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Understanding action research

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Study the AR booklet. Choose salient features and in groups demonstrate your understanding of what AR is all about. Upload and present it in the form of graphic info.

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Action Research

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Study the video given and in your group generate one problem with evidences that you have observed from the video. (Miss R Video)

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Study the video  given and in your group generate one problem with evidences that you have observed from the video. (Miss A Video)

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Study the video  given and in your group generate one problem with evidences that you have observed from the video. (Miss I Video)

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Study the video  given and in your group generate one problem with evidences that you have observed from the video. (Mr Q Video)

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Study the video  given and in your group generate one problem with evidences that you have observed from the video. (Miss RV Video)

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Study the video  given and in your group generate one problem with evidences that you have observed from the video. (Miss T Video)

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Action Research Word Cloud

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§  Materials used for Set Induction and Conclusion are unsuitable because of the size. The size is too small for the whole class to be able to see them.  (1.38)

§  The teacher has a lot of fillers and it seems like he is having a lot of hesitation while teaching.  (1.05-1.30)

§  Questioning Technique: the teacher asks a lot of yes or no questions. Sometimes, he is unable to correctly elicit answers from the students. The teacher has not planned his questions carefully beforehand.  (4.00)

§   The teacher attempts to translate words into the students’ mother tongue for their comprehension instead of trying to give explanations in English.  (8.40) & (8.45 – 8.58)

§  The teacher writes on the whiteboard while explaining to the students. Moreover, he instructs the students to write the correct answers from the exercise in their work sheet for the class discussion session on the whiteboard and when the writing of the students on the whiteboard is too small, the teacher has no attempt to improve the fault. (24.51)

§  The instructions of the teacher to the students are not bad, although, occasionally they are not completely clear and might cause confusion. (3.05)

§  The teacher talk in this lesson is high; therefore, the percentage of interactivity between the teacher and the students is quite low. He has the tendency to answer his own questions without waiting for the students to answer.

§  The teacher voice projection is not consistent and for the entire lesson, 80% of the time, he is standing in front of the class. This also leads him to focus and gives more attention to the students sitting in the front rows of the class.

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Set Induction
1. Set Induction is not interesting.

Presentation Stage:
1. Teaching point
- no content (no new knowledge, previous knowledge)
- no objectives (language aspect or skills) to achieve
- can summarize it as "aimlessness lesson plan that affect the teaching and learning lesson"
2. Repeated activity from Set Induction.

Practice Stage
1. No classroom control
2. Engagement with students
- no interaction
- discouraging, downgrading students with unacceptable remarks as a teacher
- when students make mistakes, no feedback or good correction were made for students' sake (no moral values)
- no guidance through out the activity
- ignore students' calling for clarification on what to do

Production stage
- She only collects the answer sheets from the students without checking their answers.

Closure
- Only a recap from Set induction's activity

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One significant problem that we think affected the teaching is during production stage. The teacher did not assign any group task to the students which make the students idle because they did not communicate with each other. Students might get bored at this stage. We are concerned there might not be any development in the lesson as students might have lost their interest towards the lesson. Plus, at this stage, teacher wandered around almost all the time without assisting the students.

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1. Questioning techniques:

The teacher was too focused in finding the answers that she had in mind instead of leading the students to the correct answer. Scaffolding did not happen during the q&a sessions

(11:00 - 16:56)

-when the students gave a wrong answer, the teacher did not give any feedback to it and instead, she asked other students to answer the question. There's no& explanation on the right answer after she confirms the correct answer.

(13:15 - 13:36)

- the teacher gives the correct answer instead of letting the other students to answer or help the first student to answer correctly

(14:18 - 14:28)

- at the last question, teacher straight away gave away the answer to the students.

(16:22  - 16:30)

2. Classroom Instructions

- The teacher gave unclear instructions to the students *especially* during production stage. She provided the students with worksheets. Then, she asked either they understand the instruction written on the worksheet or not. After receiving a ' yes' from a few students, she just let them answer the worksheet without actually clarifying the tasks that needed to be done. Even though she read the instructions out loud, it didn't suffice as the students still had some things to clarify with her later on.

(19:31 - 19:45)

- The teacher also made some mistakes on giving the instructions as they are confusing the students. For example, in 20:05, the teacher said "you can use as many words as you can" to a group of students but in 22:25, the teacher said to the same group to "use only what Ih have given" which were referring to the words.

(20:05 and 22:25)

- When a group of students asked her about what they need to do, she only explained the task to that particular group. She did not repeat and explain it to the whole class.

(20:00 - 20:24)

3. Confirmation check

- She did not check or ask whether all the students have the same answers or not. Instead, she just proceeded to the next question

(11:29 - 11:40), (12:22 - 12:37), (13:35 - 13:46)