The Impact of using Action Research in provision of effective and clear instructions in Emirati government school.
Latifa Ahmad – H00207959
Table of contents
TOC o “1-3” h z u HYPERLINK l “_Toc409338946” Introduction: PAGEREF _Toc409338946 h 3
HYPERLINK l “_Toc409338947” Literature review: PAGEREF _Toc409338947 h 4
HYPERLINK l “_Toc409338948” What are the effects of inconsistent provision of instruction to a student as well as to the teacher? PAGEREF _Toc409338948 h 5
HYPERLINK l “_Toc409338949” What is the best time to give instructions? PAGEREF _Toc409338949 h 6
HYPERLINK l “_Toc409338950” How can I make my instructions clear and effective? PAGEREF _Toc409338950 h 6
HYPERLINK l “_Toc409338951” Research methodology: PAGEREF _Toc409338951 h 7
HYPERLINK l “_Toc409338952” Ethics PAGEREF _Toc409338952 h 8
HYPERLINK l “_Toc409338953” Data collection tools PAGEREF _Toc409338953 h 9
HYPERLINK l “_Toc409338954” Unstructured observation PAGEREF _Toc409338954 h 9
HYPERLINK l “_Toc409338955” Structured interview PAGEREF _Toc409338955 h 9
HYPERLINK l “_Toc409338956” Findings: PAGEREF _Toc409338956 h 10
HYPERLINK l “_Toc409338957” What are the effects of inconsistent provision of instruction to a student as well as to the teacher PAGEREF _Toc409338957 h 10
HYPERLINK l “_Toc409338958” What is the best time to give instructions? PAGEREF _Toc409338958 h 10
HYPERLINK l “_Toc409338959” How can I make my instructions clear and effective? PAGEREF _Toc409338959 h 11
HYPERLINK l “_Toc409338960” Action plan: PAGEREF _Toc409338960 h 12
HYPERLINK l “_Toc409338961” References: PAGEREF _Toc409338961 h 13
HYPERLINK l “_Toc409338962” Appendices: PAGEREF _Toc409338962 h 14
Introduction:Instructions are one of the most important things that teachers need to deliberate in order to make a better lesson. It helps students to understand the tasks and what is expected from them through each task. It also helps teachers to achieve the learning objectives. The purpose of this action research study is to isolate the most effective ways of giving instructions as in teaching practice I had some difficulties in giving clear instructions to my students. For example, instructing students to do continuous assessment tests and to come to school early for those who came late. This will help me find the best ways of giving clear instructions and it will also avoid the problems of students not understanding the task.
In this action research, instructions are defined as directions for the student, and provision of detailed information to guide the student through lessons as it is the transfer of learning from one person to another (Lombardi, 2001). This study was carried out in an Emirati government primary school. It is done with the girls in the grade 2. To support this research, I developed the following questions important in data collection:
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
What is the best time to give instructions?
How can I make my instructions clear and effective?
Literature review:Instructions are one of the most important parts of the lesson, it can lead students to the content without facing any difficulties. “Literature is a term used to describe written or spoken material” (Lombardi .2014) Instructions are detailed information to guide the student to through the lesson. (Childmind, 2014). In any showing and realizing there is the need to give and extemporized instructional materials with a specific end goal to make showing and adapting so successful. As it is in the meaning of instructional materials by different researchers as one of the essential apparatuses in the hand of social studies instructors for the powerful instructing in the classroom, Sunday in childmind (2014), apparent instructional material as anything and anyone that can be utilized by the educator amid, previously, then after the fact the lesson to help in the accomplishment of the lesson targets which characterized as varying media materials utilized by the instructor to make learning methodology. Reasonable to the understudies, instructional materials incorporates enlivens objects. Subsequently we can essentially say that instructional materials will be materials which the educator used to encourage and help the instructor in showing and learning methodology. Instructional Materials are helps, encourage and aid in the showing and learning. It is deserving of note that all the more additionally of instructional materials does not ensure powerful correspondence and successful showing and learning, it is their cautious determination and able taking care of by the educator that render them valuable in encouraging learning.
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
It is clear that the question is able to define the difference that students and teachers are able to loose or gain from instructions. It is clear that proper provision of instructions offer reliable and beneficial information to both the student and the teacher. For example, students are able to understand content out of good and streamed instruction.
What is the best time to give instructions?
The literature states that the instructions are a philosophy of teaching that is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels (Tomlinson, 2001) Where Hall (2002) states that to differentiate instruction is to acknowledge various student backgrounds, timing levels, languages, interests and learning profiles.
How can I make my instructions clear and effective?
Tomlinson states that within contemporary classrooms, “It provides a crucial platform for all teachers of inclusive classrooms, to create opportunities for success for all students” (Tomlinson, 2000a, p. 12). The balanced instructions balances learning needs common to all students, with more specific needs tagged to individual learners (Tomlinson, 2001a). Instructional Materials essentially alludes to different sort of showing supplies, guidelines, showing e.t.c utilized for the correct training of the tyke at school. While Tomlinson (2001 characterizes Instructional Materials as materials utilized as a part of the procedure of instructional they incorporate course books, genuine item, maps, diagram, globe sees instructional materials as instructional engineering or “instructive innovation” devises “Sound –visual helps”. From the start it was essentially showing materials and supplies, for example, picture, sticks utilized by the educator to scratch the ground, in unimportant late home slides, TV, machines, projectors; recording devices have taken their place.
Research methodology:Research cycle (Tomlinson, 2001)
INCLUDEPICTURE “https://s-media-cache-ak0.pinimg.com/originals/f5/37/22/f53722ee7d458a3042d900618c768e4a.jpg” * MERGEFORMATINET
This action research plan cycle demonstrates the steps of the action research that I went through in this semester to carry on in the next semester. Up to now, I have identified the problem, then I developed the action plan and created three research questions that will help me in gathering data and developing the study. Afterwards, I created data collection tools to gather my information. I am keeping records after each step, I also reflect after each step to see progress and to analyze the data that I have collected. In the next semester I will take an action in this research, I will work on the three question mostly as I will be introducing new ways of giving clear instructions.
EthicsConfidentiality: – Sometimes we face some difficulties while trying to convince people to do an action research about their social problems, because they are not clear about it. Before starting any data collection in this school.
I spoke to the principal and I explained to her about our action research that everything will be in disguise, and we will not mention names of any of the teachers or even of the school. We made everything clear for her so that we can start researching without facing any problems, this was seconded from participants as well.
Honesty: – I conducted the observation on various occasions in order to determine the value of instruction to both the teacher and the student, this was class based. As I noticed from the interview, that my MST was honest and the answers were matching the things that I observed in her classroom.
Data collection tools
In my data collection, I used one type of observation which is unstructured observation tool and two types of interviews which are structured interview and unstructured interview.
Unstructured observation Unstructured observation are ones where you observe what is going on generally. I used this type of observation while I did not inform the MST that I am going to observe her, and I wrote some notes after the class. I also wrote notes after each lesson I gave, so I know what went well and what do I need to work on in the next lessons.
Structured interview
This is a tool that I used in collecting data which is a structured sequence of a printed list of questions to be asked. I used this tool to gather my data, and I prepared three more interviews but I could not do them because most of the teachers were busy and also because the take of the time I had. (Appendix 1).
Findings:The findings of the action research from the data collection and the literature review of the research questions that I will be discussing.
What are the effects of inconsistent provision of instruction to a student as well as to the teacher?
If students did not understand instructions they will lose interest in doing the task, and by this they will distract their classmates. If students did not understand the instructions it can lead students to not understanding the content of the lesson and it will also affect their ability of carrying on with the lesson. The MST had this opinion when she was asked. From my point of view, I can see that actually these are the problems that students might face if the instructions were not clear. For example, students who took the instruction serious performed well in there self-assessment exams.
What is the best time to give instructions?
According to my observations, that the right time to give instructions is right before any task, because when the teacher gives the first part of instructions before the task and the rest of instructions while the students are working they get lost in the task and they do not know what they have to do. And according to the literature, they state that the best time to give instructions is giving each bit of the instructions before any activity, and not giving instructions while they are working because their attention will be for the activity (Tomlinson, 2001). So the teacher should use the right time to give instructions which is before each activity. For example, i noted that in the case whereby I was able to give instruction well the students were able to pass their exams well.
How can I make my instructions clear and effective?
From my data collection tool, I noticed that students understand instructions if the teacher uses simple language and also with modeling the activity. Also when the teacher is being specific and saying what exactly students have to do, they get along with the task without facing any difficulties. Being close and loud is also one of the most important thing for the teacher to give effective instructions. the literature stated that teacher should give instructions all once so the student do not get lost by giving each bit one at a time (Tomlinson, 2001). I noted that the students were able to pass the exams after the provision of correct instructions just before the task was undertaken.
Action plan:For my action plan first we will be continuing with improving my ability of giving clear instructions, also I will keep records of what are the best ways of giving clear instructions depending on my observations. In addition to I will:-
Continue to do handwriting (school policy)
Continue with working on my ability of giving instructions. This is by designing better and self-elaborate learning aids to help in instruction provision (wk1,wk8)
Write reflective journals.(wk2,wk4)
Focus on a special need student.(wk3,wk5)
Evaluating each student and writing down his weaknesses and strengths.(wk1,wk8)
References: L. T Lombardi, (2001a) DIFFERENTIATED INSTRUCTION , RESPONDING TO THE NEEDS OF DIFFERENT LEARNERS, 12(2), 72-109
HYPERLINK “https://www.google.ae/search?q=action+plan+cycle+in+education&biw=1280&bih=618&source=lnms&tbm=isch&sa=X&ei=NUSOVNBSw7RRrfmBuAg&ved=0CAYQ_AUoAQ” l “tbm=isch&q=action+research+plan+cycle+education&facrc=_&imgdii=_&imgrc=80XyU5FeiWMYKM%253A%3BXb0X1LXgV2-p5M%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Fgifs%252Ftar_cycle.gif%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Ftar%” https://www.google.ae/search?q=action+plan+cycle+in+education&biw=1280&bih=618&source=lnms&tbm=isch&sa=X&ei=NUSOVNBSw7RRrfmBuAg&ved=0CAYQ_AUoAQ#tbm=isch&q=action+research+plan+cycle+education&facrc=_&imgdii=_&imgrc=80XyU5FeiWMYKM%253A%3BXb0X1LXgV2-p5M%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Fgifs%252Ftar_cycle.gif%3Bhttp%253A%252F%252Fwww.edchange.org%252Fmulticultural%252Ftar%252Fcycle.html%3B419%3B263
(about.2014) HYPERLINK “http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm” http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm
Appendices:The interview questions:-
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