Education Final Project Draft

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Assignment: Final Project Draft

Your final research report assignment can be found in Module 7, labeled Assignment: Final Reflection/Research Report. (see bottom) For the current assignment, you will submit a 4-5 page draft of the final research report. You will need to include a draft of your research overview, which should be based on a minimum of 5 peer reviewed research sources.

Guidelines

Your final research report draft will include a review of empirical research related to your topic, observations specific to your topic, and preliminary analyses of/reflection upon your observations and/or interview with a practicing teacher in relation to the research you conducted. This 4-5 page paper should include:

  • An overview of the research you found on your topic, more specifically, a clear and concise summary of the research findings in your particular area of interest.
  • A minimum of 5 peer reviewed articles or research based books written in the last 10 years as sources.
    • Web sites may not be used as one of the 5 sources, nor can your textbooks (however, if you have 5 sources, these are fine to use as additional sources). You can use web sites that are governmental (e.g., the NCES or National Center for Education Statistics). Web sites that are not acceptable are sites such as Wikipedia or WebMD.
  • The second part of your paper will be a balance of your observations or results from your interview(s) with a teacher(s), in relation to the research you conducted, and some general conclusions.

Example

If your topic was "the effectiveness of using extrinsic rewards to motivate students" you could divide it up as follows:

  • Spend the first 1-2 pages providing an overview of the research relevant to your specific question about the use of rewards.

  • Then for the next 1-2 pages you would discuss your observations or interview results, thus far, in relation to the research you conducted related to extrinsic rewards and motivation.
    • This is really the analysis or the "meat" of the paper.
    • You've conducted the research, now demonstrate how this research applies or doesn't apply to what you are observing or learning through talking with a practicing teacher, in very specific ways.
    • You should also discuss the steps you need to take to successfully complete this final project (e.g., more observations, additional interview questions, further research, etc.).
    **Attached are my past research on my field experience observation. The topic needs to be followed from them and the examples can be used.

    (from above) Assignment: Final Reflection/Research Report

    This final research report must include:
    • An overview of the research you found on your topic, more specifically, a clear and concise summary of the research findings in your particular area of interest
    • A review of empirical research related to your topic
    • Observations (or an interview with a practicing teacher) specific to your topic
    • An in-depth analysis of/reflection upon your observations/interview in relation to the research you conducted.
    • Adequate and appropriate supporting sources
      • Minimum of 5 peer-reviewed articles or research-based books, written within the last 10 years
      • Web sites may not be used as one of these 5 sources, nor can your textbooks (however, if you have 5 sources, these are fine to use as additional sources). You can use web sites that are governmental (e.g., the NCES or National Center for Education Statistics). Web sites that are not acceptable are sites such as Wikipedia or WebMD.
    • The second part of your paper will be a balance of your observations (or data from your teacher interview), in relation to the research you conducted, and some general conclusions.

    Example

    For example, if your topic was "the effectiveness of using extrinsic rewards to motivate students" you could:
    • spend the first 3-4 pages providing an overview of the research relevant to your specific question about the use of rewards.
    • Then for the next 3-4 pages you would discuss your observations or data from your teacher interview(s), in relation to the research you conducted related to rewards and motivation.
      • This is really the analysis or the "meat" of the paper.
      • You've conducted the research, now demonstrate how this research applies or doesn't apply to what you are observing or what you learned from talking directly with a teacher.
    • Once you've completed the analysis/reflection you will be asked to conclude your paper with 1-2 page reflection of this activity
      • What did you learn?
      • How did your research/observations change how you think about teaching and/or students?
      • What questions do you still have?
      • What suggestions do you have for future research (or missing research) in your area of research (these are suggestions - you do not need to answer all of these questions).
    This paper should be in the 7-10 typewritten pages (12 point font, 1 inch margins and double spaced). Your cover page and your reference page do not count in the page limits. Again, this paper should be in APA format. I have not deducted points for people not putting papers in APA format this semester, but I will deduct points if you fail to attempt to use APA format in this final report. This is a requirement for the course and the program. Please see the following additional resources if you need assistance with this.

Unformatted Attachment Preview

Depew1 Amanda Depew Middle Childhood and Adolescent Development Field Experience Observation Report #1 Class Observation This research aims to determine the most suitable teaching style and strategies for teaching English lessons in high school classes. There is a broad range of approaches that can be applied depending on the individual perspective of the teacher, experience from students, and knowledge. Some of the most widely used methods are: i. Authoritative style: in this style, communication is unidirectional, and students are supposed to listen to the teacher and take notes only. Lengthy lectures also characterize the method. ii. Demonstrator style: in this form, the teacher demonstrates to the students what they are supposed to know. iii. Facilitator style: in this form, the students learn by themselves, with the supervision of the teacher. iv. Peer to peer style: in this method, the students interact and discuss issues among themselves during group discussions. Coupled with these teaching styles are the different teaching strategies, aimed at enhancing students' participation and understanding. Some of the strategies include the use of technology such as the internet and arranging the class in certain ways to enhance the learning of students with learning challenges such as ADHD and autism. Depew2 Research questions: i. The following research questions will guide the study and help gather the needed information: ii. What teaching strategies do the teachers use? How effective are the teaching strategies? iii. In what activities are students more active during the English lessons? iv. What is the level of participation of the students with ADHD and autism in the class? v. What modes of assessment do English teachers use to test the understanding of the students? Limitations of the study: i. Lack of personalized responses for the study questions ii. The study will not involve interviews; therefore, it may lack personal touch with the details of the various teachers. iii. Reduced range of data collected. The study is limited to using only observations, questions, and answers with the students. This can only collect a limited amount of data. iv. Limited interaction with the English teachers v. The English teachers might be uncooperative, and fail to offer the required information. Observations During the last few English classes, the English teacher has been using different teaching method. According to him, the importance of using various methods in this lesson is to identify the best way compatible with the current students. From his experience, no classes have ever been similar to a previous class. Each class portrays a unique character. At some times, the Depew3 teacher is forced to use a combination of more than two methods. As such, the possibility of serving all students is higher when several methods are used. The method used is effective. This lesson aims to ensure that, as many students can communicate and write proper English. A group of students understands when the teacher uses authoritative method while other is good with the discussion. Here, the teacher has to balance both groups. In the current class, the teacher uses an authoritative method for the first half of the lesson then allows students them to discuss among themselves. The second part of the lesson appears like a reflection of the first part. The students can discuss what the teacher was teaching. The difference in the groups is evident because there are students who do not participate in discussions but have grasped whatever the teacher has taught. During these discussions, the teacher acts as a facilitator. Whenever there are some points that students may require clarification, the teacher is always available during class time to guide. However, after the lesson, students may not have another occasion to interact with the teacher because of the workload and the responsibilities he holds. Therefore, this limitation needs to be addressed. If the students are allowed more time to interact with their teachers, there will be an increased conception rate. In this class, students are more active during peer-to-peer learning combined with the teacher as the facilitator. Here, the students are active and portray willingness to learn their second language. Further, the presence of moderator makes them more productive because of the available interaction and further guidance. Additionally, the students are allowed to consult interactively. Therefore, the entire class becomes active and enjoyable. Depew4 The level of participation in class is uniform. During discussions, students participate fully and constructively. The only disparity that appears is among the small group that does not like peer-to-peer leaning but are active when the authoritative method is used. As such, during these discussions, some of these students may walk out. However, among the students with ADHD and autism, the participation is comparable to the typical students. The assessment forms a critical part of this class. One method used for assessment is immediate question and answers. The teacher asks random questions to random students. If they are unable to respond, he then revisits the same area. There are weekly and monthly tests in addition to the assignments given to students as assessments. These tests allow the teacher to understand special needs for students. The progress of this class is commendable despite the few challenges that may arise. Depew5 Work Cited Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. Teachers College Press, 2010. Swales, John M. English in today's research world: A writing guide. No. 428 S71. University of Michigan, Ann Arbor, MI (EUA), 2000. Depew 1 Amanda Depew Field Experience Observation Report #2 Cognitive development is described as the growth of an individual from formative years and childhood, throughout the teenage years and young adulthood as far as his mind processes, problem-solving and decision making are in consideration. One of the major thinkers who can be linked with cognitive development is Vygotsky (Ormrod, Jeanne Ellis, pg. 107). Among his social development theory, he established two important principles. That are, a person's full cognitive development needs social interaction and cognitive development is partial to a given extent or in a given range at any known age of a person. These principles are seconded up by the following concepts of Vygotsky's theory (Kail, et al. pg. 87) The first concept is social interaction. It is believed that social interaction plays a fundamental position in cognitive development. It is embedded in every person, even as a kid, to search meaning in each and everything. Curiosity forming itself in early childhood and when a kid starts asking questions is a good indication that the child has developed the notion of making or finding meaning in everything. According to Vygotsky, Cognitive and human development is an outcome of a dynamic relationship with the person and the community. The dynamic interaction denotes a connection of mutuality among the two. That is, just as a community has a great impact on an individual, the same way the person has the great impact on the society (Moll, et al. pg, 65) Depew 2 The second concept of Vygotsky's theory is social learning precedes development. According to Vygotsky, he claims that a kid will not be in a position to grow unless he experiences or undergoes social education first (Moll, et al. pg, 66). He portrays two sections where the function in a kid's cultural growth is enhanced. The two sections are; interpsychological or social level. The purpose initially comes out between people first. At this level, the individual will connect, interact and reach out to other individuals. This is the section whereby social education takes place. The other section is intra-psychological or individual level. At this level in a kid or a person, it is the moment he has passed the social level, where he or she attained social educations and the function will come out a second time, and at this particular time, they will be established and therefore leading to cognitive development. The third concept of Vygotsky's concept is language accelerates cognitive development. It is certain that language is very significant in any social connection. It is because; it is the main channel of communication in any social structure. Additionally, language also plays other secondary purposes in social development and are as follows; external or social speech, egocentric speech, and inner speech. Lastly, the fourth concept is the self initiated discoverer and collaborative dialogue aid in a child's cognitive development. According to Vygotsky, he suggests that the cultural and social setting which kid's actions takes place in, need communication and social connection. Also, the kids study well during these social connections (Moll, et al. pg, 67). They get the know-how and sharpen skills during these connections as well as culture adjoining them, and at the end, they will hone their cognition. Part two Depew 3 One of the major examples of Vygotsky's theories is the More Knowledgeable Other (MKO). In this kind of example, an individual with good comprehension and significantly superior or higher knowledge, ability and or skill about a certain subject tend to teach those who don't have less knowhow on the subject (Abtahi, et al. pg 7) The MKO frequently comes in an individual of a teacher, a friend or a superior at a workplace who has more experience. In the report, the teacher has more knowledge than the students when it comes to teaching English. The teacher can be said to be a facilitator. It is because, the uses different techniques to ensure that the students can comprehend the subjection. In the report, it is seen that when the teacher interacts the students that is peer to peer, the students tend to understand more about the subject. From this example, it can be said that learning turns out to be more contributory and production to cognitive development when it is obtained from MKO. For example, the teacher groups the students together so that they can be able to understand what they are learning in a better way. It helps the students to engage and interact thereby making necessary steps in social interaction as far as education is of concern. The second example is the zone of proximal development. According to Vygotsky, by comprehending what kids are in a position to attain alone as well what they can attain when they are offered a hand by an educator can establish the strategy to teach skills? It helps to give the students or kids slow but sure discharge of responsibilities to carry out duties without help (Abtahi, et al. pg 10). In the report, the teacher uses facilitating style to educate the kids. In this method, the students learn by themselves even though they are supervised by the teacher. For instance, the teacher leaves the students by themselves to do their own work. Even though the teacher Depew 4 supervises them, I think this mode of independence help the student make the meaning of anything they come across with. Consequently, it can be said that MKO AND Zone of proximal development go hand in hand. It is because the process of learning is considered to be a social connection (Abtahi, et al. pg, 13) Depew 5 Work cited Abtahi, Yasmine, Mellony Graven, and Stephen Lerman. "Conceptualising the more knowledgeable other within a multi-directional ZPD." Educational Studies in Mathematics (2017): 1-13. Kail, Robert V., and John C. Cavanaugh. Human development: A life-span view. Cengage Learning, 2015. Moll, Luis C. LS Vygotsky and education. Routledge, 2013. Ormrod, Jeanne Ellis. Educational psychology: Pearson new international edition: Developing learners. Pearson Higher Ed, 2013. Depew1 Research Project Proposal Summary Idea: The aim of this research is to determine the most suitable teaching style and strategies for teaching English lessons in high school classes. Background information: There are various teaching styles that are applied in teaching English classes as outlined below: i. Authoritative style: in this style, communication is unidirectional, and students are supposed to listen to the teacher and take notes only. The method is also characterized by lengthy lectures. ii. Demonstrator style: in this style, the teacher demonstrate to the students what they are supposed to know. iii. Facilitator style: in this style, the students learn by themselves, with the supervision of the teacher. iv. Peer to peer style: in this method, the students interact and discuss issues among themselves during group discussions. Coupled with these teaching styles are the different teaching strategies, aimed at enhancing students’ participation and understanding. Some of the strategies include the use of technology such as the internet and arranging the class in certain ways so as to enhance the learning of students with learning challenges such as ADHD and autism. Research questions: Depew2 The following research questions will guide the study and help gather the needed information: i. What teaching strategies do the teachers use? How effective are the teaching strategies? ii. In what activities are students more active during the English lessons? iii. What is the level of participation of the students with ADHD and autism in the class? iv. What modes of assessment do English teachers use to test the understanding of the students? Limitations of the study: i. Lack of personalized responses for the study questions. The study will not involve interviews, therefore it may lack personal touch with the details of the various teachers. ii. Reduced range of data collected. The study is limited to using only observations and questions and answers with the students. This can only collect a limited amount of data. iii. Lack of cooperation from the English teachers. The English teachers might be uncooperative, and fail to offer the required information. References Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. Teachers College Press, 2010. Swales, John M. English in today's research world: A writing guide. No. 428 S71. University of Michigan, Ann Arbor, MI (EUA), 2000.
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Explanation & Answer

Attached.

Teaching Styles in English Lessons
Thesis statement: Literature has shown that teachers should use a mixture of methods to
ensure that their instruction is successful.
I.
II.

Introduction
Literature review
A. Authoritative
B. Demonstrative
C. Facilitative
D. Peer-to-peer

III.

Discussion

IV.

Reflection

V.

Conclusion


Teaching Styles in English Lessons
Name
Institution

Teaching Styles in English Lessons
Introduction
Teachers implement a variety of teaching strategies to ensure that they impart knowledge
to the students. In high school, teachers undergo the challenges of dealing with adolescents.
Therefore, they have to choose a method that is not only suitable for transferring knowledge but
also suit the behaviors of the students. The teachers also have to consider the changes in the
education sector that affect the giving and reception of knowledge. The diverse and multicultural
environments also choose the best teaching methods quite tough for instructors of English. It is
important that despite the changes and challenges that teachers inevitably face in teaching
English, they still grant learners value for their investment of time and money. Literature has
shown that teachers should use a mixture of methods to ensure that their instruction is successful.
Literature Review
Several studies have been conducted to examine the various methods of instruction that
teachers use in schools. The reviews have varied from analyzing the effectiveness of individual
approaches to the comparison of different methods. Regardless of the different findings, it is
clear that all the scholars in education have concluded that the use of proper instructional
practices is essential to facilitate learning in all institutions of learning. Therefore, teachers and
students of education should strive to understand and implement strategies that enrich the
experiences of students in classes to encourage learning. Also, it is important to use teaching
strategies that allow students to create relevant connections with real-world situations to
encourage them to perform well.
Several instructional methods have been discussed in existing literature so far. All the
methods have advantages as well as limitations. Therefore, teachers should understand their

situations, subjects and the nature of their students to choose the most applicable method of
instruction to use in class. The instructional methods include authoritative direction,
demonstrator style and the facilitator style of teaching. Another important method of teaching is
the peer to peer style. The methods differ on the degree of the involvement of teachers in the
delivery of knowledge. Another critical factor in determining the technique that a teacher uses is
the amount of student participation in the instruction as well as the role of the teachers and
students in the teaching and learning process.
The authoritative style is the style of instruction that involves the teacher being in total
control of the classroom activities. In style, communication is unidirectional (Dever &
Karabenick, 2011). The teacher gives the communication and expects the students to follow the
instructions. The students are supposed to listen keenly and take notes. The style is characterized
by very long lectures and very minimal student participation. Authoritative teaching wor...


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