RIESI
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Line 189: − + − '''Have your learners achieved the learning outcomes indicated below?''' + − '''మీ అభ్యాసకులు దిగువ సూచించిన అభ్యాస ఫలితాలను సాధించారా?'''+ − + − '''Learning outcomes for Grade VIII'''+ − + − + − '''To some extent'''+ − '''Not at all'''+ Line 238:
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Line 352: − + − '''Read the statements given below and rate your aptitude for and ability to do research.'''+ − + − + − + − + − + − + Line 368:
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Line 423: − '''What is classroom-based research?''' + Line 437:
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Line 485: − + − + − + − + − + − + − + − + − + − '''If I have too many concerns/interests, then M U S E ...'''+ − + − '''''Think:''''' + Line 513:
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Line 563: − + − + − '''Vinayadhar Raju Prathikantam, School Assistant (English)'''+ − '''Abstract:''' + − '''Key Words:''' Action research, Professional development, Mentoring, E-Portfolio, Technology integration, Comprehensible Input and meaning making.+ − '''Introduction'''+ − '''Rationale of the action research (హేతు బద్ధ వివరణ) '''+ Line 595:
Line 595: − + − '''Main research question:''' Why are some students in my class not able to read the texts in English?+ − '''Specific questions:'''+ − + − + − + − + − '''Location of the Study'''+ − '''Data Collection methods'''+ − '''Students data:'''+ Line 620:
Line 620: − '''Teachers’ data:'''+ − '''Background:''' + − '''Teachers' survey questions ''' 1. What do teachers think about their students and their problems in reading?+ − '''Data Analysis:'''+ − '''Teachers’ voice:''' Teachers' complain that they don’t have time to engage them in meaningful activities. They also opined that the text book is not interesting so students are not motivated to read the text on their own. Most of their complains are student centered and administrative but they didn't introspect their teaching and classroom strategies. Here are their opinions collected using Padlet wall.+ Line 658:
Line 658: − + − '''Students’ questionnaire:''' My action research also considered the voice of students along with the voice of teachers. To include the student’s voice we have designed the following questions and asked them to write their opinion in their mother tongue.+ Line 672:
Line 672: − '''Student’s Voice:''' To consider the opinions of students, I have given them the following questionnaire and asked them to answer in their mother tongue. I translated those answers into English. Here are their responses. I observed that most of students accepted that they are not showing any interest in studies, so they are not learning but if we check the responses of the teacher's most of them complained or found the fault with the students.+ Line 678:
Line 678: − '''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.+ − '''Reading strategies Audio clip of the details of each strategy in Telugu .'''+ − '''1. Peer Tutoring:''' '''(సమ వయసు బోధన)''' + − + − + Line 696:
Line 696: − '''3.Story Books: (కధల పుస్తకములు)'''+ − + Line 719:
Line 719: − + − + − '''5. Running Dictation:''' + Line 733:
Line 733: − '''6 . Learning is transferable:''' ('''అభ్యసన బదలాయింపు ) ''' + Line 747:
Line 747: − '''Findings and What I learned:''' By the end of this research what I have learnt there is no shortcut to language learning and particularly reading is a complex process which involves the continuous efforts from teachers as well as from students. Every child has an ability to learn. Teachers role is to find out how and when do they learn better. Another important observation is teacher frequently tries to test how far student is learning. When we are teaching reading skill this can't be visualized , when, where and how they have learnt reading. It happens only when we engage them meaningfully in variety of interesting tasks. Every individual is unique. As a teacher we need to address them individually this requires professionalism. Teaching is a profession not a job. Sharing and networking leads to continuous professional development , create your own personal learning network.+ − '''Conclusion''':+ − '''References:'''+ − + − + − + − + − '''Introduction'''+ Line 773:
Line 773: − '''Research Questions'''+ + Line 785:
Line 786: − '''Data Collection Process'''+ + Line 793:
Line 795: − '''Action Phase/Interventions'''+ Line 806:
Line 808: − '''Analysis and Findings'''+ Line 813:
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Line 834: − + − + − + − + − + − + + − '''Reflection and Discussion'''+ + − '''Conclusion'''+ − '''References'''+ + Line 856:
Line 861: − '''Questions for discussion'''+ Line 865:
Line 870: − + − '''Reflective practices : ప్రతిబింబించే అభ్యాసాలు'''+ − '''quantitative : పరిమాణాత్మక''' + − '''qualitative : గుణాత్మక'''+ − '''exploratory research:''' '''అన్వేషణ పరిశోధన'''+ − '''evidences:ఆధారాలు'''+ − '''analysis:''' '''విశ్లేషణ'''+ − '''strategies:వ్యూహాత్మక వైకరి'''+ − '''scaffolding:''' '''తగినoత మద్దతు'''+ − '''critical:క్లిష్టమైన'''+ − '''intrinsic:అంతర్గతమైన'''+ − '''monotony:మార్పులేకుండా/ అదేవిధంగా'''+
removed bold
[[Category:RIESI]]
[[Category:RIESI]]
== '''Classroom-based Research తరగతి గది ఆధారిత పరిశోధన''' ==
== Classroom-based Research తరగతి గది ఆధారిత పరిశోధన ==
=== '''Course Objectives (కోర్సు లక్ష్యాలు)''' ===
=== Course Objectives (కోర్సు లక్ష్యాలు) ===
The sessions on classroom research will help teachers: (తరగతి గది పరిశోధనపై ఈ సెషన్లు ఉపాధ్యాయులకు సహాయపడతాయి.)
The sessions on classroom research will help teachers: (తరగతి గది పరిశోధనపై ఈ సెషన్లు ఉపాధ్యాయులకు సహాయపడతాయి.)
* Maximise our own opportunities for learning''.''(స్వయంగా నేర్చుకొనే అవకాశాలను పెంచుకోవడం.)
* Maximise our own opportunities for learning''.''(స్వయంగా నేర్చుకొనే అవకాశాలను పెంచుకోవడం.)
=== Kolb’s learning Cycle '''''(''కోల్బ్ యొక్క అభ్యసన చక్రం)''' ===
=== Kolb’s learning Cycle ''(''కోల్బ్ యొక్క అభ్యసన చక్రం) ===
[[File:1a.png|frameless]]
[[File:1a.png|frameless]]
==='''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.
* A teacher was always busy using the mobile. During the training sessions, he was chatting, messaging, etc. One day he was caught red handed by the DIET Lecturer. The Lecturer warned him. This made him arrogant. He made it a big issue.
* A teacher was always busy using the mobile. During the training sessions, he was chatting, messaging, etc. One day he was caught red handed by the DIET Lecturer. The Lecturer warned him. This made him arrogant. He made it a big issue.
==== '''Classroom incidents''' ====
==== Classroom incidents ====
* This incident took place a year ago. I was engaging English class in VIII std. It was the fine morning of Monday. Suddenly my Headmaster entered the class accompanied by an Education officer. He introduced me to the Officer as the new English teacher. After asking me about my teaching style and the syllabus, the Officer started interacting with the students. He asked them about the last English lesson I taught. A few of them said the title and others probably have forgotten it. He took my textbook, opened the said lesson and started asking questions. I was confident that my students will answer his questions as I had discussed it in the class and had conducted a test too. But a cruel surprise was waiting for me, because very few were able to answer his questions; that too with a lot of struggle. The Officer stared at me and asked, “What do you do in the class? None of your students is able to answer simple questions from the lesson you have already taught.” All my efforts to convince him about my serious efforts in the class went in vain. It was really an embarrassing moment for me. I felt very bad on that day.
* This incident took place a year ago. I was engaging English class in VIII std. It was the fine morning of Monday. Suddenly my Headmaster entered the class accompanied by an Education officer. He introduced me to the Officer as the new English teacher. After asking me about my teaching style and the syllabus, the Officer started interacting with the students. He asked them about the last English lesson I taught. A few of them said the title and others probably have forgotten it. He took my textbook, opened the said lesson and started asking questions. I was confident that my students will answer his questions as I had discussed it in the class and had conducted a test too. But a cruel surprise was waiting for me, because very few were able to answer his questions; that too with a lot of struggle. The Officer stared at me and asked, “What do you do in the class? None of your students is able to answer simple questions from the lesson you have already taught.” All my efforts to convince him about my serious efforts in the class went in vain. It was really an embarrassing moment for me. I felt very bad on that day.
* Three of my students always come late to class. They come late because of different reasons. Child 1, Fathima, comes to school on foot. She has to attend madrassa classes before reaching school. She is very brilliant in academic activities. Her mother has five children and she is the fourth child. Nobody is there in her house to take care of her academic needs.
* Three of my students always come late to class. They come late because of different reasons. Child 1, Fathima, comes to school on foot. She has to attend madrassa classes before reaching school. She is very brilliant in academic activities. Her mother has five children and she is the fourth child. Nobody is there in her house to take care of her academic needs.
to conduct awareness classes for parents in every term of the academic year.
to conduct awareness classes for parents in every term of the academic year.
==== '''Classroom issues''' ====
==== Classroom issues ====
* All the students in Class VII can read textbook lessons properly but they cannot read any passage outside the textbook
* All the students in Class VII can read textbook lessons properly but they cannot read any passage outside the textbook
* When I teach a topic in my class, all the students understand well. They respond and answer all the questions. But they forget most of the things the very next day. They cannot answer my questions.
* When I teach a topic in my class, all the students understand well. They respond and answer all the questions. But they forget most of the things the very next day. They cannot answer my questions.
=== '''''Assignment (individual)'' (అసైన్ మెంట్ )''' ===
===''Assignment (individual)'' (అసైన్ మెంట్ ) ===
Choose an area you want to explore and study further. Write research questions, design research tools and discuss the methodology you will adopt.మీరు పరిశోదించాలనుకునే ప్రాంతాన్ని ఎంచుకోని మరింత అధ్యయనం చేయండి. పరిశోధన ప్రశ్నలు రాయండి. రీసెర్చ్ టూల్స్ డిజైన్ చేయండి మరియు మీరు అవలంబించే మెథడాలజీ గురించి చర్చించండి.
Choose an area you want to explore and study further. Write research questions, design research tools and discuss the methodology you will adopt.మీరు పరిశోదించాలనుకునే ప్రాంతాన్ని ఎంచుకోని మరింత అధ్యయనం చేయండి. పరిశోధన ప్రశ్నలు రాయండి. రీసెర్చ్ టూల్స్ డిజైన్ చేయండి మరియు మీరు అవలంబించే మెథడాలజీ గురించి చర్చించండి.
ఈ క్రింది ప్రకటనలకు మీ ప్రతిస్పందనలను రాయండి.
ఈ క్రింది ప్రకటనలకు మీ ప్రతిస్పందనలను రాయండి.
==== '''Part 1 Teacher related factors (టీచర్ సంబంధిత అంశాలు'')''''' ====
==== Part 1 Teacher related factors (టీచర్ సంబంధిత అంశాలు'')''====
Read the statements and rate your ability in a scale of 1 to 5 where 1 is the lowest and 5 is the highest point.''('' స్టేట్ మెంట్ లను చదవండి మరియు మీ సామర్థ్యాన్ని 1 నుంచి 5 స్కేల్ లో రేట్ చేయండి, ఇక్కడ 1కనిష్ట - 5 గరిష్ట పాయింటుగా గుర్తించండి.'')''
Read the statements and rate your ability in a scale of 1 to 5 where 1 is the lowest and 5 is the highest point.''('' స్టేట్ మెంట్ లను చదవండి మరియు మీ సామర్థ్యాన్ని 1 నుంచి 5 స్కేల్ లో రేట్ చేయండి, ఇక్కడ 1కనిష్ట - 5 గరిష్ట పాయింటుగా గుర్తించండి.'')''
{| class="wikitable"
{| class="wikitable"
| rowspan="2" |'''Sl No'''
| rowspan="2" |Sl No
| rowspan="2" |
| rowspan="2" |
Performance indicators
| colspan="5" |'''My rating'''
| colspan="5" |My rating
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|'''5'''
|5
|'''4'''
|4
|'''3'''
|3
|'''2'''
|2
|'''1'''
|1
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|'''1'''
|1
|I have mastered a range of skills and techniques related to the learning and teaching of English .( ఇంగ్లిష్ నేర్చుకోవడం మరియు బోధించడానికి సంబంధించిన అనేక నైపుణ్యాలు మరియు పద్దతులపై నేను ప్రావీణ్యం సాధించాను.)
|I have mastered a range of skills and techniques related to the learning and teaching of English .( ఇంగ్లిష్ నేర్చుకోవడం మరియు బోధించడానికి సంబంధించిన అనేక నైపుణ్యాలు మరియు పద్దతులపై నేను ప్రావీణ్యం సాధించాను.)
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|'''2'''
|2
|I have an awareness of teaching methodology: learner-centred, activity-based pedagogy .(విద్యార్ధి -కేంద్రీత, కార్యాచరణ-ఆధారిత బోధనా పద్ధతుల పై నాకు అవగాహన ఉంది:)
|I have an awareness of teaching methodology: learner-centred, activity-based pedagogy .(విద్యార్ధి -కేంద్రీత, కార్యాచరణ-ఆధారిత బోధనా పద్ధతుల పై నాకు అవగాహన ఉంది:)
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|'''3'''
|3
|I have a good knowledge and understanding of the prescribed curriculum /syllabus / textbooks (నిర్దేశిత పాఠ్యప్రణాళిక/సిలబస్/పాఠ్యపుస్తకాలపై నాకు మంచి పరిజ్ఞానం మరియు అవగాహన ఉంది.)
|I have a good knowledge and understanding of the prescribed curriculum /syllabus / textbooks (నిర్దేశిత పాఠ్యప్రణాళిక/సిలబస్/పాఠ్యపుస్తకాలపై నాకు మంచి పరిజ్ఞానం మరియు అవగాహన ఉంది.)
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|'''4'''
|4
|I have mastery of grammar, vocabulary, phonetics and language skills.( నాకు వ్యాకరణం, పదజాలం, ధ్వనిశాస్త్రం, భాషా నైపుణ్యాలపై పట్టుంది. )
|I have mastery of grammar, vocabulary, phonetics and language skills.( నాకు వ్యాకరణం, పదజాలం, ధ్వనిశాస్త్రం, భాషా నైపుణ్యాలపై పట్టుంది. )
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|'''5'''
|5
|I am competent in materials preparation and designing of tasks and activities (బోధనా సామగ్రి తయారీ మరియు కృత్యాల రూపకల్పన లో నేను సమర్థుడిని.)
|I am competent in materials preparation and designing of tasks and activities (బోధనా సామగ్రి తయారీ మరియు కృత్యాల రూపకల్పన లో నేను సమర్థుడిని.)
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|'''6'''
|6
|I have a good knowledge of assessment procedures: importance of continuous assessment, self- and peer-assessment, and feedback (మూల్యాంకన ప్రక్రియలైన నిరంతర మదింపు, స్వీయ-మరియు తోటివారి అంచనా మరియు ప్రతిస్పందన యొక్క ప్రాముఖ్యత గురించి నాకు అవగహన ఉంది: )
|I have a good knowledge of assessment procedures: importance of continuous assessment, self- and peer-assessment, and feedback (మూల్యాంకన ప్రక్రియలైన నిరంతర మదింపు, స్వీయ-మరియు తోటివారి అంచనా మరియు ప్రతిస్పందన యొక్క ప్రాముఖ్యత గురించి నాకు అవగహన ఉంది: )
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|'''7'''
|7
|I am able to use digital media (computer, internet, audio, video resources, etc.)(నేను డిజిటల్ మీడియాను కంప్యూటర్, ఇంటర్నెట్, ఆడియో, వీడియో వనరులు మొదలైనవి ఉపయోగించగలను.)
|I am able to use digital media (computer, internet, audio, video resources, etc.)(నేను డిజిటల్ మీడియాను కంప్యూటర్, ఇంటర్నెట్, ఆడియో, వీడియో వనరులు మొదలైనవి ఉపయోగించగలను.)
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|'''8'''
|8
|I am aware of processes, strategies and resources for professional development.(వృత్తిపరమైన అభివృద్ధికి సంబంధించిన ప్రక్రియలు, వ్యూహాలు మరియు వనరుల గురించి నాకు తెలుసు)
|I am aware of processes, strategies and resources for professional development.(వృత్తిపరమైన అభివృద్ధికి సంబంధించిన ప్రక్రియలు, వ్యూహాలు మరియు వనరుల గురించి నాకు తెలుసు)
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|'''9'''
|9
|I have a positive attitude towards diversity and differences among colleagues and learners.( సహోద్యోగులు, అభ్యాసకుల మధ్య వైవిధ్యం మరియు వ్యత్యాసాల పట్ల నాకు సానుకూల దృక్పథం ఉంది)
|I have a positive attitude towards diversity and differences among colleagues and learners.( సహోద్యోగులు, అభ్యాసకుల మధ్య వైవిధ్యం మరియు వ్యత్యాసాల పట్ల నాకు సానుకూల దృక్పథం ఉంది)
|
|
|
|
|-
|-
|'''10'''
|10
|I engage myself in innovative and research activities.(నేను వినూత్నమైన మరియు పరిశోధనా కార్యకలాపాలలో నిమగ్నమై ఉంటాను.)
|I engage myself in innovative and research activities.(నేను వినూత్నమైన మరియు పరిశోధనా కార్యకలాపాలలో నిమగ్నమై ఉంటాను.)
|
|
Comments, if any:
Comments, if any:
==== '''Part 2 Classroom and learner related factors''' '''(తరగతి గది మరియు అభ్యాసకులకు సంబంధించిన అంశాలు)''' ====
==== Part 2 Classroom and learner related factors (తరగతి గది మరియు అభ్యాసకులకు సంబంధించిన అంశాలు) ====
Have your learners achieved the learning outcomes indicated below?
మీ అభ్యాసకులు దిగువ సూచించిన అభ్యాస ఫలితాలను సాధించారా?
{| class="wikitable"
{| class="wikitable"
|'''Sl No.'''
|Sl No.
|
|
Learning outcomes for Grade VIII
| colspan="3" |'''How many can do this?'''
| colspan="3" |How many can do this?
|-
|-
|
|
|
|
|'''To a great extent'''
|To a great extent
|
|
To some extent
|
|
Not at all
|-
|-
|
|
|
|
|-
|-
|'''3'''
|3
|uses formulaic/polite expressions to communicate such as ‘May I borrow your book?’, ‘I would like to differ’ etc.( కమ్యూనికేట్ చేయడానికి మర్యాదపూర్వక వ్యక్తీకరణలను ఉపయోగిస్తారు.
|uses formulaic/polite expressions to communicate such as ‘May I borrow your book?’, ‘I would like to differ’ etc.( కమ్యూనికేట్ చేయడానికి మర్యాదపూర్వక వ్యక్తీకరణలను ఉపయోగిస్తారు.
|
|
|-
|-
|'''4'''
|4
|listens to dialogues, poems, commentaries of sports and games speeches, news, debates on TV, radio and expresses opinions about them.( ,సంబాషణ పద్యాలు, క్రీడలు మరియు ఆటల వ్యాఖ్యానాలు, వార్తలు, టీవీ, రేడియోలో చర్చలు వింటారు మరియు వాటి గురించి అభిప్రాయాలను వ్యక్తం చేస్తారు)
|listens to dialogues, poems, commentaries of sports and games speeches, news, debates on TV, radio and expresses opinions about them.( ,సంబాషణ పద్యాలు, క్రీడలు మరియు ఆటల వ్యాఖ్యానాలు, వార్తలు, టీవీ, రేడియోలో చర్చలు వింటారు మరియు వాటి గురించి అభిప్రాయాలను వ్యక్తం చేస్తారు)
|
|
|
|
|-
|-
|'''5'''
|5
|asks questions in different contexts and situations ( e.g. based on the text / beyond the text / out of curiosity / while engaging in conversation using appropriate vocabulary and accurate sentences.(విభిన్న సందర్భాలు మరియు పరిస్థితులలో ప్రశ్నలు అడుగుతాడు (ఉదా. సంభాషణలో నిమగ్నమై ఉన్నప్పుడు వచనం ఆధారంగా / వచనానికి మించి / ఉత్సుకతతో / తగిన పదజాలం మరియు ఖచ్చితమైన వాక్యాలను ఉపయోగిస్తారు.)
|asks questions in different contexts and situations ( e.g. based on the text / beyond the text / out of curiosity / while engaging in conversation using appropriate vocabulary and accurate sentences.(విభిన్న సందర్భాలు మరియు పరిస్థితులలో ప్రశ్నలు అడుగుతాడు (ఉదా. సంభాషణలో నిమగ్నమై ఉన్నప్పుడు వచనం ఆధారంగా / వచనానికి మించి / ఉత్సుకతతో / తగిన పదజాలం మరియు ఖచ్చితమైన వాక్యాలను ఉపయోగిస్తారు.)
|
|
|
|
|-
|-
|'''6'''
|6
|participates in different events such as role-play, poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc., organized by school and other such organizations.(పాఠశాల మరియు ఇతర సంస్థలు నిర్వహించే రోల్-ప్లే, పద్య పఠనం,నాటికలు ,ఏకాంకికలు ,చర్చ, ప్రసంగం, ప్రకటన, క్విజ్ మొదలైన విభిన్న కార్యక్రమాలలో పాల్గొంటారు.)
|participates in different events such as role-play, poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc., organized by school and other such organizations.(పాఠశాల మరియు ఇతర సంస్థలు నిర్వహించే రోల్-ప్లే, పద్య పఠనం,నాటికలు ,ఏకాంకికలు ,చర్చ, ప్రసంగం, ప్రకటన, క్విజ్ మొదలైన విభిన్న కార్యక్రమాలలో పాల్గొంటారు.)
|
|
|
|
|-
|-
|'''7'''
|7
|narrates stories (real or imaginary) and real life experiences in English. (ఆంగ్లంలో వాస్తవిక, ఊహాత్మకమైన కథలు మరియు నిజ జీవిత అనుభవాలను వివరి.స్తారు.)
|narrates stories (real or imaginary) and real life experiences in English. (ఆంగ్లంలో వాస్తవిక, ఊహాత్మకమైన కథలు మరియు నిజ జీవిత అనుభవాలను వివరి.స్తారు.)
|
|
|
|
|-
|-
|'''8'''
|8
|identifies details, characters, main idea and sequence of ideas and events while reading.( చదివేటప్పుడు అందులోని వివరాలు, పాత్రలు, ప్రధాన ఆలోచనలు మరియు సంఘటనల క్రమాన్నిగుర్తిస్తారు.)
|identifies details, characters, main idea and sequence of ideas and events while reading.( చదివేటప్పుడు అందులోని వివరాలు, పాత్రలు, ప్రధాన ఆలోచనలు మరియు సంఘటనల క్రమాన్నిగుర్తిస్తారు.)
|
|
(Source: <nowiki>http://www.ncert.nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf</nowiki>)
(Source: <nowiki>http://www.ncert.nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf</nowiki>)
==== '''Part 3 Research related factors:''' ====
==== Part 3 Research related factors: ====
Read the statements given below and rate your aptitude for and ability to do research.
{| class="wikitable"
{| class="wikitable"
|'''Sl. No.'''
|Sl. No.
|'''Statements'''
|Statements
|'''To a great extent'''
|To a great extent
|'''To some extent'''
|To some extent
|'''Not at all'''
|Not at all
|-
|-
|'''1'''
|1
|Is interested in carrying out small classroom-based research studies(చిన్న తరగతి గది ఆధారిత పరిశోధన అధ్యయనాలను నిర్వహించడానికి ఆసక్తి చూపుతారు.)
|Is interested in carrying out small classroom-based research studies(చిన్న తరగతి గది ఆధారిత పరిశోధన అధ్యయనాలను నిర్వహించడానికి ఆసక్తి చూపుతారు.)
|
|
|
|
|-
|-
|'''2'''
|2
|Is aware of action research studies(యాక్షన్ రీసెర్చ్ అధ్యయనాల గురించి తెలుసుకొన్నారు. )
|Is aware of action research studies(యాక్షన్ రీసెర్చ్ అధ్యయనాల గురించి తెలుసుకొన్నారు. )
|
|
|
|
|-
|-
|'''3'''
|3
|Has read some research reports/articles(కొన్ని రీసెర్చ్ రిపోర్టులు/ఆర్టికల్స్ చదివారు.)
|Has read some research reports/articles(కొన్ని రీసెర్చ్ రిపోర్టులు/ఆర్టికల్స్ చదివారు.)
|
|
|
|
|-
|-
|'''4'''
|4
|Can identify a problem related to the teaching and learning of English(ఇంగ్లిష్ బోధన మరియు అభ్యసనకు సంబంధించిన సమస్యను గుర్తించగలరు)
|Can identify a problem related to the teaching and learning of English(ఇంగ్లిష్ బోధన మరియు అభ్యసనకు సంబంధించిన సమస్యను గుర్తించగలరు)
|
|
|}
|}
What is classroom-based research?
{| class="wikitable"
{| class="wikitable"
|+
|+
|}
|}
=== '''Types of classroom research''' ===
=== Types of classroom research ===
* Action research
* Action research
* Exploratory research / ‘Exploratory Practice’
* Exploratory research / ‘Exploratory Practice’
* Exploratory action research
* Exploratory action research
==== '''Action research''' ====
==== Action research ====
A. Plan to explore [an issue] -- Questions
A. Plan to explore [an issue] -- Questions
* Need for a ‘base-line’ – to compare ‘after’ with ‘before’ (సమస్యకు ముందు మరియు సమస్య సాధన తరువాత పోల్చి చూసు కోవటానికి ఒక ప్రమాణం యొక్క ఆవశ్యకత.)
* Need for a ‘base-line’ – to compare ‘after’ with ‘before’ (సమస్యకు ముందు మరియు సమస్య సాధన తరువాత పోల్చి చూసు కోవటానికి ఒక ప్రమాణం యొక్క ఆవశ్యకత.)
==== '''Exploratory Research''' ====
==== Exploratory Research ====
A. Plan to explore [an issue] -- Questions
A. Plan to explore [an issue] -- Questions
C) Evaluate [with evidence] -- Evaluation
C) Evaluate [with evidence] -- Evaluation
==== '''Exploratory Action Research''' ====
==== Exploratory Action Research ====
A. Plan to explore [an issue] -- Questions
A. Plan to explore [an issue] -- Questions
[[File:4a.png|frameless|500x500px]]
[[File:4a.png|frameless|500x500px]]
=== '''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''' ====
==== a) 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)
* Carrying out the study-think of tools, collect data '''''(''పరిశోధన ప్రారంభించుట- తగు ఉపకరణములు సమకూర్చుట, జాబితా సేకరణ) '''
* Carrying out the study-think of tools, collect data ''(''పరిశోధన ప్రారంభించుట- తగు ఉపకరణములు సమకూర్చుట, జాబితా సేకరణ)
* Evaluating / reflecting on the study; gaining insights '''''((చేపట్టిన పరిశోధనను మూల్యాంకనం చేసుకొనుట.)''''' ''' '' '''''
* Evaluating / reflecting on the study; gaining insights ''((చేపట్టిన పరిశోధనను మూల్యాంకనం చేసుకొనుట.)'' '' ''
* Sharing with others ''''' ''చేపట్టిన వాటిని ఇతరులతో పంచుకొనుట.)'''
* Sharing with others '' ''చేపట్టిన వాటిని ఇతరులతో పంచుకొనుట.)
* Modifying practice as a result ''''' ''(వచ్చిన ఫలితాల ఆధారంగా ప్రణాళికను సవరించుకొనుట.) '''
* Modifying practice as a result '' ''(వచ్చిన ఫలితాల ఆధారంగా ప్రణాళికను సవరించుకొనుట.)
* Observing what other issues/concerns/questions emerge. '''తలెత్తిన ఇతర సమస్యలను పరిశీలించుట.) '''
* Observing what other issues/concerns/questions emerge. తలెత్తిన ఇతర సమస్యలను పరిశీలించుట.)
If I have too many concerns/interests, then M U S E ...
[[File:5a1.png|frameless|648x648px]]
[[File:5a1.png|frameless|648x648px]]
==== '''''(b). Framing research questions''''' ====
==== ''(b). Framing research questions'' ====
''Think:''
* What are some issues/challenges/problems you are facing in your teaching these days and/or what are some things you are wondering about in relation to your teaching or what are some of the innovative strategies/techniques you’ve adopted?
* What are some issues/challenges/problems you are facing in your teaching these days and/or what are some things you are wondering about in relation to your teaching or what are some of the innovative strategies/techniques you’ve adopted?
How will you explore the following issues? Frame five exploratory questions to find answers to them
How will you explore the following issues? Frame five exploratory questions to find answers to them
==== (c) '''Tools for classroom research''' ====
==== (c) 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)
|'''Evidence (what?)'''
|Evidence (what?)
|'''Time (by when?)'''
|Time (by when?)
|'''Analysis strategy'''
|Analysis strategy
|-
|-
|1. How do my students feel about doing homework?
|1. How do my students feel about doing homework?
|}
|}
==== '''(e). Structure of a report''' ====
==== (e). Structure of a report ====
===== '''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)
=== '''Reporting Classroom Research''' ===
=== Reporting Classroom Research ===
Here are two reports of exploratory action research studies conducted by school teachers. Read them and discuss the questions given in your group.
Here are two reports of exploratory action research studies conducted by school teachers. Read them and discuss the questions given in your group.
==== '''Strategies for Scaffolding Struggling ESL Readers''' ====
==== Strategies for Scaffolding Struggling ESL Readers ====
Vinayadhar Raju Prathikantam, School Assistant (English)
Abstract:
Reading skill is critical to one’s success in academics. If students are not competent readers, they are at risk for not only in academic but also in behavioural, social and emotional difficulties. So, teachers of English need to explore innovative reading strategies. The purpose of this paper is to describe the action research conducted at Zilla Parishad High School Jangapally, of Telangana State to improve reading skill among the struggling readers. This paper discusses the importance of reading skill, the rationale of this action research, methodology used in the study and the reading strategies used in action phase. Finally, the paper ends with the major findings, what the researcher learned from the study and conclusions of the researcher.
Reading skill is critical to one’s success in academics. If students are not competent readers, they are at risk for not only in academic but also in behavioural, social and emotional difficulties. So, teachers of English need to explore innovative reading strategies. The purpose of this paper is to describe the action research conducted at Zilla Parishad High School Jangapally, of Telangana State to improve reading skill among the struggling readers. This paper discusses the importance of reading skill, the rationale of this action research, methodology used in the study and the reading strategies used in action phase. Finally, the paper ends with the major findings, what the researcher learned from the study and conclusions of the researcher.
Key Words: Action research, Professional development, Mentoring, E-Portfolio, Technology integration, Comprehensible Input and meaning making.
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).
Rationale of the action research (హేతు బద్ధ వివరణ)
The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.
The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.
(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?
Specific questions:
* What are the different factors that affect students’ reading?'''('''
* What are the different factors that affect students’ reading?(
* What are the students’ perceptions about their problem in reading?'''('''
* What are the students’ perceptions about their problem in reading?(
* What are the teachers’ perceptions about the problem?'''('''
* What are the teachers’ perceptions about the problem?(
* Why can't the students read fluently?'''('''
* Why can't the students read fluently?(
Location of the Study
ZPHS Jangapally of Ganneruvaram in Karimnagar district of Telangana state, India.
ZPHS Jangapally of Ganneruvaram in Karimnagar district of Telangana state, India.
Data Collection methods
Both qualitative and quantitative
Both qualitative and quantitative
Students data:
Class 9 students of ZPHS Jangapally students.
Class 9 students of ZPHS Jangapally students.
11 Girls and 5 boys
11 Girls and 5 boys
Teachers’ data:
Teachers working in Telangana state government schools.
Teachers working in Telangana state government schools.
Background:
I work in government secondary school run by Telangana state government. Medium of instructions is Telugu and English. The students who participated in this action research are from Telugu medium background. Most of them are labelled that they can't learn so they are neglected. Their confidence level is also very low and fixed their mindset that they can't learn English. Initially I have taken students from two sections ; class 8 and class 9 .But , due to lack of time , I dropped the idea of going with the two classes and worked only with class 9 students. I planned to work with class 8 students when they come to me next academic year.
I work in government secondary school run by Telangana state government. Medium of instructions is Telugu and English. The students who participated in this action research are from Telugu medium background. Most of them are labelled that they can't learn so they are neglected. Their confidence level is also very low and fixed their mindset that they can't learn English. Initially I have taken students from two sections ; class 8 and class 9 .But , due to lack of time , I dropped the idea of going with the two classes and worked only with class 9 students. I planned to work with class 8 students when they come to me next academic year.
Teachers' survey questions 1. What do teachers think about their students and their problems in reading?
2. What are the pressing problems they face while handling the struggling readers?
2. What are the pressing problems they face while handling the struggling readers?
Data Analysis:
The Collected data was analysed based on two categories. They are qualitative data and quantitative data. Quantitative data is based on numbers and figures which we can see and feel where as the qualitative data is one which we can't visualize and feel. They are like abstract ideas.
The Collected data was analysed based on two categories. They are qualitative data and quantitative data. Quantitative data is based on numbers and figures which we can see and feel where as the qualitative data is one which we can't visualize and feel. They are like abstract ideas.
Teachers’ voice: Teachers' complain that they don’t have time to engage them in meaningful activities. They also opined that the text book is not interesting so students are not motivated to read the text on their own. Most of their complains are student centered and administrative but they didn't introspect their teaching and classroom strategies. Here are their opinions collected using Padlet wall.
“ Students don't have enough reading material other than textbook to get exposed to reading.”
“ Students don't have enough reading material other than textbook to get exposed to reading.”
“Text has too many unknown words.”
“Text has too many unknown words.”
“Topic selected or chosen is unfamiliar to them. “ ''' '''
“Topic selected or chosen is unfamiliar to them. “
Students’ questionnaire: My action research also considered the voice of students along with the voice of teachers. To include the student’s voice we have designed the following questions and asked them to write their opinion in their mother tongue.
1. When do you learn better?
1. When do you learn better?
5. How can we overcome that problem?
5. How can we overcome that problem?
Student’s Voice: To consider the opinions of students, I have given them the following questionnaire and asked them to answer in their mother tongue. I translated those answers into English. Here are their responses. I observed that most of students accepted that they are not showing any interest in studies, so they are not learning but if we check the responses of the teacher's most of them complained or found the fault with the students.
“.Our Teachers didn't encourage us to read.” “Didn't study in English medium” (most of them are from Telugu medium)
“.Our Teachers didn't encourage us to read.” “Didn't study in English medium” (most of them are from Telugu medium)
“ 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.
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.
Reading strategies Audio clip of the details of each strategy in Telugu .
1. Peer Tutoring: (సమ వయసు బోధన)
This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.
This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.
(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)
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)
[[File:6a1.png|frameless|801x801px]]
[[File:6a1.png|frameless|801x801px]]
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4 . '''Visualising and drawing: (ఊహించి చిత్రం గీయటం)'''
4 . Visualising and drawing: (ఊహించి చిత్రం గీయటం)
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)
[[File:V1.jpg|left|frameless|458x458px|drawing]]
[[File:V1.jpg|left|frameless|458x458px|drawing]]
[[File:V2.jpg|frameless|471x471px]]
[[File:V2.jpg|frameless|471x471px]]
5. Running Dictation:
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 )
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.
· E-Portfolio link (<nowiki>https://drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi</nowiki>)
· E-Portfolio link (<nowiki>https://drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi</nowiki>)
Findings and What I learned: By the end of this research what I have learnt there is no shortcut to language learning and particularly reading is a complex process which involves the continuous efforts from teachers as well as from students. Every child has an ability to learn. Teachers role is to find out how and when do they learn better. Another important observation is teacher frequently tries to test how far student is learning. When we are teaching reading skill this can't be visualized , when, where and how they have learnt reading. It happens only when we engage them meaningfully in variety of interesting tasks. Every individual is unique. As a teacher we need to address them individually this requires professionalism. Teaching is a profession not a job. Sharing and networking leads to continuous professional development , create your own personal learning network.
Doing mistakes is also a kind of learning . Allow them to do mistakes. Teacher needs to develop error tolerance. Teacher should focus on process not on product. Reading is thinking and not simply gaining information. Engaging them meaningfully will strengthen their learning. Don’t teach about the language teach the language. Don’t provide information. Give them real use of language i.e learning experience.
Doing mistakes is also a kind of learning . Allow them to do mistakes. Teacher needs to develop error tolerance. Teacher should focus on process not on product. Reading is thinking and not simply gaining information. Engaging them meaningfully will strengthen their learning. Don’t teach about the language teach the language. Don’t provide information. Give them real use of language i.e learning experience.
Conclusion:
During my action research I came to know that action research is an effective professional development tool to introspect our classroom practices and strategies which in turn help us to refine our teaching skill to meet the needs of 21<sup>st</sup> century learners. I also conclude that collaboration and engaging the learners in a meaningful contexts is vital to make our classroom an effective place for learning. We should also shift our focus from teaching to learning. Last but not the least shift our focus from product to process. Learning is a continuous process can't be visualized at a particular moment or time.
During my action research I came to know that action research is an effective professional development tool to introspect our classroom practices and strategies which in turn help us to refine our teaching skill to meet the needs of 21<sup>st</sup> century learners. I also conclude that collaboration and engaging the learners in a meaningful contexts is vital to make our classroom an effective place for learning. We should also shift our focus from teaching to learning. Last but not the least shift our focus from product to process. Learning is a continuous process can't be visualized at a particular moment or time.
References:
# Smith, Richard, and Paula Rebolledo. “A Hand Book for Exploratory Action Research.” ''<nowiki>Https://Englishagenda.britishcouncil.org</nowiki>'', 2016, englishagenda.britishcouncil.org
# Smith, Richard, and Paula Rebolledo. “A Hand Book for Exploratory Action Research.” ''<nowiki>Https://Englishagenda.britishcouncil.org</nowiki>'', 2016, englishagenda.britishcouncil.org
# '''“'''2016_Classroom_Based_Research.” ''Electronic Village Online / 2016_Classroom_Based_Research'', 2016, evosessions.pbworks.com/w/page/103554923/2016_Classroom_Based_Research.
# “2016_Classroom_Based_Research.” ''Electronic Village Online / 2016_Classroom_Based_Research'', 2016, evosessions.pbworks.com/w/page/103554923/2016_Classroom_Based_Research.
# '''“'''About Us.” ''Classroom-Based Research for Professional Development EVO'', classroombasedresearch.weebly.com/about-us.html.
# “About Us.” ''Classroom-Based Research for Professional Development EVO'', classroombasedresearch.weebly.com/about-us.html.
# '''“'''Our Publications.” ''Tamil Nadu English Language Development Programmes | British Council'', www.britishcouncil.in/programmes/english-partnerships/research-policy-dialogues/publications.
# “Our Publications.” ''Tamil Nadu English Language Development Programmes | British Council'', www.britishcouncil.in/programmes/english-partnerships/research-policy-dialogues/publications.
# “Arms Project-2017-Strategies for Struggling Readers.” ''Google Drive-Students' E-Portfolio'', Google, 2017, drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi?usp=sharing.
# “Arms Project-2017-Strategies for Struggling Readers.” ''Google Drive-Students' E-Portfolio'', Google, 2017, drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi?usp=sharing.
==== '''Developing Independent Writing in English Classrooms by Neha Khan''' ====
==== Developing Independent Writing in English Classrooms by Neha Khan ====
Introduction
Independent writing implies the ability of the students to write autonomously employing the skills and knowledge based on the guided instructions of the teacher. It involves writing under demonstrations given by the teacher which develops the creative elements of the students. It emphasizes the implementation of an environment where the students are given more access to write self-sufficiently. The focus is usually on creating opportunities to explore, experience and execute.
Independent writing implies the ability of the students to write autonomously employing the skills and knowledge based on the guided instructions of the teacher. It involves writing under demonstrations given by the teacher which develops the creative elements of the students. It emphasizes the implementation of an environment where the students are given more access to write self-sufficiently. The focus is usually on creating opportunities to explore, experience and execute.
Research Questions
How can I motivate my students to write independently in English?
How can I motivate my students to write independently in English?
Data Collection Process
The next stage was the data collection which was one of the most crucial steps of the research. The data was collected in both Exploratory and Action phase. During the exploratory phase, I scrutinized the class dynamics and the pattern of writing that the students followed. The data was collected in order to decipher the reasons behind the obstacles faced which led to probing relevant interventions to be taken. I took assistance from various tools like Journals, Observations, and Interviews with students and teachers. While in the action phase, the data was derived from the interventions that were implemented. Tools like Reflective journals, Field notes and a rubric designed as per the need of the students were used. This process enabled me to examine my assumptions, gave me an intact picture of classroom dynamics and allowed me to implement an action plan to settle the hindrances.
The next stage was the data collection which was one of the most crucial steps of the research. The data was collected in both Exploratory and Action phase. During the exploratory phase, I scrutinized the class dynamics and the pattern of writing that the students followed. The data was collected in order to decipher the reasons behind the obstacles faced which led to probing relevant interventions to be taken. I took assistance from various tools like Journals, Observations, and Interviews with students and teachers. While in the action phase, the data was derived from the interventions that were implemented. Tools like Reflective journals, Field notes and a rubric designed as per the need of the students were used. This process enabled me to examine my assumptions, gave me an intact picture of classroom dynamics and allowed me to implement an action plan to settle the hindrances.
Fig 2: Data Collection Tools used in the Action phase.
Fig 2: Data Collection Tools used in the Action phase.
Action Phase/Interventions
The action phase comprised of the plan, organized to resolve the concerns faced in the classroom. In this phase, I aimed at creating best possible opportunity for my students to work in an independent and explorative environment. As free writing helps narrow down the focus, reduce stress and provide perspective, I exposed them to free writing first and then I moved to independent writing. The students were usually divided into groups during the interventions while at times they attended the tasks individually. They were allowed to write freely on topics of their interests and wherein they could inculcate certain real-life experiences. The tasks were formulated considering the developing skills of the students. The instructions were given as per the nature of the task that was assigned. Audio visual aids were thoroughly used during the activities. The students were given some amount of liberty in following the structure. They were motivated at different levels to write as per their creativity and imagination. An example was shown as a model on the projector before assigning the activity to explain the task. A few tasks assisted during this phase were:
The action phase comprised of the plan, organized to resolve the concerns faced in the classroom. In this phase, I aimed at creating best possible opportunity for my students to work in an independent and explorative environment. As free writing helps narrow down the focus, reduce stress and provide perspective, I exposed them to free writing first and then I moved to independent writing. The students were usually divided into groups during the interventions while at times they attended the tasks individually. They were allowed to write freely on topics of their interests and wherein they could inculcate certain real-life experiences. The tasks were formulated considering the developing skills of the students. The instructions were given as per the nature of the task that was assigned. Audio visual aids were thoroughly used during the activities. The students were given some amount of liberty in following the structure. They were motivated at different levels to write as per their creativity and imagination. An example was shown as a model on the projector before assigning the activity to explain the task. A few tasks assisted during this phase were:
Fig 4: A glance at students’ artifacts
Fig 4: A glance at students’ artifacts
Analysis and Findings
The analysis was carried out both quantitatively and qualitatively after the data collected from the triangulation method.
The analysis was carried out both quantitatively and qualitatively after the data collected from the triangulation method.
{| class="wikitable"
{| class="wikitable"
|'''REFLECTIVE JOURNALS / FIELD NOTES'''
|REFLECTIVE JOURNALS / FIELD NOTES
|'''LIBERTY'''
|LIBERTY
|'''MOTIVATION'''
|MOTIVATION
|'''PROCESS WRITING'''
|PROCESS WRITING
|'''USAGE OF MATERIALS'''
|USAGE OF MATERIALS
|}
|}
Fig 5: Themes derived after the coding of journals and field notes
Fig 5: Themes derived after the coding of journals and field notes
The following inferences were made after the analysis:
The following inferences were made after the analysis:
# The students can be motivated at different levels by being a catalyst in penning down their thoughts.'''Developing Independent Writing in English Classrooms'''
# The students can be motivated at different levels by being a catalyst in penning down their thoughts.Developing Independent Writing in English Classrooms
# They preferred activities which helped them explore themselves and include real life experiences'''Developing Independent Writing in English Classrooms'''
# They preferred activities which helped them explore themselves and include real life experiencesDeveloping Independent Writing in English Classrooms
# Moving from free writing to structural writing can help the learners in understanding the process of writing.'''Developing Independent Writing in English Classrooms'''
# Moving from free writing to structural writing can help the learners in understanding the process of writing.Developing Independent Writing in English Classrooms
# Activities including the usage of audio-visual aids and textbooks with vibrant themes and content encouraged them.'''Developing Independent Writing in English Classrooms'''
# Activities including the usage of audio-visual aids and textbooks with vibrant themes and content encouraged them.Developing Independent Writing in English Classrooms
# There needs to be a balance between providing assistance to the students and giving opportunities of learning on their own..'''Developing Independent Writing in English Classrooms'''
# There needs to be a balance between providing assistance to the students and giving opportunities of learning on their own..Developing Independent Writing in English Classrooms
# Time management and proper planning make the writing tasks productive and fruitful.'''Developing Independent Writing in English Classrooms'''
# Time management and proper planning make the writing tasks productive and fruitful.Developing Independent Writing in English Classrooms
Reflection and Discussion
This research process transformed me into a reflective person. I learnt that the different dynamics in the classroom shouldn’t be pre- assumed but they needed to be thoroughly reflected in order to arrive at a concrete and relevant conclusion. It’s better to indulge in thorough observations and meaningful evidences. It was also inferred that Pre planning the tasks that are to be taken up in the class helps in better understanding of the learners as well as the teacher. It was noticed that being a second language, English classes need to be more creative and in alignment with the students’ interest area so that they can acquire the language and its skills instead of only being exposed to textual content.
This research process transformed me into a reflective person. I learnt that the different dynamics in the classroom shouldn’t be pre- assumed but they needed to be thoroughly reflected in order to arrive at a concrete and relevant conclusion. It’s better to indulge in thorough observations and meaningful evidences. It was also inferred that Pre planning the tasks that are to be taken up in the class helps in better understanding of the learners as well as the teacher. It was noticed that being a second language, English classes need to be more creative and in alignment with the students’ interest area so that they can acquire the language and its skills instead of only being exposed to textual content.
Conclusion
In this research process, I discovered that reflecting on my classes assisted me in exploring my ways of teaching and reaching out to the areas of improvement, thus making me more confident professionally as well as personally. As there is a difference in the nature, behavior and dynamics of every class, the teacher needs to be more reflective in selecting the strategy of teaching. If the students are exposed to experimentation and exploration, they always tend to find ways for themselves. The concerns of the learners were catered to enhance the quality of teaching learning process. An improvement in the skills of the learner made the research a fruitful and successful journey.
In this research process, I discovered that reflecting on my classes assisted me in exploring my ways of teaching and reaching out to the areas of improvement, thus making me more confident professionally as well as personally. As there is a difference in the nature, behavior and dynamics of every class, the teacher needs to be more reflective in selecting the strategy of teaching. If the students are exposed to experimentation and exploration, they always tend to find ways for themselves. The concerns of the learners were catered to enhance the quality of teaching learning process. An improvement in the skills of the learner made the research a fruitful and successful journey.
References
1. Smith R, Rebolledo P (2018), ''A Handbook on Exploratory Action Research'', British Council
1. Smith R, Rebolledo P (2018), ''A Handbook on Exploratory Action Research'', British Council
Questions for discussion
# What initiated the teachers to take up these research studies?
# What initiated the teachers to take up these research studies?
# What do you learn from the experience of the above teachers?
# What do you learn from the experience of the above teachers?
=== '''GLOSSARY''' ===
=== GLOSSARY ===
Reflective practices : ప్రతిబింబించే అభ్యాసాలు
quantitative : పరిమాణాత్మక
qualitative : గుణాత్మక
exploratory research: అన్వేషణ పరిశోధన
evidences:ఆధారాలు
analysis: విశ్లేషణ
strategies:వ్యూహాత్మక వైకరి
scaffolding: తగినoత మద్దతు
critical:క్లిష్టమైన
intrinsic:అంతర్గతమైన
monotony:మార్పులేకుండా/ అదేవిధంగా