I. This project applies action research. Action research, for the purposes of this project, is defined as when teachers conduct inquiry about how to take specific steps to systematically improve educational practice by groups of participants, according to their own actual actions and their own reflection on the outcome of those actions (Hopkins, 1985; McNiff, 1988). Action Research is also solving problems throught the appliaction of the language teaching and learning intangling with each others. Cochran-Smith and Lytle (199) describe teacher research, “The emphasis here is on professional education that is about posing, not just answering, questions, interrogtating on, own and others...by collecting and analyzing the ‘data’ of daily life in schools.” II. In order to help students build various technology-based language-learning environments, a week before the project the researcher started to meet on weekends frequently to plan and discuss and organize the project, exchange the free Web sites they have found, and then later to find out the difficulties their students encountered, and offer suggestions how to deal with those difficulties. In consideration that students might forget the locations of the ESL Websites and to make access convenient, they constructed their own Web sites Yahoo Community (http://groups.yahoo.com/group/derli1212) which link with other Web sites as follows: l Activities for ESL students (http://a4esl.or/) l Randall’s ESL Cyber Listening Lab (http://www.esl-lab.com) l The CALL Page with ALC PT Test Preparation Page (http://ehlchaffin.com/call/alcpt/alcpt1.asp) at CAFA
III. Holm, Hunter and Welling (199) give four reasons to support action research as a method to help teachers develop professionally: A. Action research can improve student learning as teachers read about and try new instructional, curricular, and assessment innovation. B. Teaching effectiveness improves as teachers systematically experiment and reflect on instructional, curricular and assessment innovations. C. Action research contributes to teachers, development as professionals as they share what they have learned with students
Meanwhile, peer visit with reflection framework, (learner autonomy in language learning through online environment). I observe their planning conversation including the objectives or purpose of the lesson, assessing students, and determining a focus for data collection. Furthermore, I capture the instruction to collect data around the implementation of teacher-student action research and record data not judgments. Also the reflective conversation is often holding in complementing the planning conversation, discussing the data and determining next steps.
Dear Buth, Thank you for your supporting. buthaina_3 (2005/9/15 上午 06:16:54): Great..Please show mw your Class blog when it's ready. You can invite me and your students as contributers to the class blog..Please let me know if you need assistance with the blog. Cheers!
2 Comments:
At 7:39 PM,
Happy said…
I. This project applies action research. Action research, for the purposes of this project, is defined as when teachers conduct inquiry about how to take specific steps to systematically improve educational practice by groups of participants, according to their own actual actions and their own reflection on the outcome of those actions (Hopkins, 1985; McNiff, 1988). Action Research is also solving problems throught the appliaction of the language teaching and learning intangling with each others. Cochran-Smith and Lytle (199) describe teacher research, “The emphasis here is on professional education that is about posing, not just answering, questions, interrogtating on, own and others...by collecting and analyzing the ‘data’ of daily life in schools.”
II. In order to help students build various technology-based language-learning environments, a week before the project the researcher started to meet on weekends frequently to plan and discuss and organize the project, exchange the free Web sites they have found, and then later to find out the difficulties their students encountered, and offer suggestions how to deal with those difficulties. In consideration that students might forget the locations of the ESL Websites and to make access convenient, they constructed their own Web sites Yahoo Community (http://groups.yahoo.com/group/derli1212) which link with other Web sites as follows:
l Activities for ESL students (http://a4esl.or/)
l Randall’s ESL Cyber Listening Lab (http://www.esl-lab.com)
l The CALL Page with ALC PT Test Preparation Page (http://ehlchaffin.com/call/alcpt/alcpt1.asp) at CAFA
III. Holm, Hunter and Welling (199) give four reasons to support action research as a method to help teachers develop professionally:
A. Action research can improve student learning as teachers read about and try new instructional, curricular, and assessment innovation.
B. Teaching effectiveness improves as teachers systematically experiment and reflect on instructional, curricular and assessment innovations.
C. Action research contributes to teachers, development as professionals as they share what they have learned with students
Meanwhile, peer visit with reflection framework, (learner autonomy in language learning through online environment). I observe their planning conversation including the objectives or purpose of the lesson, assessing students, and determining a focus for data collection. Furthermore, I capture the instruction to collect data around the implementation of teacher-student action research and record data not judgments. Also the reflective conversation is often holding in complementing the planning conversation, discussing the data and determining next steps.
At 8:52 PM,
Happy said…
Dear Buth,
Thank you for your supporting.
buthaina_3 (2005/9/15 上午 06:16:54): Great..Please show mw your Class blog when it's ready. You can invite me and your students as contributers to the class blog..Please let me know if you need assistance with the blog. Cheers!
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