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    Arp Reflection

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    Franchesca Jones completed an action research project during her teaching practicum that focused on increasing student awareness of classroom learning objectives. She realized through self-analysis that her students did not have a clear understanding of what was being taught. Her action research tested strategies like announcing objectives, reminding students of objectives throughout class, and having students self-assess if objectives were met. These minor adaptations increased student engagement and autonomy by providing clarity on learning goals. The project experience reinforced for Jones that reflection and applying educational research allows teachers to continuously improve their practice each day and better facilitate student learning.

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    Arp Reflection

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    Franchesca Jones completed an action research project during her teaching practicum that focused on increasing student awareness of classroom learning objectives. She realized through self-analysis that her students did not have a clear understanding of what was being taught. Her action research tested strategies like announcing objectives, reminding students of objectives throughout class, and having students self-assess if objectives were met. These minor adaptations increased student engagement and autonomy by providing clarity on learning goals. The project experience reinforced for Jones that reflection and applying educational research allows teachers to continuously improve their practice each day and better facilitate student learning.

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    Franchesca Jones completed an action research project during her teaching practicum that focused on increasing student awareness of classroom learning objectives. She realized through self-analysis that her students did not have a clear understanding of what was being taught. Her action research tested strategies like announcing objectives, reminding students of objectives throughout class, and having students self-assess if objectives were met. These minor adaptations increased student engagement and autonomy by providing clarity on learning goals. The project experience reinforced for Jones that reflection and applying educational research allows teachers to continuously improve their practice each day and better facilitate student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    128 views3 pages

    Arp Reflection

    Uploaded by

    api-317806307
    Franchesca Jones completed an action research project during her teaching practicum that focused on increasing student awareness of classroom learning objectives. She realized through self-analysis that her students did not have a clear understanding of what was being taught. Her action research tested strategies like announcing objectives, reminding students of objectives throughout class, and having students self-assess if objectives were met. These minor adaptations increased student engagement and autonomy by providing clarity on learning goals. The project experience reinforced for Jones that reflection and applying educational research allows teachers to continuously improve their practice each day and better facilitate student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Franchesca Jones

    MATL 2016
    Action Research Project Reflection
    The most impacting experience of the MATL Practicum was the action
    research project. I came up with the idea for my action research project as a
    result of a realization I had during one of my self-analysis projects. I wanted
    to connect the previous lesson on comparative adjectives, to the lesson of
    the day on superlative adjectives. I asked my class what we had done the
    previous day, and the students in the room were silent. I realized then that
    one aspect of my communicative language teaching abilities I could improve
    upon was contextualization of what I teach my students. Part of
    contextualizing learned information is ensuring that first the students have a
    clear and solid understanding of what it is they are learning. For this reason I
    felt that it was necessary to create a plan to highlight to the students the
    objectives and goals of each class in ways I hadnt previously done so.
    I began to research the importance of student awareness of classroom
    objectives, and found that this active consciousness of goals is critical and
    beneficial in various ways. It is extremely challenging to try to put together
    a puzzle without knowing what the image one is trying to construct is.
    Similarly, students need to know what the end result is and how what they
    are learning is applicable to the overarching language learning goals, so that
    they know what they are aiming for. In being informed and confident in the
    direction in which they are going, students put forth increased effort as well
    1

    as retain more information. To put this concept to the test, I applied different
    strategies to evaluate their impact on assisting them in this awareness.
    While my typical practice was to solely write the objectives on the
    board and begin my lesson, I began to wait for the attention of the class and
    announce the objectives. I also reminded students throughout the class
    what the objectives were, and requested that they inform me once again of
    the objectives at the conclusion of the class. I also had them self-assess
    themselves and reflect on whether they felt they had successfully grasped
    ad applied the objectives by the end of the class. Through minor
    adaptations, I was able to increase student awareness of learning objectives,
    which also increased student engagement and autonomy. It was not just the
    content and results of the action research project which were of great impact
    however, it was the realization that through reflection, research and
    application of the aforementioned, I have the ability to alter and improve my
    classroom on a daily basis. As teachers we have the tools to continuously
    develop our craft on a daily basis. With access to a plethora of current
    research on foreign language teaching, and with our own classrooms as
    platforms, we have the ability to develop our efficacy as teachers, and
    improve the learning environment for our students.
    With this newly learned information and practices in mind, I find it
    nearly impossible to ever be complacent with my teaching as it is. I have
    gleamed that it is always possible to learn more about teaching, especially in
    an ever developing and evolving subject area like foreign language teaching.
    2

    I plan to not only incorporate the strategies and practices that I have learned
    in this course, but continuously self-reflect and encourage reflection amongst
    my students. Most importantly, I have learned the value of action research,
    and plan to address challenges and deficiencies in my classes not through
    frustration or ignorance, but through educating myself and applying said
    knowledge.

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