Doing Action Research: A Guide for School Support Staff (Supporting Learning Professionally Series)

Download the Refugee handbook for schools [PDF, 1. If you have difficulty accessing the document, please email info. No longer in print. Effective provision for international students [PDF, 1. An online service external link for all mainstream and specialist ESOL teachers of students in years 1 to 13 which includes:. Your school can use these notices to communicate more effectively with the families of English language learners. How well is my child doing? Give us your feedback.

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Foundation literacy teaching and learning ESOL funding and programme development Programme provision and monitoring Reading resources Professional development Supporting diversity and community links You can order these from Down the Back of the Chair external link using the item numbers shown here. The New Zealand Curriculum — for English-medium teaching and learning in years 1— A Handbook for Schools Progress Assessment Guidelines Refugee handbook for schools Supports schools in meeting the particular needs of students from refugee backgrounds, especially at key transition points.

Focuses on developing programmes that support students with a range of social and academic needs. Emphasises the importance of providing family support and developing wider community networks. English for speakers of other languages: Effective provision for international students Discusses ways to develop effective business plans and processes for receiving international fee paying students. Suggests how to provide quality ESOL support for international students. Emphasises the importance of pastoral care. Discusses the factors that affect the learning of English language learners, and steps for developing effective ESOL and mainstream classroom programmes.

Suggestions for the development of school-wide policies and procedures. Explains how these tools can be used to assess the language learning needs and describe the progress of English language learners. Discusses the purpose of diagnostic, formative and summative assessment. Order from Down the Back of the Chair, item number An introduction booklet and years 1 to 4, 5 to 8, and 9 to 13 booklets contain extensive background information and annotated student exemplars. The DVD demonstrates the oral language monitoring process by analysing student interviews against the criteria.

Students not only learned about physics, but also about processes of inquiry.

We found that, regardless of their lower grade levels 7—9 and their lower pretest scores, students who had participated in ThinkerTools outperformed high school physics students grades 11—12 on qualitative problems in which they were asked to apply the basic principles of Newtonian mechanics to real-world situations. In general, this inquiry-oriented, model-based, constructivist approach to science education appears to make science interesting and accessible to a wider range of students than is possible with traditional approaches White and Fredericksen, An interactive Jasper Adventuremaker software program allows students to suggest solutions to a Jasper adventure, then see simulations of the effects of their solutions.

The simulations had a clear impact on the quality of the solutions that students generated subsequently Crews et al. Opportunities to interact with working scientists, as discussed above, also provide rich experiences for learning from feedback and revision White and Fredericksen, When its formative assessment resources are added to these curricula, students achieve at higher levels than without them e. Teachers incorporate information from the diagnoser to guide how they teach. Hunt and Minstrell Another way of using technology to support formative assessment is described in Box 9.

Classroom communication technologies, such as Classtalk, can promote more active learning in large lecture classes and, if used appropriately, highlight the reasoning processes that students use to solve problems see Chapter 7. This technology allows an instructor to prepare and display problems that the class works on collaboratively. Students enter answers individually or as a group via palm-held input devices, and the technology collects, stores, and displays histograms bar graphs of how many students preferred each problem solution of the class responses.

This kind of tool can provide useful feedback to students and the teacher on how well the students understand the concepts being covered and whether they can apply them in novel contexts Mestre et al. Like other technologies, however, Classtalk does not guarantee effective learning. The visual histograms are intended to promote two-way communication in large lecture classes: But the technology could be used in ways that have nothing to do with this goal.

With such a use, the opportunity to expose students to varying perspectives on problem solving and the various arguments for different problem solutions would be lost. Thus, effective use of technology involves many teacher decisions and direct forms of teacher involvement. Peers can serve as excellent sources of feedback. Over the last decade, there have been some very successful and influential demonstrations of how computer networks can support groups of students actively engaged in learning and reflection.

Computer-Supported Intentional Learning Environments CSILE provide opportunities for students to collaborate on learning activities by working through a communal database that has text and graphics capabilities Scardamalia et al. These notes are labeled by categories, such as question or new learning, that other students can search and comment on; see Box 9. With support from the instructor, these processes engage students in dialogues that integrate information and contributions from various sources to produce knowledge.

CSILE also includes guidelines for formulating and testing conjectures and prototheories. CSILE has been used in elementary, secondary, and postgraduate classrooms for science, history, and social studies. Students worked in small groups to design different aspects of a hypothetical culture of rain forest dwellers Means et al. The group that was charged with developing a number system for the hypothetical culture posted the following entry:. It is a base 10 number system too.

It has a pattern to it. The number of lines increase up to five then it goes upside down all the way to Another student group in the same classroom reviewed this CSILE posting and displayed impressive analytic skills as well as good social skills in a response pointing out the need to extend the system:. We all like the number system but we want to know how the number 0 looks like, and you can do more numbers not just 10 like we have right now.

Effective communications

Many students in this classroom speak a language other than English in their homes. CSILE provides opportunities to express their ideas in English and to receive feedback from their peers. Furthermore, students at all ability levels participate effectively: As one of its many uses to support learning, the Internet is increasingly being used as a forum for students to give feedback to each other.

Students use the electronic messaging system to query the schools that report suspicious data about the circumstances under which they made their measurement; for another kind of use, see Box 9. An added advantage of networked technologies for communication is that they help make thinking visible. This core feature of the cognitive apprenticeship model of instruction Collins, is exemplified in a broad range of instructional programs and has a technological manifestation, as. By prompting learners to articulate the steps taken during their thinking processes, the software creates a record of thought that learners can use to reflect on their work and teachers can use to assess student progress.

The CoVis Project developed a networked hypermedia database, the collaboratory notebook, for a similar purpose. The collaboratory notebook is divided into electronic workspaces, called notebooks, that can be used by students working together on a specific investigation Edelson et al. The notebook provides options for making different kinds of pages—questions, conjectures, evidence for, evidence against, plans, steps in plans, information, and commentary.

Using the hypermedia system, students can pose a question, then link it to competing conjectures about the questions posed by different students perhaps from different sites and to a plan for investigating the question. Similar functions are provided by SpeakEasy, a software tool used to structure and support dialogues among engineering students and their instructors Hoadley and Bell, Sophisticated tutoring environments that pose problems are also now available and give students feedback on the basis of how experts reason and organize their knowledge in physics, chemistry, algebra, computer programming, history, and economics see Chapter 2.

With this increased understanding has come an interest in: A variety of computer-based cognitive tutors have been developed for algebra, geometry, and LISP programming Anderson et al. These cognitive tutors have resulted in a complex profile of achievement gains for the students, depending on the nature of the tutor and the way it is inte-. As part of the Challenge Multimedia Project, elementary teachers Lucinda Surber, Cathy Chowenhill, and Page McDonald teamed up to design and execute an extended collaboration between fourth-grade classes at two elementary schools.

The project illustrates how telecomunication can both make clear the need for clear, precise writing and provide a forum for feedback from peers. Their goal was to provide a complete and clear enough description that students in the other class could reproduce the monster without ever having seen it. The descriptive paragraphs were exchanged through electronic mail, and the matched student pairs made drawings based on their understanding of the descriptions.

The students executed the same steps of writing, exchange of paragraphs, drawing, and reflection, in the Mondrian stage, this time starting with the art of abstract expressionists such as Mondrian, Klee, and Rothko. In the Me stage, students studied self-portraits of famous painters and then produced portraits of themselves, which they attempted to describe with enough detail so that their distant partners could produce portraits matching their own.

Another example of the tutoring approach is the Sherlock Project, a computer-based environment for teaching electronics troubleshooting to Air Force technicians who work on a complex system involving thousands of parts e. A simulation of this complex system was combined with an expert system or coach that offered advice when learners reached impasses in their troubleshooting attempts; and with reflection tools that allowed users to replay their performance and try out possible improvements.

In several field tests of techni-. By giving students a distant audience for their writing their partners at the other school , the project made it necessary for students to say everything in writing, without the gestures and oral communication that could supplement written messages within their own classroom. The pictures that their partners created on the basis of their written descriptions gave these young authors tangible feedback regarding the completeness and clarity of their writing.

The only thing that made it not exactly perfect was our mistake…. I think I could have been more clear on the mouth. I should have said that it was closed. I described it [as if it were] open by telling you I had no braces or retainers. The electronic technologies that students used in this project were quite simple word processors, e-mail, scanners. Not surprisingly, Sherlock has been deployed at several U. Two of the crucial properties of Sherlock are modeled on successful informal learning: When the Geometry Tutor was placed in classes in a large urban high school, students moved through the geometry proofs more quickly than expected by either the teachers or the tutor developers.

Average, below-average, and underachieving high-ability students with little confidence in their math skills benefited most from the tutor Wertheimer, Students in classes using the tutor showed higher motivation by starting work much more quickly—often coming early to class to get started—and taking more responsibility for their own progress.

Teachers started spending more of their time assisting individual students who asked for help and giving greater weight to effort in assigning student grades Schofield, It is noteworthy that students can use these tutors in groups as well as alone. In many settings, students work together on tutors and discuss issues and possible answers with others in their class. It is easy to forget that student achievement in school also depends on what happens outside of school. Bringing students and teachers in contact with the broader community can enhance their learning. In the previous chapter, we discussed learning through contacts with the broader community.

Universities and businesses, for example, have helped communities upgrade the quality of teaching in schools. Engineers and scientists who work in industry often play a mentoring role with teachers e. Teachers need only a few minutes per day to dictate assignments into an answering machine.

ESOL resources | Education in New Zealand

Parents can call at their convenience and retrieve the daily assignments, thus becoming informed of what their children are doing in school. Contrary to some expectations, low-income parents are as likely to call the answering machines as are parents of higher socioeconomic status.

School sites can also be used to inform the community of what a school is doing and how they can help. For example, the American Schools Directory www. A large-scale experiment evaluated the benefits of introducing an intelligent algebra tutoring system into an urban high school setting Koedinger et al. The collaboration produced the PUMP Pittsburgh urban mathematics program curriculum, which focuses on mathematical analyses of real-world situations, the use of computational tools, and on making algebra accessible to all students. Researchers compared achievement levels of ninth- grade students in the tutored classrooms experimental group with achievement in more traditional algebra classrooms.

In addition, the ASD provides free e-mail for every student and teacher in the country. Several projects are exploring the factors required to create effective electronic communities. For example, we noted above that students can. An early review of six different electronic communities, which included teacher and student networks and a group of university researchers, looked at how successful these communities were in relation to their size and location, how they organized themselves, what opportunities and obligations for response were built into the network, and how they evaluated their work Riel and Levin, Across the six groups, three factors were associated with successful network-based communities: To make the most of the opportunities for conversation and learning available through these kinds of networks, students, teachers, and mentors must be willing to assume new or untraditional roles.

For example, a major purpose of the Kids as Global Scientists KGS research project—a worldwide clusters of students, scientist mentors, technology experts, and experts in pedagogy—is to identify key components that make these communities successful Songer, In the most effective interactions, a social glue develops between partners over time. Initially, the project builds relationships by engaging people across locations in organized dialogues and multimedia introductions; later, the group establishes guidelines and scaffolds activities to help all participants understand their new responsibilities.

Students pose questions about weather and other natural phenomena and refine and respond to questions posed by themselves and others. This dialogue-based approach to learning creates a rich intellectual context, with ample opportunities for participants to improve their understanding and become more personally involved in explaining scientific phenomena. The introduction of new technologies to classrooms has offered new insights about the roles of teachers in promoting learning McDonald and Naso, ; Watts, Technology can give teachers license to experiment and tinker Means and Olson, a; U.

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Congress, Office of Technology Assessment, It softens the barrier between what students do and what teachers do. When teachers learn to use a new technology in their classrooms, they model the learning process for students; at the same time, they gain new insights on teaching by watching their students learn.

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Moreover, the transfer of the teaching role from teacher to student often occurs spontaneously during efforts to use computers in classrooms. Some children develop a. Often both teachers and students are novices, and the creation of knowledge is a genuinely cooperative endeavor. Epistemological authority—teachers possessing knowledge and students receiving knowledge—is redefined, which in turn redefines social authority and personal responsibility Kaput, ; Pollak, ; Skovsmose, Access restricted to subscribing institutions.

Includes bibliographical references p. Other Form Taylor, Claire, Doing action research.

View online Borrow Buy Freely available Show 0 more links Related resource Publisher description at http: With access conditions MacEwan University Access at http: Other links Ebook Library at http: Set up My libraries How do I set up "My libraries"? These 11 locations in All: Edith Cowan University Library. Open to the public ; Open to the public ; Online: SAE - Byron Bay.

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