Методическая разработка по английскому языку на тему "Exploratory Teaching: Data collection techniques"

• 1 слайд

  
  
  
  
  
  
  Exploratory Teaching
  
  data collection techniques
  
  A.I. Kozitsyna
  Zonalny Secondary School
  Tomsk
  
  2018
  

• 2 слайд

  Session Aims :
  
  
  To raise the teachers’ awareness of the data collection techniques for ET (Exploratory Teaching )
  To help them to select data collection techniques\ instruments
  

• 3 слайд

  Data collection techniques
  Photographs
  Portfolio
  Running a classroom diary
  Questionnaire
  Observing
  Audio or video recording
  Mini-case study or learner profile
  Interview
  Field-notes
  Dossier
  
  

• 4 слайд

  Search for two adjectives to the word “data”
  

• 5 слайд

  Data
  Quantitative
  (“hard data”)
  Qualitative
  (“soft data”)
  

• 6 слайд

  Advantages and disadvantages of techniques
  Photographs
  Give an opportunity to look at images of learners working, or at the end as a stimulus for discussion;
  Help you get observation and comment from other teachers who were not present at the time;
  Promote discussion.
  
  Show isolated situations;
  Difficulty of being in the right time;
  Concentrate on small groups and individuals, not classes;
  Record nothing in depth;
  Images may not truly depict activities of the children, if photographer is selective;
  Expensive.
  

• 7 слайд

  Audio\ video recordings
  Can support classroom assessment;
  Enable all situations to be constantly reviewed;
  Origin of problems can be diagnosed;
  Behavioral patterns can be seen;
  Patterns of progress over long periods can be clearly charted (comprehensive)
  Expensive to obtain;
  Can be distractive;
  Can be disturbed by the practical problems of operating.
  

• 8 слайд

  Questionnaires
  Easy to administer;
  The data are quantifiable;
  Quick to fill in;
  Easy to follow up;
  Provide direct comparison of groups and individuals;
  Provide a feedback on whatever teachers want to ask about.
  Difficult to get questions that explore in depth;
  Children will try to produce “right answers”;
  Analysis is time-consuming;
  Extensive preparation to get clear and relevant questions;
  Effectiveness depends much on reading ability and comprehension of a child;
  Children may be fearful of answering candidly.
  

• 9 слайд

  Interviews
  Easy to prepare;
  The data are quantifiable;
  Teacher is in direct contact with learners;
  Can follow up problems immediately when they arise and get info;
  Can be learner-learner;
  Flexibility (some questions can be explained, replaced)
  
  Take much time;
  Frequently difficult to get YL to explain their thoughts and feelings;
  Children may be reluctant to give relevant information;
  Need some form of recording equipment, with attendant disadvantages.
  
  

• 10 слайд

  Case study \ profile
  A relatively simple way of plotting the progress of a learner’s or group’s reaction to teaching methods;
  Case studies draw on data gathered by many methods.
  Accurate, representative.
  Feedback available to teacher only after considerable period of time;
  It will be time-consuming in its preparation and writing.
  

• 11 слайд

  Summarising
  Teacher can select one technique or a small number of techniques (2-3), as it will make a process more manageable.
  
  It’s important to realize that all techniques\ instruments are often used in combination, each has a specific purpose and is best suited to a particular situation.
  The instruments should be valid and reliable.
  

• 12 слайд

  Reading references
  Allwright, D, Bailey, K. (1994) Focus on the language classroom CU
  James, P (2001) Teachers in action Tasks for in-service language teacher education and development CUP
  Allwright, D, (1991) Exploratory Teaching, Professional Development, and the role of a Teachers Association Havana, Cuba
  Allwright, D,( 1993) Teachers Develop teachers Research Oxford: Macmillan Heinemann
  Wallace, Michael J. (1998) Action Research for Language Teachers CUP
  Nunan, D.,(1995) Research Methods in Language Learning CUP
  
  

Aims :

- To raise the teachers’ awareness of the data collection techniques for Exploratory Teaching

·          

- To help them select data collection techniques

Results:          

They will

-           familiarize themselves with the range of  the data collection techniques  for Exploratory Teaching

-          select data collection techniques for ET in their own  classroom situation

Reasons:

·         Data gathered by many techniques – it is a relatively simple way of plotting the progress of  a course or a learner’s or group’s reaction to teaching methods

·         Feedback is available to teacher  after any period of time

·         It will not be time –consuming in its preparation and its writing

Conclusion:

1.      Teacher can select one technique or a small number of techniques (2-3), as it will make a process more manageable.

2.      It’s important to realize that all techniques\ instruments are often used in combination, each has a specific purpose and is best suited to a particular situation.

3.      The instruments should be valid and reliable.

Reading references:

1.      Allwright, D, Bailey, K. (1994) Focus on the language classroom CU

2.      James, P (2001) Teachers in action Tasks for in-service language teacher education and development  CUP

3.      Allwright, D, (1991) Exploratory Teaching, Professional Development, and the role of a Teachers Association Havana, Cuba

4.      Allwright, D,( 1993)  Teachers Develop teachers Research Oxford: Macmillan Heinemann

5.      Wallace, Michael J. (1998) Action Research for Language Teachers CUP

6.      Nunan, D.,(1995) Research Methods in Language Learning CUP

7.      Ur, Penny (1996) A course in Language Teaching CUP

8.      Mill rood, R (2002) Teaching English to Young Learners: classroom research guide, Teacher Development Series, Continuing professional Development Project- BC Moscow

9.      Hopkins, D. (1993) A Teacher’s Guide to Classroom Research OUP

Glossary

Quantitative data   Data which are recorded in numerical form

Qualitative data   Data which are recorded in non- numerical form, such as transcripts of classroom interactions

Interview  conversation or meeting intended to gather certain information

Structured interview  formal conversation conducted for research purposes in which all the questions that are asked have been prepared beforehand;

Unstructured interview  formal conversation conducted for research purposes but for which there is little or no fixed plan or organization: the researcher follows through any topics that  seem interesting

Semi -structured interview  formal conversation for which the researcher has prepared the key-questions, but is also able to ask supplementary questions, depending on the responses received

Case study   an in-depth study of one particular student, teacher, class, school, etc.

Field notes  written comments made in the course of professional action

Diary  private account of a person’s actions, thoughts and feelings written by a person himself or herself, usually on  a daily basis

Questionnaire   an instrument for the collection data, usually in written form, consisting of open and / close questions and other probes requiring a response from subjects. Questionnaire may also  be used in an interview

Краткое описание документа:

Данная методическая разработка предназначена для учителей английского языка, стремящихся проанализировать свою педагогическую деятельность с целью выявления слабых и сильных сторон в своей практике преподавания. Разработка содержит инструменты\ техники сбора данных, критерии валидности для эффективного их использования при исследовательском подходе к обучению.