At this step, collaborative inquiry really begins as a broad faculty group identifies a priority question that members are committed to exploring. This involves examining and analyzing a wide range of data in the target area, including student work samples, performance on benchmark assessments, observations of students, or conversations with them about their learning.
British Journal of Social Psychology. The priority question Highland teachers settled on was, "How do students approach finding the main idea in literature? The Myth of English versus Education. Choosing the Language of Instruction in Post-colonial Africa.
In their grade-level data teams, they created a simple action plan table that clarified who would be responsible for doing what and by when see fig.
Since then, schools around the world have used this "Data Wise" process to drive improvement, with much of that work happening in meetings see fig. Document improvements in teaching and learning and adjust as needed. Identify a learner-centered problem.
Teachers broke into groups, with each group assigned to look closely at one assessment and discuss what information it would give about student learning. University of Dar es Salaam. At the end of the faculty meeting, teachers at each table shared what they had learned about their assessment.
Journal of Linguistics and Language Education. Language in Education in Africa International Review of Social Sciences and Humanities, 4, 2 After implementing the instructional strategy, teachers noticed that students improved in their ability to identify the main idea orally but struggled to capture it in writing.
At Highland, several teachers videotaped their reading lessons.
Once a priority question is chosen, the purpose of subsequent meetings is to identify a learner-centered problem that directly relates to that question. A Meta Analysis Review. Journal of the Open University of Tanzania.
When answering questions about literature, students tend to zoom in on characters and their feelings about them without stepping back to consider the main idea of the story.
This step involves adopting an improvement process, building a strong system of teams that communicate efficiently, and protecting time throughout the year for these teams to work. Language Attitudes in the Education System of Rwanda: Understanding Human Behaviour in the Workplace.
Researching and Documenting the Languages of Tanzania.
In the September faculty meeting, leaders facilitated grade-level team learning sessions in which teachers practiced reading and interpreting the literacy assessments their students would take. Adhering to norms would help build the trust needed for the candid discussions about practice that a data-based improvement process entails.
As noted in Meeting Wise: Teachers described what each norm would look like and feel like if they used it in daily interactions. Create a data overview. When they studied the assessment reports, they realized that the test did not provide enough detail to allow for truly strategic grouping of students with specific learning challenges.
Key tasks here involve reviewing the skills that will be tested on the assessments students will take and considering how these skills compare with the broader domain of skills and knowledge students need to master.
At Highland Academy, for instance, the leadership team culled through reports showing recent literacy assessment results and found a puzzle that they believed would lead to important conversations.
Correlation, Causation, Motivation and Second language Acquisition. Another set of teachers looked at a writing assessment. English in Tanzania Education. Tahaineh, Y and Daana, H To ensure that those meetings were productive, the principal and her instructional leadership team kicked off the year with a full-day retreat before students came back to school.
Dealing with mixed-language abilities in an English-medium University content course.
They display the data in a few charts that make it easy for their colleagues to see the story.Jordanian Undergraduates' Motivations and of the culture of its people had the least impact in students' English language motivation, Qashoa () conducted a study among secondary school students in Dubai.
The study aimed at (a) examining the students’ instrumental and integrative motivation for. Motivation toward English language learning of students in secondary and high schools in education service area office 4, Saraburi Province, Thailand (AMTB) was administered to secondary and high school students in Education Service Area Office 4, Saraburi Province.
The study results indicated that the students had high levels of. The study explored the role of attitudes in secondary school students’ performance in the English language. It explored how learning English was silhouetted by students’ interests and utilitarian attitudes to the language.
ATTITUDES AND MOTIVATIONS OF NORTHERN THAI HIGH SCHOOL STUDENTS TOWARDS THE ENGLISH LANGUAGE Jenna Kosonen Master’s Thesis English language and culture. What influences students’ motivation for learning English grammar? Andreas Johansson G3-paper 15 hp Spring term given to students of two classes at a Swedish upper secondary school, I wanted to see thinks that this way of learning can help students to compare their second language to their first and gain knowledge from this.
Battery,’ to explore attitudes (English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of grade 8th students in a private secondary school.Download