Methodology:
1. Research Design:
In order to conduct this exploratory study, Quasi Experimental method that comprise the creation of a valuation group, when it is not possible to randomize individuals or groups to treatment and control groups. This research is specifically based on the Experimental study in which two groups matched the age, sex, ratio and social class, so on were given a pre-test to initially assess the understandings and after completion of experimental process post-test provides the findings of related study. In which researcher intervenes to change the reality, and then observes what happens. This method is always evaluation design for actual results rather than forecasts. In this research, the quantitative approach is
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Tools:
To execute this research data has been collected through different tools, as a five point Likert-scale questionnaires were provided to take the feedback of participants about task-based teaching methodology needed to select one of the five alternatives i.e. “strongly agree, agree, neutral, disagree and strongly disagree.” The piloting of the questionnaires was also done before execution of the data collection by higher authorities.
Moreover, to achieve the desired objectives different tools of testing were utilized. The participants were pre-tested before instructions, through some close-ended and with four open-ended questions which were required to answer in order to express their understandings related to the course. First test was a pre-test related to the topic, which can be defined as “Pre-testing a task focuses on learners’ motivation for the scheduled course” Dornyei. (2001). In during task phase various instructional options was offered, in order to taught a conventional literature course with some refinement of task-based teaching methodology. After completion of experiment, the final test taken was post-test similar to the pre-test concerned with the topic for testing participant’s understandings after the given instructions and
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The literature course book is selected for the task-based teaching to check the participants attitude towards this new modification in conventional teaching method of literature. The purpose of the research was to enhance the learners learning outcomes though different activities (pre, while, post, and follow-up work sheets) and learners were free to share their own concepts and understandings to related discussions. Students' works were checked by the researcher, in addition to scoring and enhancing learner’s active learning
“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
While people participate in various methods of everyday reading and writing, there are extensive benefits to be gained from extending the experience to apply these abilities to literature. In the beginning chapter of Literature: A Portable Anthology, third edition the benefits of reading, analyzing, and writing about literature is explored, while also explaining literature class expectations, at a college or university level. Reading literature expands horizons by exposing readers to various perspectives, locations, and interactions, which molds opinions, attitudes, and behaviors. Taking this a step further to include analysis of the reading serves to train the brain to contemplate information and expand attention spans. Finally, writing about
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
She believes the syllabus provided to students do not include any challenging books, and her belief toward high school teachers becoming too lazy to examine thoroughly if the book the education system provides them with represent any true and significant value is a recurring concern of hers’- therefore ineffective to students. All in all, Prose used ethos, pathos, logos and the usage of specific words to help her argument. She successfully persuades her point of view and makes it clear that if schools want their curriculum to improve, they must change their way of teaching and push their students to view literature in a new
The virtual field experience video is an insightful way to determine the effectiveness of a particular teaching practice. This video allowed me to also analyze the content of the lesson and the characteristics of students whom the lesson was taught. I was then able to look at the student population and teaching method to determine best teaching practices that was used by this Dr. Bear. In reviewing the video on Dr. Bear and conducting a task analysis sheet on the content of the lesson itself, I was able to follow the teaching practice, which appears to be aimed at determining from onset the developmental level of the students as well as their general knowledge of the lesson to be taught. This is achieved by allowing the students talk amongst themselves and share information freely and then input the pertinent information related to the lesson on a chart.
Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.
Evaluation of the data defined will play an instrumental role in the process improvement written procedure, therefore enhancing operational
The purpose of this paper will show the audience the data
Being one of the largest humanities subjects, literature should be valued, as well as, studied to embrace the true philosophy that is provided. Literature cultivates an improbable amount of abilities that make it an indispensable part of education (The Value of Literary Study). Studying literature involves reading, thinking, writing and analyzing, and while stimulating those abilities, general empathy and sophistication in vocabulary increase. Literature not only provides pleasure and relaxation, but it builds experience for further comprehension in other academic areas. History and literature are inextricably intertwined (Why Study Literature par.
Evaluating validity to examine the effectiveness in and throughout the process. This process involves the factuality of information, project design, data applications, data, model and the results from an event or occurrence. Accountability will include checks and balance, performance evaluations, assessment and customer satisfaction. Measurement tools will then be considered in the light of the industry’s exclusive realities and considerations. Over time, accountability impact and cost must be evaluated.
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz. Learning styles or Gardner’s multiple intelligences.
CHAPTER FOUR: DISCUSSION AND CONCLUSION 5.1 Discussion and Conclusions This study explored the components of Lesson Study, which impacts, on the respondent’s teaching and student learning. This chapter discusses the results and offers an analysis of how the study results emphasis on the initial research questions as well as connect to literature review of the study. The discussion is arranged on the basis of research question. Summary of Findings Participants interview, observations and from many literature this study explore that TSN through Lesson Study is an innovative teaching approach comes from Japan.
Each and every goal should be analyzed to determine the potential impact on firm
TRADITIONAL TEACHING METHODS TO TEACH WITHN THE CONTEXT OF HIGHER EDUCATION Teaching methods refers to the general principles, pedagogy and management strategies used to classroom instruction. The choice to teaching methods depends on what fits educational philosophy, classroom demographic, subject area and school mission statement. The teaching theories can be arrangement into four categories and based on two major parameters- a teacher centred approach versus and a student –centred approach, and high tech material use versus low-tech material use. TEACHER-CENTRED APPROACH TO LEARNING Taken to its most extreme interpretation, teachers are the main figure in a teacher-centred instruction model.