My Inquiry Question (5)-Part2

 

My Qualitative Data: Link

• I noticed a positive shift in the classroom dynamic when employing student-centered approaches. However, balancing different teaching styles to cater to diverse learning preferences remains a challenge.

Next steps: Intervention for Internal is link is here. 

Next steps: My learners will be starting externals next term my next steps are:

• Expand Interactive Methods-Continue to incorporate and refine interactive teaching strategies such as group work, flipped classrooms, and video lessons.
• Professional Development: Pursue additional training in technology integration and differentiated instruction to better manage diverse learning needs.
• Enhance Feedback Mechanism: Develop clearer expectations and structured feedback systems to help students track their progress and understand areas for improvement.
• Student Voice: Regularly gather and analyze student feedback to adapt teaching methods to their preferences and needs, ensuring a student-centered approach.
• Resource Allocation: Ensure adequate resources and support for the implementation of new teaching strategies, including time for preparation and technical support.

My Inquiry Question (5)-Part1

 

Hypotheses:

1. Encouraging students to have a genuine purpose increases their motivation.

2. Extending tasks at home with pre-recorded lessons or reading articles promotes student independence.

3. Providing video lessons for all work makes learning rewindable.

Inquiry Steps:

1. Self-Observation and Reflection-

• Maintain a daily teaching log noting the strategies used, student engagement levels, and any notable successes or challenges.

• Reflect weekly on the effectiveness of strategies aimed at increasing student motivation, independence, and the benefits of rewindable learning.

2. Peer Observations

• Schedule regular peer observations focusing on specific aspects such as student motivation, independence, and the use of video lessons.

• Use standardized forms to collect structured feedback from peers.

3. Student voice

• Design surveys to gather student opinions on how the teaching strategies affect their motivation, independence, and ability to revisit learning materials.

• Conduct focus groups or interviews periodically to delve deeper into student experiences and gather qualitative data.

4. Class Site/Workspace Analysis.

• Perform a thorough review of the class site to ensure it is well-organized, accessible, and contains all necessary resources (pre-recorded lessons, reading materials, video lessons).

• Use analytics tools to track student engagement with the materials provided on the class site.

5. Formative Assessment Data

• Regularly assess student progress through internals, practice tests, and assignments designed to measure understanding and engagement.

• Track class participation and completion rates of home tasks and video lessons.

Implementation Timeline:

Initial Phase :

• Conducted baseline surveys and initial peer observations.

• Set up reflective journals and teaching logs.

• Review and enhance the class site with necessary resources.

Term1 Reflection: 

• Continue self- and peer-observations.

• Collect and analyze end of term1  student feedback.

• Review formative assessment data to identify trends and areas for adjustment.

Term2 Reflection:

• Conduct final peer observations and student surveys.

• Analyze term 2 data to measure shifts in teaching practices.

• Reflect on overall progress and identify areas for future development.

Evaluation and Documentation:

• Formative Information: Use ongoing reflections and peer feedback to adjust teaching practices throughout the year.

Baseline Information: Compare initial and end-of-year data from surveys, observations, and assessments to evaluate shifts in teaching effectiveness.

My intervention

Here is the intervention for my internals and will be stepping into externals next term. I strongly believe:

• "If I encourage my students to have a genuine purpose, they will be motivated." 

• "If I focus on extending tasks at home by setting pre-recorded lessons/reading articles, they will become more independent."

• "If provide  video lessons of all their work, their learning is rewindable”

I could reach reach my dream goal.

Holiday class

 My learners came in the first week of the holiday and worked on externals and worked by themselves with minimal help from me. I am so impressed by the way worked on externals. 

Term2 -Reflection

My learners have completed most of the internals, and a few of them are working on the last one.

Here is the breakdown: Five of them gained 15 credits, nine of them gained 11 credits, and two of them gained 7 credits.

Here is the Google form student voice: