As the dissertation is almost finished I thought I had better refresh the blog.
I actually ended up doing a study of just one lesson at my university as the language school teacher didn't have the time to do it.
The group were given a questionnaire asking about learning styles and 7 self-reported skill levels, such as fluency, grammar, reading etc, then filmed and recorded the lesson, transcribed 2 1/2 hours (which was a hell of a task!) analysed number of student utterances and teacher questions and st answers. I also looked at grouping in the lesson.
Gardner's Multiple Intelligences theories was used with the self-reported questions in differentiating, Bloom's taxonomies in question level and Vygotsky's Zone of Proximal Development to consider grouping.
My conclusion is going to be that the teacher did a fairly good job of differentiating without knowing anything about differentiation!
Showing posts with label MA in ELT. Show all posts
Showing posts with label MA in ELT. Show all posts
Friday, 12 August 2011
Saturday, 7 May 2011
Dissertation
I was talking to Martin Sketchley (@ELTExperiences on Twitter)(my fellow teacher on the MA in ELT course) and he said 'I looked at your blog and think you should write more about the course'. So time to take him up on his idea. (I am @Hibbitweet on Twitter)
This blog is called Life in Hanoi and Saigon and now I live in Brighton, on the south coast of England so I really should change the name. Name now changed :-)
I finished the portfolio for the diploma part of the course a few weeks ago and handed in the Easter essay which was on how to teach a reading lesson and seemed to go quite well. You never know though so I am looking forward to the marks for both.
So having put those two to bed we have all now started to think about dissertations. We have until September to do some research and write 15,000 words. I have chosen differentiated teaching as my topic. I chose the topic because on the diploma course we had some very able and confident students and quite a few able but more quiet students. This made me wonder whether all the students were getting equal shares in the teacher's time and energies and whether there was anything I could have done to improve everyone's learning experience by teaching in a more differentiated way. The following is where I am so far on my dissertation journey. It is not far I know but it is a start and I'm sure I will update it as I travel along the path.
Where I am on my dissertation path
Dissertation Topic: differentiated teaching
How to Research type books:
Wallace, M.J. (1998) Action research for language teachers. Cambridge CUP.
Wajnryb, R. (1992) Classroom observation tasks. Cambridge CUP.
A couple of quotes from #ELTchat Summary 23/02/2011
The consensus seemed to be that ‘all classes’ are mixed ability in some ways. Wilden S. (2011)
Teaching mixed ability in the first sense is just teaching, none of us are the same
Differentiation in the ESL class RREALS 2007
Source: Montérégie—Research and Development Project
Workshop leaders: Gwenn Gauthier and Rachel Lalonde
How I might go about it:
Observations
Observe classes looking for quiet/loud high/low level sts and see how the T copes with this.
Interviews
Conduct interviews with Ts asking questions about how they deal with high/low level sts in the same class.
Conduct interviews with sts asking for opinions on the way best and worst teachers deal with it.
Questionnaires
Questionnaires asking a wide range of Ts for opinions on how they cope with high/low level sts in the same class.
Questionnaires asking a wide range of sts for opinions on how Ts cope with high/low level sts in the same class.
Do please comment
This blog is called Life in Hanoi and Saigon and now I live in Brighton, on the south coast of England so I really should change the name. Name now changed :-)
I finished the portfolio for the diploma part of the course a few weeks ago and handed in the Easter essay which was on how to teach a reading lesson and seemed to go quite well. You never know though so I am looking forward to the marks for both.
So having put those two to bed we have all now started to think about dissertations. We have until September to do some research and write 15,000 words. I have chosen differentiated teaching as my topic. I chose the topic because on the diploma course we had some very able and confident students and quite a few able but more quiet students. This made me wonder whether all the students were getting equal shares in the teacher's time and energies and whether there was anything I could have done to improve everyone's learning experience by teaching in a more differentiated way. The following is where I am so far on my dissertation journey. It is not far I know but it is a start and I'm sure I will update it as I travel along the path.
Where I am on my dissertation path
Dissertation Topic: differentiated teaching
How to Research type books:
Wallace, M.J. (1998) Action research for language teachers. Cambridge CUP.
Wajnryb, R. (1992) Classroom observation tasks. Cambridge CUP.
A couple of quotes from #ELTchat Summary 23/02/2011
The consensus seemed to be that ‘all classes’ are mixed ability in some ways. Wilden S. (2011)
Teaching mixed ability in the first sense is just teaching, none of us are the same
Differentiation in the ESL class RREALS 2007
Source: Montérégie—Research and Development Project
Workshop leaders: Gwenn Gauthier and Rachel Lalonde
How I might go about it:
Observations
Observe classes looking for quiet/loud high/low level sts and see how the T copes with this.
Interviews
Conduct interviews with Ts asking questions about how they deal with high/low level sts in the same class.
Conduct interviews with sts asking for opinions on the way best and worst teachers deal with it.
Questionnaires
Questionnaires asking a wide range of Ts for opinions on how they cope with high/low level sts in the same class.
Questionnaires asking a wide range of sts for opinions on how Ts cope with high/low level sts in the same class.
Do please comment
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