2nd Solved assignment aiou 8611 autumn 2019

2nd  Solved assignment aiou 8611 autumn 2019

Q1. when can teacher conduct action research, how is it different from applied research and why is it needed?

Ans:
TEACHER AS RESEARCHER

"It is teachers who, in the end, will change the world of the school by understanding it" (Lawrence Stannous 1988)

As teachers engage in action research they are increasing their understanding of the schooling process. What they are learning will have great impact on what happens in classrooms, schools, and in the country in broader perspective in the future. The future directions of staff development programs, teacher preparation curricula, as well as school improvement initiatives, will be impacted by the things teachers learn through the critical inquiry and rigorous examination of their own practice and their school programs that action research requires.

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses whether organizational, academic, or instructional and help educators develop practical solutions to address them quickly and efficiently.

Teacher-researchers can be characterized as those practitioners who attempt to understand their practice, and impact on their students by research , between teaching and learning in their world of work.

Importance of Teachers’ Research

Schools are the nurseries for the production of the trained manpower So it is not enough for teachers merely to make decisions; they will be called upon to make  decisions, decisions which are data driven. Therefore, it is necessary for teachers be much more deliberate in documenting and evaluating their efforts. Action research is one means to that end. Action research assists practitioners and other stakeholders in identifying the needs, assessing the development processes, and evaluating the outcomes of the changes they define, design, and implement.

It is important for the teachers as they assists practitioners and other stakeholders in identifying the needs, assessing the development processes, and evaluating the outcomes of the changes they define, design, and implement. When the teacher starts working on action research, s/he is actually considered to be reflective practitioner assessing and evaluating her own work with different methods and modifying and changing the teaching related decisions accordingly.

Teacher researchers give an in-depth thought to the question that what they will be going to learn from their students. To get the answer to this question, they listen to and watch their students engage in authentic work; collect work samples, photographs, and transcripts to document what their students say and do; and use that information to evolve their practice as they celebrate and support the voices and experiences of the children they teach. In this sense, teacher researchers are innovators, curriculum drivers, agents of school change, and directors of their own professional development.

 DESIGNING ACTION RESEARCH

Identification of Problem (Identify a problem to be studied)

The first step in the action research to identification of the problem. What element(s) of our practice or what aspect of student learning do we wish to investigate?

 What in real sense I want to improve?

What is the matter of concern that is not up to my expectations?

Researcher has to decide about the above mentioned questions first.

1.   Are the students slow in grasping the concept?
2.   Why the students are not active?
3.   How can I develop interest in mv teaching?
4.   What method would be effective?

Researcher has to hit the exact concern first to carry on with the next step. Confusion or non clarity at this stage would result in mining of the other coming steps like collection of data. One must collect the required data in order to analyze and then interpret it to develop a plan for the implementation an further reflection and improvement in the required field of problem. Although all the steps are interlinked, but the first step is of foremost importance in order to lay down the strong foundations for the whole process.

What is the difference between AR and applied research?

 The answer has to be a characteristic that is not the case for applied research. I don't think we can say AR is done by teachers, and that is its defining characteristic, because applied research  is also done by teachers all the time.

As part of the introduction of a new syllabus, a researcher wishes to know whether the use of group work  prove students' ability to speak English. The researcher first consults the literature first area of research and decides on the approach and methods to be used. The  hypothesis is "Group work will increase the development of both fluency and accuracy in oral tasks." The researcher assigns one group of students in a school to an experimental group, where all classroom tasks are conducted through group work for a period of two months. An equal number of students (the control group) are taught using the same tasks through a whole-class, teacher-fronted approach for the same period. In order to ensure that the students in the experimental group are not at higher levels of language learning to begin with, the researcher first administers a test. She then assigns students to the groups on the basis of the test results. At the end of the two months, each of the groups is given a further identical test in order to see whether the use of group work has resulted in higher results for the experimental group. The results show that the students assigned to group work have performed at a higher level in relation to fluency, but that their performance &publishes the findings of the study in a journal.

Q.2 Write down a critical essay on the current syllabus English taught at grade five. Answer     

Curriculum is typically a phenomenon includes many dimensions of learning, including

rationale, aims, content, methods, (sources, time, assessment etc; which refers to various levels of planning and decision making on learning (for example, at the supra-, macro-,meso-, micro- and nano-); or, international, national, local, classroom and individual levels; and which  multiple representations of learning

(for example, intended, implemented,attained,etc) at the supra  in the playground, at lunch time flren eating (civic responsibilities, etc.). This curricular totality also includes opportunities Wider achievement through sport, music, debating, and the like. For the purposes of this paper, curriculum is defined in a holistic, process-oriented way.
 This definition is based on the belief that while curriculum might commonly be perceived as a set of documents, the quality of those documents is closely connected to the processes used to develop them and to the means through which they are put into practice. In other words, judging the quality of the curriculum itself cannot be done in isolation from the broader processes of curriculum development implementation and evaluation.

The syllabus has been structured to cover each of the three years of Primary 1-3. Each year s work has been grouped under five sections or themes (Diversity of matter, Cycles, Systems, Energy and Interactions of matter). Each of these themes is related to everyday experiences the child, and to commonly observed phenomena in the child s environment. The mailroom is to enable pupils appreciate the links between different scientific topics and thus help them  to integrate scientific ideas in dealing with phenomena. The sections/themes cover a core of concepts which provide broad based understanding of the environment upon which the foundation for further study could be built.

The topics under each theme are not to be looked at as separate or isolated blocks of  knowledge. In general, there are no clear borders between these themes.There are some topics that are common to different themes. A conscious effort should therefore be made by teacher to let pupils see the link between themes whenever possible. In particular, it will be noted that Systems, Energy and Interacting matter are closely related. Another feature of the syllabus is the Spiral Approach.

This  characterised by revisiting concepts and skills at different levels with increasing degree of depth at each stage. The spiral approach has the benefit of matching scientific^jyicepts and skills to pupils- cognitive development.

Diversity of matter

Pupils should organize that there is a great variety of living and non-living things in the world. Humans seek to organise this great variety to better understand the world in which they live).There are common threads that connect all living things. There are also unifying favor in the diversity of nonliving things that scientists use to classify them. The study of the diversity in the world should also help pupils to appreciate the importance of life s diversity and therefore take necessary steps for maintaining this diversity. Topics covered under Diversity of matter include the following: -

Variety and characteristics of living thing

Materials

Classification of organisms and materials

Cycles Pupils should recognise that there are repeated patterns of change in nature and should seek to understand how these patterns occur. Examples of cycles are the day and night cycle, life cycles of living things and the recycling of resources. Studying these cycles helps humans to understand the Earth as a self sustaining system and secondly, helps humans to be able to predict events and processes. Topics included under cycles are as following:

1.   Life cycles of the mosquito
2.   Water cycle
3.   Day and night cycles
4.   Convection and ventilation
5.   Reproduction in plants and animals
6.   Land and sea breezes etc.

Q3: How can students become a part of the assessment and evaluation process? Explain with examples.

Answer

All effective educators use ongoing assessments to determine their students' ability levels various academic areas and to guide their instruction. In the realm of special education, the assessment process is absolutely essential. Parents, teachers, specialists and counselors depend on multiple assments to identify a student's strengths, weaknesses and progress.

What are Assessments?

Assessments often include various tests, both standardized and criterion-referenced, but testing is not the only way that educators measure students' aptitude. Assessments are Evaluations, and might consist of anything from simple observations that a teacher or aide jots down while a student works on an assignment to complex, multi-stage procedures such as a group of teachers assembling a large portfolio of student work. Then there are assessments that are required by individual schools, districts or states that help educators determine whether or not a student qualifies for special education and, if so, the types and frequency of services that will best support a student's success.

Common assessments in special education include:

Individual Intelligence Tests:

 As the name suggests, individual intelligence tests are administered to a student one on one.       

1-Wechsler Intelligence Scale for Children (WISC): The school psychologic Usually administers this test, which measures a student's intelligence in a variety of areas, including linguistic and spatial intelligence.

Stanford Binet Intelligence Scale :

The school psychologist or special education team administer this test, which, like the WISC, is also norm-referenced. The questions are designed to help educators differentiate between students performing below grade level because of cognitive disabilities and those who do so for other reasons.

Group Intelligence Tests:

Group intje^ence and achievement tests are often administered in the general education classroom is through these types of tests that a teacher might first

suspect that a student has teaming disability. These tests have two functions, measuring academic ability as wellchild's cognitive level

Skill Evaluations

Specialists such as the school speech pathologist and the child’s general practitioner use certain  diagnostic measures for determining a child's gross motor skills, fine manipulate* skills and hearing, sight speech and language abilities.

Developmental and Social History:

 The child's classroom teacher, parents, pediatrician and school specialists help formulate this narrative assessment. They may fill out checklists, answer questions, participate in an interview or write a report addressing a child's strengths, challenges and development (or lack thereof) over time. The focus here is on issues such as the child's health history, developmental milestones, genetic factors, friendships, family relationships, hobbies, behavioral issues and academic performance.

Observational Records: Anyone who works with the child can provide information about the child’s academic performance and behavioral issues.

Samples of Student Work: The general classroom teacher also provides most of the evidence in this domain. A folder of assignments, tests, home work and projects can provide a snapshot of a child's abilities and challenges in performing grade level work.

Who and What is Involved?

1-Anyone involved in  life and education might suspect a learning disability or similar issue and Specialists to explore it further.

2-The first person  to conduct an informal assessment is typically the classroom teacher, though a guardian or pediatrician might start the assessment process.

3-A classroom teacher or pediatrician might request a referral to a medical specialist, therapist, psychologist or other specialist to focus on a particular area of concern. These individuals keep written records of findings, and should also write descriptions of any discussions concerning the child.

4. The school's special education department or student study team begins informal and formal evaluations. They will request that the classroom teacher and other individuals working with the child submit any evidence gathered.

Why So Many Assessments?

In the world of education, quantity is not always quality. However, educators require multiple measures to ensure that they gain an accurate picture of a student's performance compared with others at the same grade level. This process is essential, because a student not do well on a specific assessment due to performance anxiety.

Q4: On any of the social media that you use (Facebook, Twitter, WhatsApp) make group of teachers. Initiate a discussion regarding role of education in society, write down a report of the discussion .

Answer

I'm a big fan of social media. Facebook, Twitter, blogging platforms and other 'web 2.0 offer users the ability to publish their thoughts and exchange ideas with a global audience. In this article I will be discussing ways that you can use social media in your classes and courses.

You can use them in the following ways:

1-Building a class blog, where students can take it in turns to write posts on topics of

interest. Other students can then add comments. The teacher will need to moderate, as comment threads can sometimes become heated an you are representing an educational institution, this could become a tricky issue.

2-Creating lessons based on blogs. I once devised a reading task taking four types of blog-I one academic, one on the life of an ambulance driver, one personal blog and another on current affairs. I had students skim read each blog and answer thematic questions. They then exchanged their opinions on each blog and decided which one seemed most interesting.

 We then had a language analysis task with samples of text from each blog. Students examined differences in style (i.e. formality, lexis and tone, before focusing on the personal blog, which used more colloquial language. After a matching task where some key phrases were identified, students were set the task of writing a blog entry on something they had done that week.

Having sudents start their own blogs. For this to work, they will probably need support, as blelonging is a habit that has to be kept up consistently and it takes time to get good at it.

etchers can do this by examining the discourse features of personal blogs and producing a structured lesson that enables learners to mimic these features in their own writing. Common discourse features of personal blogs are:

Ø Short posts

Ø Informal or colloquial language

Ø First person perspective

Ø Contemporary topics

Ø Taking on the form of a dialogue with readers (especially in comment threads)

Twitter

Twitter is a microblogging site. Microblogging involves writing very short updates on you are doing, your ideas, activities, links to interesting sites and so on. Twitter limits pdates to 140 characters, and these updates are known in the Twitter community tweets'. When you join the site, you can 'follow' other users' tweets, which appear  kind of news feed when you sign in. They have the option of following you back.      the same culture of regular updates as with regular blogging- and some users are prolific, tweeting many times per day, while others are less active.

forces the writer to be very

The short length of tweets is linguistically interestin concise, and to focus very specifically on the reader vjterests.

Some ideas for using Twitter in a course:

Twitter warmer :

Focus on a Twitter from a news source such as the BBC or CNN. In small groups, learners can read one tweet and try to predict the broader details of the story. They can then exchange ideas with another group before checking fuller details online.

2) Twitter search activity twitter has a powerful search tool that allows users to look for specific search items in the ‘twittersphere*. Learners can be given an item of new vocabulary, for example, and search for authentic examples of use in real time. They can then derive the meaning from context (with appropriate support from the teacher).

3)      Practice of short forms-

 The concise nature of Twitter lends itself to this

4) Practice of the present continuous-

The immediacy of Twitter suggests the present continuous, e.g. ‘writing an article on social media in the EFL classroom'

Facebook and other social networking sites

Social networking sites allow users to make connections and keep in touch with other users, who become 'friends'. As there is the possibility to interact via messaging (both instant and via a form of email service) and status updates (you say what you are doing), there is the opportunity for language practice.

Some sites are more or less 'serious' than others. Linkedln, for example, is a social networking site for professionals, and has an appearance and functionality to match. How these sites can be used in class totally depends on the level to which your

members are willing to interact with each other in a (relatively) private space, and flow

suitable that is.

Some ideas:

1-Create a class group on a social networking site. Groups are a form of  virtual club. If the group has a clearly defined purpose, which can be defined in  class a task making use of various language items), this will encourage online .The teacher can act as an administrator, suggesting topics for discussion and posting links. This can become more exciting if members are attracted from outside the class by class members inviting their friends to join.

2-Your school can create a profile on site and students can become friends with the school. Teachers can then answer students questions online and engage in discussions. This will also have the effect of boosting the school's profile.

Conclusion         :

Teachers must be aware that while it's easy and exciting to put your thoughts all over the web, you must beware of the law in the country you are working .

You should also check terms of use and privacy statements to make sure you know what the owners of the sites are doing with any information they collect and to check that the services.

Q5: Choose two newspaper which publish Opposite narratives of political scenarios. Write down a short report of how did you notice the different of opinion and what is your conclusion on the issues.

Answer:

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