Action Research Plan in FS 2 Episode 19 PDF

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Improving Active Classroom Participation of the Pupils in Teacher and Learner DiscussionAction Research Plan Requirement in Field Study 2 (Participation and Teaching Assistantship)Table of Contents Table of Contents Components Pages Context and Rationale... Action Research Question... Proposed Innov...

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Improving Active Classroom Participation of the Pupils in Teacher and Learner Discussion

Action Research Plan Requirement in Field Study 2 (Participation and Teaching Assistantship)

Table of Contents Components

Pages

Table of Contents …

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Context and Rationale…

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Action Research Question…

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Proposed Innovation, Intervention Strategy…

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Action Research Method…

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Action Research Work Plan…

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Cost Estimate…

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Plan for dissemination and Utilization

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References

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I. Context and Rationale Students who participate in class on a regular basis are constantly engaged with the material and are more likely to remember a greater portion of it. Active participation in class improves critical and higher level thinking skills as well. Students who participate in class have studied the material thoroughly enough to present new concepts to their classmates. This level of thinking goes beyond simple text comprehension and can improve memory. Participation can also help students learn from one another, resulting in increased comprehension through collaboration. This, in turn, can improve relationships between students as well as between students and professors. Approaches based on active learning are a capable option. Simply put, active learning is the process of learning through interaction with content. It means that students are interacting with the material in any way that promotes active thought, such as through 'activities' for learning or by re-framing the notetaking process to encourage thinking about the material rather than transcribing it. While definitions of active learning differ, they all share common priorities: students are doing more than just listening; the goal is skill development rather than simply conveying information; and students engage in activities (e.g., discussion, debate, application of principles) that promote higher-order thinking (such as critical thinking, analysis etc). According to a study into learning-centered approaches to education, students learn more when they participate in the process of learning. Active learning is discussion, practice, review, or application. Active learning encourages your brain to activate cognitive and sensory networks, which helps process and store new information. Claire Hoogendoorn, New York City College of Technology wrote a good introductory article on the neuroscience of active learning. She summarized several studies, writing, “...learning is enhanced when multiple neural pathways are activated at the same time. In plain terms, the more we can activate students’ brains in different ways, the more they learn. This means that engaging as many sensory, cognitive, emotional, and social processes in students will increase their learning potential.” When given the 3

opportunity to actively engage with the information they’re learning, students perform better. It nurtures the brain, giving it an extended opportunity to connect new and old information, correct previous misconceptions, and reconsider existing thoughts or opinions. Even though some students commented that their participation doesn’t enhance their learning, the sizable number who indicated the role others’ comments play in their learning validates the importance of encouraging participation from a broader range of students than might normally volunteer. Further, students who assert they learn better by listening can be encouraged to participate at least a moderate amount to contribute to the learning of others, just as they benefit from others’ contributions. Although not comprehensive, these recommendations illustrate the breadth of strategies instructors can use to increase learning through discussion (Elise Dallimore., et, al, March 2017). The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in-depth, from a variety of viewpoints. Some students will raise their voices more than others; this variation is a result of differences in learning preferences as well as differences in personalities. For example, some students who do not speak often in class are reflective learners, who typically develop ideas and questions in their minds before speaking; others are shy students who feel uncomfortable speaking in front of groups (at least initially). Many students who frequently volunteer to contribute are active learners, who typically think while they speak. The instructor’s goal is to create conditions that enable students of various learning preferences and personalities to contribute. To reach this goal, you will need to take extra steps to encourage quiet students to speak up and, occasionally, ask the more verbose students to hold back from commenting in order to give others a chance (WU St.Louis, 2021).

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II. Action Research Question 1. What are the solutions to enhance the active classroom participation of the pupils in teacher and student discussion? 2. How the students more engage in active classroom discussion? 3. What are the advantage and disadvantage of active classroom discussion? III. Proposed Innovation, Intervention Strategy First we need to conduct an assessment to the students' prior knowledge and design your lessons to build on what they already know. When new content is linked to what students already know, they will feel more successful and engaged. Next we must allow students to collaborate. Opportunities for students to collaborate or even discuss a concept in the middle of a lesson can be extremely beneficial to student engagement. Turn and Talk is an excellent strategy in which students are given a discussion topic and time to quickly turn and discuss with a partner. Then during your lessons, assign students a task. Give students a key word to listen for throughout the lesson; this can also be linked to a movement or chant. This repetition not only improves memory, but it also keeps students engaged throughout the lesson. Allow students to choose how they learn. When students believe that their ideas are unimportant, they tune out. IV. Action Research Methods This study will be employing the descriptive method to gather data on classroom pupil active participation and their performance will be assess through the use of instructional material. A. Participants/Other Sources Data In this action research study, the researcher first developed a definition of participation based on scientific literature as well as personal reflections. Any type of student involvement in the classroom, which results in various 5

interactions with the teacher as well as other classmates, is very important to this study. B. Data Gathering Methods Following the presentation of the action plan to the students, a discussion was held on the subject. Agreement on the proposed actions' implementation was reached. The length of the action the plan differed depending on the student group, but it lasted at least one month. Following the implementation of the action plan in the classrooms, a survey was used to assess students' perceptions of the action plan. The survey included ten items that were scored on a Likert scale based on how much the participant agreed with each of them (1 being the lowest agreement and 4 the highest agreement). C. Data Analysis Plan After reflecting on the experience, the instructors who took part in this experience documented their perceptions in writing, providing feedback on the evolution of the action plan, comments from students, and any other additional comments.

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V. Action Research Work Plan

VI. Cost Estimate The cost or investment of the study will distinguish base on the price of the printed evaluation sheet and also the price of the token that will be given to some other teachers.

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VII. Plan for Dissemination and Utilization Each teacher held an information session prior to implementing this plan. Provided students with an explanation of the research project to be conducted and, in turn, particularly, one of the action plan's goals is to increase participation. Students were informed that an action plan would be implemented in their classes beginning that week, which would include the following four actions: (1) Explaining the objectives and procedures for each activity to students. (2) Asking for student participation by name. (3) Allowing them time to reflect before participating; (4) Inviting students who are not paying attention to participate. VIII. References Smart Sparrow (2018) what is active learning? https://www.smartsparrow.com/what-is-active-learning/

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Elise J. Dallimore, et, al. (March 207) How do students learn from participating in class discussion Retrieved from https://www.facultyfocus.com/articles/effectiveteaching-strategies/students-learn-participation-class-discussion/ Washington University in St. Louis (2021) Increasing student participation Retrieved from https://ctl.wustl.edu/resources/increasing-student-participation/

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