Initial Findings/observations

* Initial Findings/observations

'''Part 2: Action research'''

===== '''Part 2: Action research''' =====

 

* Action Research questions

* Action Research questions

* Action plan (class in which    action research is conducted, number of students, duration of the research    study, etc.)

* Action plan (class in which    action research is conducted, number of students, duration of the research    study, etc.)

* Reflections (successes and    challenges)

* Reflections (successes and    challenges)

==== '''Strategies for Scaffolding Struggling ESL Readers''' ====

 

 

 

'''Strategies for Scaffolding Struggling ESL Readers'''

 

'''Vinayadhar Raju Prathikantam, School Assistant (English)'''

'''Vinayadhar Raju Prathikantam, School Assistant (English)'''

'''Introduction'''

'''Introduction'''

Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis.  It is clear that this type of failure affects children negatively earlier than we thought.  By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005).  

Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis.  It is clear that this type of failure affects children negatively earlier than we thought.  By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005).  

A few students in ZPHS Jangepally are not able to read the text in English.  The researcher wants to find out the reasons why can't they read the text, what are the different reasons and what are different factors that influence their learning. During this exploratory research , The researcher has  taken the opinions of the teachers working in the same context and what do they think about the problem?

A few students in ZPHS Jangepally are not able to read the text in English.  The researcher wants to find out the reasons why can't they read the text, what are the different reasons and what are different factors that influence their learning. During this exploratory research , The researcher has  taken the opinions of the teachers working in the same context and what do they think about the problem?

(Rationale of the action research (హేతు బద్ధ వివరణ)   )  Vinayadhar Raju Prathikantam, School Assistant (English)

 

'''(Rationale of the action research (హేతు బద్ధ వివరణ)   )  Vinayadhar Raju Prathikantam, School Assistant (English)'''

'''(ప్రభుత్వ పాఠశాల లో మాతృభాష మాధ్యమం లో అభ్యసిస్తున్న విధ్యార్ధుల ఆంగ్లభాష పరిజ్ఞానం పై ఉపాధ్యాయలకు కల అపోహలను తొలగించుటయే ఈ తరగతి ఆధారత పరిశోధన ముఖ్య ఉద్దేశం   పరిశోధన లో భాగంగా చేసిన పలు ఉపాధ్యాయుల అభిప్రాయ సేకరణ లో  ఎక్కువ మంది విధ్యార్డుల  సామర్ధ్యం పై అపనమ్మకం వ్యక్త పరిచారు. దీని కొరకు పరిశోధన సమూహం కొన్ని భోదనాభ్యసన కృత్యాలను తయారు చేసి, వారిని భోదన అభ్యసన లో భాగస్వాములను చేసింది. తద్వారా అతి కొద్ది కాలం లోనే వారిలో ప్రవర్తనా మార్పులను గమనించారు. అర్ధవంతమైన వాతావరణంలో విద్యార్థులను అభ్యసన లో భాగస్వామ్యం ద్వారా వారు నేర్చుకోవటానికి తోడ్పడింది)        '''              

(ప్రభుత్వ పాఠశాల లో మాతృభాష మాధ్యమం లో అభ్యసిస్తున్న విధ్యార్ధుల ఆంగ్లభాష పరిజ్ఞానం పై ఉపాధ్యాయలకు కల అపోహలను తొలగించుటయే ఈ తరగతి ఆధారత పరిశోధన ముఖ్య ఉద్దేశం   పరిశోధన లో భాగంగా చేసిన పలు ఉపాధ్యాయుల అభిప్రాయ సేకరణ లో  ఎక్కువ మంది విధ్యార్డుల  సామర్ధ్యం పై అపనమ్మకం వ్యక్త పరిచారు. దీని కొరకు పరిశోధన సమూహం కొన్ని భోదనాభ్యసన కృత్యాలను తయారు చేసి, వారిని భోదన అభ్యసన లో భాగస్వాములను చేసింది. తద్వారా అతి కొద్ది కాలం లోనే వారిలో ప్రవర్తనా మార్పులను గమనించారు. అర్ధవంతమైన వాతావరణంలో విద్యార్థులను అభ్యసన లో భాగస్వామ్యం ద్వారా వారు నేర్చుకోవటానికి తోడ్పడింది)'''        '''              

'''Main research question:''' Why are some students in my class not able to read the texts in English?

'''Main research question:''' Why are some students in my class not able to read the texts in English?

“ Didn't understand English.”  

“ Didn't understand English.”  

'''Interesting observation''': Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.

'''Interesting observation''': Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.

'''Action phase:''' During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.

'''Action phase:''' During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.

'''(ఈ కృత్యం ద్వారా విధ్యార్ధులు తమ తోటివారి తో కలిసి అభ్యసించటానికి ప్రేరణ పొందుతారు. విధ్యార్ధులు జంటలు గా కూర్చుని ఒకరికొకరు సహాయ పడుతూ ఇచ్చిన అంశాన్ని చదువుతారు. తమకు తెలియని పదములను తోటి వారిని అడిగి తెలుసు కుంటారు. ఇలా చదువుతున్న క్రమం లో ఇద్దరికీ తెలియని పదములను వారు ఉపాధ్యాయుని నుంచి తెలుసుకుంటారు. తరగతి లోని విధ్యార్ధులు అందరూ ఇలా జతలు గా కూర్చుని చదువుకునే అవకాశం ఈ కృత్యం కలిగిస్తుంది. దీని వలన సమయం సరిపోదు ఆన్న సమస్య రాదు.)        '''      

 

(ఈ కృత్యం ద్వారా విధ్యార్ధులు తమ తోటివారి తో కలిసి అభ్యసించటానికి ప్రేరణ పొందుతారు. విధ్యార్ధులు జంటలు గా కూర్చుని ఒకరికొకరు సహాయ పడుతూ ఇచ్చిన అంశాన్ని చదువుతారు. తమకు తెలియని పదములను తోటి వారిని అడిగి తెలుసు కుంటారు. ఇలా చదువుతున్న క్రమం లో ఇద్దరికీ తెలియని పదములను వారు ఉపాధ్యాయుని నుంచి తెలుసుకుంటారు. తరగతి లోని విధ్యార్ధులు అందరూ ఇలా జతలు గా కూర్చుని చదువుకునే అవకాశం ఈ కృత్యం కలిగిస్తుంది. దీని వలన సమయం సరిపోదు ఆన్న సమస్య రాదు.)     '''   '''      

2. '''Integration of technology:  (ICT ద్వారా బోధన)    '''

2. '''Integration of technology:  (ICT ద్వారా బోధన)    '''

To address the problems of struggling readers I integrated technology i.e., using one computer and projector. I have chosen some Indian stories with subtitle. I have shown those stories to them and asked them to listen and read, listen and write which results in comprehensible input. Students comprehended the story with animations and subtitles in English which in turn helped  them to read the text while listening. This activity also helped to teach all the skills of LSRW in integration. We also recorded their voices while reading the text they have written from the screen using mobile phones.

To address the problems of struggling readers I integrated technology i.e., using one computer and projector. I have chosen some Indian stories with subtitle. I have shown those stories to them and asked them to listen and read, listen and write which results in comprehensible input. Students comprehended the story with animations and subtitles in English which in turn helped  them to read the text while listening. This activity also helped to teach all the skills of LSRW in integration. We also recorded their voices while reading the text they have written from the screen using mobile phones.

'''(వెనుకబడిన విధ్యార్ధుల కోసం ICT ద్వారా బోధన చేయటం వలన వారి పఠనా నైపుణ్యాలను పెంచ వచ్చును. భాష  లోని నాలుగు నైపుణ్యాలను దీని ద్వారా సాధించ వచ్చు.)   '''  

(వెనుకబడిన విధ్యార్ధుల కోసం ICT ద్వారా బోధన చేయటం వలన వారి పఠనా నైపుణ్యాలను పెంచ వచ్చును. భాష  లోని నాలుగు నైపుణ్యాలను దీని ద్వారా సాధించ వచ్చు.)     

'''3.Story Books: (కధల పుస్తకములు)'''

'''3.Story Books: (కధల పుస్తకములు)'''

After reading and recording the stories with subtitle, the students gained the confidence that they can read the text in English. Then I supplied them the story books of Indian stories like Panchtantra and moral stories to address the teachers' opinion that the lessons in the  textbook are not interesting. After supplying the story books I have assigned them post reading tasks which result in comprehension. For example I asked them to complete the following table:

After reading and recording the stories with subtitle, the students gained the confidence that they can read the text in English. Then I supplied them the story books of Indian stories like Panchtantra and moral stories to address the teachers' opinion that the lessons in the  textbook are not interesting. After supplying the story books I have assigned them post reading tasks which result in comprehension. For example I asked them to complete the following table:

'''(చదివిన కధలను వీడియొ లో చూపించిన తర్వాత వారికి కధల పుస్తకాలను ఇచ్చినపుడు చక్కగా చదివారు. ఆపైన ఇచ్చిన కృత్యాలను చేయగలిగారు)   '''        

(చదివిన కధలను వీడియొ లో చూపించిన తర్వాత వారికి కధల పుస్తకాలను ఇచ్చినపుడు చక్కగా చదివారు. ఆపైన ఇచ్చిన కృత్యాలను చేయగలిగారు)'''   '''        

{| class="wikitable"

{| class="wikitable"

|S.No

|S.No

After reading the storybooks students are  encouraged  to draw the characters in the story and created a bubble to write the dialogues, this activity helps them to comprehend the given story without the help of the teacher. My students love drawing , so they did this task with utmost care. Students started working in groups and helping each other and started discussion while drawing which resulted  in meaning making. Here is a sample drawing of my students.

After reading the storybooks students are  encouraged  to draw the characters in the story and created a bubble to write the dialogues, this activity helps them to comprehend the given story without the help of the teacher. My students love drawing , so they did this task with utmost care. Students started working in groups and helping each other and started discussion while drawing which resulted  in meaning making. Here is a sample drawing of my students.

'''(కధ చదివిన తరువాత వాటికి సంబందిoచిన వాటిని ఊహించి తగు చిత్రాలు గీయటం)   '''

(కధ చదివిన తరువాత వాటికి సంబందిoచిన వాటిని ఊహించి తగు చిత్రాలు గీయటం)  ''' '''

Running dictation is total physical responses(TPR) activity which involves the mind and body coordination. Students are divided into pairs. One will act as reader and the other is a writer. Writer will sit at particular place where as reader keeps the book some distance from writer and reads the text and runs to writer to dictate the text. This activity helped the students to avoid monotony in the classroom. They enjoyed and repeatedly asked me to conduct this activity.

Running dictation is total physical responses(TPR) activity which involves the mind and body coordination. Students are divided into pairs. One will act as reader and the other is a writer. Writer will sit at particular place where as reader keeps the book some distance from writer and reads the text and runs to writer to dictate the text. This activity helped the students to avoid monotony in the classroom. They enjoyed and repeatedly asked me to conduct this activity.

'''(ఈ కృత్యంలో మానసిక మరియు శారీరక సమన్వయం ఉంటుంది. జతలుగా విధ్యార్థులలో ఒకరు dictation చెప్పుటకు మరొకరు రాయుటకు ఉంటారు. రాస్తున్న వారీ దూరంగా పుస్తకాన్ని ఉంచి, ఒకరు పుస్తకం లోనిది చదివి పరుగున వచ్చి చెప్తారు. వారు దాన్నితమ పుస్తకము లో రాసుకోవాలి. ఇది రోజూ జరిగే dictation కు భిన్నంగా ఉంటుంది. )        '''

(ఈ కృత్యంలో మానసిక మరియు శారీరక సమన్వయం ఉంటుంది. జతలుగా విధ్యార్థులలో ఒకరు dictation చెప్పుటకు మరొకరు రాయుటకు ఉంటారు. రాస్తున్న వారీ దూరంగా పుస్తకాన్ని ఉంచి, ఒకరు పుస్తకం లోనిది చదివి పరుగున వచ్చి చెప్తారు. వారు దాన్నితమ పుస్తకము లో రాసుకోవాలి. ఇది రోజూ జరిగే dictation కు భిన్నంగా ఉంటుంది. )        

'''6 . Learning is transferable:''' ('''అభ్యసన బదలాయింపు )  '''  

'''6 . Learning is transferable:''' ('''అభ్యసన బదలాయింపు )  '''  

After practicing these activities I encouraged my students to read their regular class book. All most all the students started reading their textual lesson without much difficulty. This is an evidence that learning is transferable. Used their previous knowledge and skills in new situations. To collect the evidence of learning I recorded the audio files while they are reading the textual lessons and stored them in Google drive here are the link to those files.

After practicing these activities I encouraged my students to read their regular class book. All most all the students started reading their textual lesson without much difficulty. This is an evidence that learning is transferable. Used their previous knowledge and skills in new situations. To collect the evidence of learning I recorded the audio files while they are reading the textual lessons and stored them in Google drive here are the link to those files.

'''(విధ్యార్ధులు తమ పూర్వ పరిజ్ఞానం ద్వారా ప్రస్తుత స్తాయి పుస్తకాలను కూడా అవగాహన చేసుకుని చదవగలరు.)'''

(విధ్యార్ధులు తమ పూర్వ పరిజ్ఞానం ద్వారా ప్రస్తుత స్తాయి పుస్తకాలను కూడా అవగాహన చేసుకుని చదవగలరు.)  

·      Link 1 (<nowiki>https://drive.google.com/open?id=1dfJsEd5xrv00_bh0yWFTZ2ateuzyOmYb</nowiki>)

·      Link 1 (<nowiki>https://drive.google.com/open?id=1dfJsEd5xrv00_bh0yWFTZ2ateuzyOmYb</nowiki>)