Effects of a Reflective Framework on Student Teachers' Teaching and Learning Process.
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Transcript of Effects of a Reflective Framework on Student Teachers' Teaching and Learning Process.
Action Research
By
Cheok Mei Lick
IPGK Perempuan Melayu
Melaka
Title
The Effects of Reflective Framework on the Teaching and Learning Process among the TESL Bachelor of Teaching Preparatory Course Students
Introduction
I wanted students to be aware of factors that were involved in their
teaching and learning process the relationship between teaching
and learning their future roles
Key words
• Reflection• Reflective practitioner• Mindful teachers• Journaling• Metaphors
Focus of the Study
Raise awareness as to the factors that were relevant and specific only to themselves factors are aspects involved in their
teaching and learning process• encouraging• hindering
I wanted to know if this framework is effective to influence change in my students perceptions, thus change some of their actions.
Focus of the Study
Research Questions How does the reflective framework
help my students be aware of the factors that both help and hinder them in their teaching and learning process?
How reflective process help them in forming their future identity as a teacher?
Subjects in the Study First semester students of a
three-semester Bachelor of Teaching Preparatory Course
Journal writing is done every week after their 2 hours class
Template of the Journal
Influences
Positive/Enhancing
Factors
Negative/Inhibiting
Factors
Jane’s Comments
1. Personal [me-student]
2. Teaching[you –
lecturer]
3. Friends
4. Situation
Journal explainedThe template answers the 4 questions below:
1. How did I learn?
2. How was I taught?
3. How did I interact with the other students?
4. How did the surroundings enhance or inhibit my learning process?
Intervention Plan Action research plan is based
on Kurt Lewin’s (1946) model Hoban’s (2000) reflective
framework which I adapted for use.
Action Research Model
Planning
Acting
Observing
Reflecting
Hoban’s reflective Framework
• brainstorming• discussion• explicate modelling [think aloud]• examples
Awareness
• study factors that either enhance/inhibit their learningAnalyse• identify key factors for all the 4 factors• deepening of reflectionSynthesis• identify a metaphor to show the relationship between the 4
factors• small theories 't' formed• new knowledge into existing ones
Theorising
• stimulate reframing• new actions takenAction
Awareness
Brainstorm and discuss with the students about the teaching and learning process
Model how I reflect through think aloud
Analyse Stage Write their experiences in
class by studying what inhibited or enhanced their teaching and learning process
Synthesis Stage
Students will collate and identify key factors for each of the 4 factors ; personal, teaching, peer and situational
Theorising
Students will produce a metaphor in order to explain how they view the relationship between teaching and learning
Action Deduced implications for their
future role Students established frames and
routines before the reflection process may be reframed now.
Lead to professional and personal change
Findings and Discussion
15 weeks journal entries collated
Metaphors
Student 1:Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors try to understand in detail do more practice motivate myself
exhausted lazy to revise & complete
homework
2. Teaching factors gave meaningful advice elaborated with examples inspires
none
3. Peer factors cooperative & helpful not selfish
none
4. Situational factors
none nervous as today we have a test
Student 1: Metaphor
Student 2: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors learn more do more practice motivate oneself using song is interesting
lazy to do revision and homework exhausted keep making same mistakes when
making new sentences
2. Teaching factors advice & encouragement keep reminding to check our
grammar teach and explain more extra notes and exercises
uploaded online
class cancelled last minute was scolded too strict and serious
3. Peer factors cooperative misunderstanding during discussion
4. Situational factors video clip shown made us realised about life
having test active feedback session Comfortable lab
nervous during test too many assignments to be
submitted at the same time
Student 2: Metaphor
Student 3: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors study strategy worked video shown in class inspired her test motivated her to study and revise her
work realized she needed to improve her grammar do self-reflection after teacher’s
encouragement and also scolding in class more confident when having to do
presentation in class
negative thoughts about the past lazy to revise too much sleep love to procrastinate the more she learns the more confused she is
2. Teaching factors good choice of video inspired by teacher’s motivational words attempt a task immediately after the input prefer input from the teacher and not from her
friends realized other methods of teaching grammar teacher’s notes and explanation helpful
teacher too serious in class made her afraid to ask question
needed more time for ISL tasks task was set without clear explanation kept repeating the same words when scolding
3. Peer factors discussion was helpful healthy competition help each other to improve
noisy when doing ISL tasks
4. Situational factors air-conditioned room was good prefer the computer lab than her classroom using songs in class brought fun into the
classroom
going home after class classroom was hot not enough time to discuss after class with
the teacher no LCD in class problem with her speaker tensed when being scolded
Student 3: Metaphor
Student 4: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors never give up till she can understand
read up before class concentrates in class presentation made her more
confident
exhausted not confident
2. Teaching factors clear explanation check and correct continuous tasks notes given motivational talks presentation using mind map was
helpful
task on a song lyric was not suitable
3. Peer factors continue discussion after class encourage one another
none
4. Situational factors conducive online tasks helpful
no LCD in the classroom no speaker in the classroom
Student 4: Metaphor
Student 5: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors tries to understand her content having to present helped her
understand better
cannot understand what was taught
confused
2. Teaching factors tasks set helped her understand better
clear explanation notes given stressed importance of grammar
scolded by teacher
3. Peer factors peers helped explained further did online tasks together
noisy and distract her at times
4. Situational factors comfortable no internet connection
Student 5: Metaphor
Student 6: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors do as much grammar exercises as she can
learn to select suitable video for teaching
confused with the tree diagram not enough time afraid to ask questions
2. Teaching factors likes the online learning mode coursework helped improved
her understanding notes given clear explanation kept reminding to work hard
3. Peer factors cooperative & helpful
most are weak in grammar
4. Situational factors
None submission all coursework at the same time
Student 6: Metaphor
My ReflectionInsights from students’
journalsImplications for my self-study of teaching
Students find me too serious and moody at times.
Try to smile more and be more pleasant in class. Be consistent with my attitude in class.
Students do not like last minute change.
Try to remember to inform students earlier of any changes
Students learn better when I explained.
Try to teach them first and followed by discussion of tasks. Do away with individual presentations in a grammar class.
Students afraid to ask me questions.
Try to be more tolerant of whatever questions posed and again smile more.
Students like the use of mind-map and varied activities when learning grammar.
Try to come up with different activity each time you enter class.
Students worried of being scolded. They are embarrassed.
Try not to scold students. If I do need to scold then do not embarrass them. Be more careful.
Implications for Me
Every experience is interpreted differently by every student.
A mirror of my teaching.
Conclusion
Reflective thinking converts action that is merely blind and impulsive into intelligent action.
John Dewey (1933)