Understanding the Culture of Implementing Classroom Action Research for Professional Self-Development
Jen Renita binti Mappah
The study advocates the relevance of Classroom Action Research (CAR) in today’s classrooms. It shows ways in which implementing CAR by school teachers can lead to enhancement in the teaching and learning process. This study focuses on efforts that can ensure a culture of implementing CAR is able to enhance the self-professional development of school teachers and also the example of how to conduct the CAR concept. It arrives at the conclusion that CAR raises teachers’ awareness in enhancing the betterment of what and how the basic mechanism of CAR can lead to a higher level of professional self-development among school teachers.
The study advocates the relevance of Classroom Action Research (CAR) in today’s classrooms. It shows ways in which implementing CAR by school teachers can lead to enhancement in the teaching and learning process. This study focuses on efforts that can ensure a culture of implementing CAR is able to enhance the self-professional development of school teachers and also the example of how to conduct the CAR concept. It arrives at the conclusion that CAR raises teachers’ awareness in enhancing the betterment of what and how the basic mechanism of CAR can lead to a higher level of professional self-development among school teachers.
understanding_the_culture_of_implementing_classroom_action_research.pptx | |
File Size: | 650 kb |
File Type: | pptx |
My Journey with Year 2 Amanah
Ann Eastlake & Morinie Linus
I turned this Year 2 class around which had severe behavioural problems and learning difficulties using these strategies: classroom management techniques which involved rewards and sanctions, seating plan, group monitors, assigning pupils duties and responsibilities:instilling a sense of pride and ownership in what they do. From teacher-centred teaching, I experimented with task-based learning, project work, group work, pairwork, differentiated learning and finding out from the pupils what they wanted to learn, giving them a sense of ownership. In the presentation, I’ll be exploring some of the techniques I used with the audience.
I turned this Year 2 class around which had severe behavioural problems and learning difficulties using these strategies: classroom management techniques which involved rewards and sanctions, seating plan, group monitors, assigning pupils duties and responsibilities:instilling a sense of pride and ownership in what they do. From teacher-centred teaching, I experimented with task-based learning, project work, group work, pairwork, differentiated learning and finding out from the pupils what they wanted to learn, giving them a sense of ownership. In the presentation, I’ll be exploring some of the techniques I used with the audience.
my_journey_with_year_2_amanah.pptx | |
File Size: | 2754 kb |
File Type: | pptx |
ELC: English Language Centre
Jainah Sulaiman
The pupils did not have much exposure to English language materials outside school, and were not confident using English. We were given keys to a disused teachers house, created a language-rich environment, the English Language Centre (ELC). The ELC is about learning from each other. I will describe how the ELC came about, the effects on the confidence of pupils and ask participants to come up with ideas to help pupils in their own contexts. Pupils use the ELC during break times as well as classes, and are proud of their achievements in using English more around the school.
The pupils did not have much exposure to English language materials outside school, and were not confident using English. We were given keys to a disused teachers house, created a language-rich environment, the English Language Centre (ELC). The ELC is about learning from each other. I will describe how the ELC came about, the effects on the confidence of pupils and ask participants to come up with ideas to help pupils in their own contexts. Pupils use the ELC during break times as well as classes, and are proud of their achievements in using English more around the school.
elc_english_language_centre.pptx | |
File Size: | 10984 kb |
File Type: | pptx |
Using ICT with Mixed Ability Pupils
Sandra Randall & Ernie Stephanie Edward
Technology education is important in the twenty first century. As I’ve introduced ICT to my pupils they’ve become more focussed in lessons and have gained confidence in their own abilities. Pupils, who stay quiet in other lessons, suddenly come to life and get involved answering questions, participating in activities. Experimenting with
various activities, my classroom management improved. In this session I will discuss the processes used in my research and demonstrate some examples through video. I will also show how this can benefit pupils of mixed abilities in class, and generate a discussion amongst participants with their ICT experiences.
Technology education is important in the twenty first century. As I’ve introduced ICT to my pupils they’ve become more focussed in lessons and have gained confidence in their own abilities. Pupils, who stay quiet in other lessons, suddenly come to life and get involved answering questions, participating in activities. Experimenting with
various activities, my classroom management improved. In this session I will discuss the processes used in my research and demonstrate some examples through video. I will also show how this can benefit pupils of mixed abilities in class, and generate a discussion amongst participants with their ICT experiences.
Minimal Resources, Maximum Research
Colette Kane & Mohd Kamurulizian Abdul Aziz
Many teachers are faced with the daunting and challenging task of making English fun and enjoyable with minimal resources and budget.Through discussing a case study, with experienced input from the facilitator, participants will discover ways in which to achieve the above. They will also be introduced to the DOGME method of teaching, which will point them in the right direction when researching the timeless question of “How to teach with no resources”.
Participants are encouraged to teach the students and not the course book, while still covering their syllabus.
Many teachers are faced with the daunting and challenging task of making English fun and enjoyable with minimal resources and budget.Through discussing a case study, with experienced input from the facilitator, participants will discover ways in which to achieve the above. They will also be introduced to the DOGME method of teaching, which will point them in the right direction when researching the timeless question of “How to teach with no resources”.
Participants are encouraged to teach the students and not the course book, while still covering their syllabus.
How Learning Communities Will Continue After the ELTDP Has Ended
Kerrilee Barrett & Aisah Suyade
Teachers sometimes lacked ideas or wanted new ideas. They went to focus groups and shared techniques and methods other teachers tried to keep students engaged and eager to learn. They returned to their classroom and adapted the ideas. They went back to the focus group and reflected on it. Teachers started to lead sessions, and asked for or hosted resource sessions where teachers gather in a smaller group to create or to share practical teaching and learning resources.Participants of the symposium will discuss what to do and how to ensure the learning community continues after the mentors have gone.
Teachers sometimes lacked ideas or wanted new ideas. They went to focus groups and shared techniques and methods other teachers tried to keep students engaged and eager to learn. They returned to their classroom and adapted the ideas. They went back to the focus group and reflected on it. Teachers started to lead sessions, and asked for or hosted resource sessions where teachers gather in a smaller group to create or to share practical teaching and learning resources.Participants of the symposium will discuss what to do and how to ensure the learning community continues after the mentors have gone.
how_learning_communities_will_continue_after_the_eltdp_has_ended.ppt | |
File Size: | 36901 kb |
File Type: | ppt |
Video used during session above
Shared Reading in the Classroom
Mas Adiba Binti Mahusain & Vicky Aitken
By shared reading, teachers can demonstrate the skills of reading, and children learn about print as a stimulus. Based on research from workshops, discussions, observations with colleagues, and my own classroom experience, this session will focus on the advantages of using a shared reader. The teacher's own classroom research is from a Level 1 class and is based on evidence from trialling of shared reading in the classroom. The session will explore the ways in which a shared reader can be used.
By shared reading, teachers can demonstrate the skills of reading, and children learn about print as a stimulus. Based on research from workshops, discussions, observations with colleagues, and my own classroom experience, this session will focus on the advantages of using a shared reader. The teacher's own classroom research is from a Level 1 class and is based on evidence from trialling of shared reading in the classroom. The session will explore the ways in which a shared reader can be used.
shared_reading_powerpoint.pptx | |
File Size: | 1708 kb |
File Type: | pptx |
The Power of Fun: Activities to Develop Reading
Anne Sloan & Susan Sabin
As a result of the new KSSR curriculum, several teachers in Tambunan have been conducting research to find ways of making English fun and therefore motivating pupils to want to learn and to read. The purpose of this workshop is to share some of the more successful activities/techniques they have trialled. Participants of the workshop will experience a brief overview of how the research was conducted and then take part in several fun activities focussing on the development of reading at both word and text level utilising resources other than the KSSR textbook.
As a result of the new KSSR curriculum, several teachers in Tambunan have been conducting research to find ways of making English fun and therefore motivating pupils to want to learn and to read. The purpose of this workshop is to share some of the more successful activities/techniques they have trialled. Participants of the workshop will experience a brief overview of how the research was conducted and then take part in several fun activities focussing on the development of reading at both word and text level utilising resources other than the KSSR textbook.
fun_activities_to_develop_reading.zip | |
File Size: | 457 kb |
File Type: | zip |
Changing Children’s Perceptions of Reading through Parental Involvement
Justyna Skowronska & Cynthia C. James
This talk is about sharing the findings from a qualitative research on the impact of parental involvement in children’s perceptions on reading. Two workshops had been conducted in SK Kunak 2 to introduce parents to rhymes and story-telling with children at home. To investigate the impact of these workshops on the children’s perceptions on reading, we recorded videos of pre-intervention and post-intervention interviews. The aim of the talk is to inspire the audience through some of the highlights of the research. Audience will also be engaged interactively through reflective activities, feedback sharing and Q&A sessions.
This talk is about sharing the findings from a qualitative research on the impact of parental involvement in children’s perceptions on reading. Two workshops had been conducted in SK Kunak 2 to introduce parents to rhymes and story-telling with children at home. To investigate the impact of these workshops on the children’s perceptions on reading, we recorded videos of pre-intervention and post-intervention interviews. The aim of the talk is to inspire the audience through some of the highlights of the research. Audience will also be engaged interactively through reflective activities, feedback sharing and Q&A sessions.
changing_childrens_perception_of_reading_through_parental_involvement.pptx | |
File Size: | 4029 kb |
File Type: | pptx |
changing_childrens_perception_of_reading_handout.pdf | |
File Size: | 174 kb |
File Type: |
Video used during session above
Reflections on Experimenting with Resources and Teaching Aids
Satimi Binti Sidan & Masny Haja Sakilan
An interactive discussion reflecting on how teachers have changed their teaching methods and are using a greater variety of resources to enhance their lessons, in order to increase pupil participation, motivation and enjoyment through learning by play. The session will focus on solutions for overcoming lack of resources in schools. Participants will explore ideas for creating teacher-made resources from cheap and readily available materials. The presenters will share their experiences of making and using songboards, puppets, masks and a variety of games. Delegates are invited to share their own ideas and experiences.
An interactive discussion reflecting on how teachers have changed their teaching methods and are using a greater variety of resources to enhance their lessons, in order to increase pupil participation, motivation and enjoyment through learning by play. The session will focus on solutions for overcoming lack of resources in schools. Participants will explore ideas for creating teacher-made resources from cheap and readily available materials. The presenters will share their experiences of making and using songboards, puppets, masks and a variety of games. Delegates are invited to share their own ideas and experiences.
reflections_on_experimenting_with_resources_and_teaching_aids.ppt | |
File Size: | 2365 kb |
File Type: | ppt |