Exploratory task 2.1

You are given five research puzzles. Formulate the hypotheses for your research in the space provided.

Puzzles	Hypotheses (EITHER … OR…; … IF …; …WILL …
1. Role-play does not work in my class
2. The dictation results are poor again
3. Pupils are silent in discussions
4. Pupils do not know Past Participles
5. Homework has not been done again

While going through stage A the teachers try to find the answers to the following questions: “What is the problem that worries me?”, “What do I know about the ways to resolve the problem at present?”, “Have I read enough about the previous attempts to resolve this problem?”, “What innovation do I want to introduce?”, “How will I introduce the innovation?” “In which way might the innovation differ from my present teaching practice?”, “What possible effects can the innovation bring upon my teaching situation?”, “Is there any danger in using the innovation?”, “What do I hope to discover after the innovation is piloted in my class?”, “What if the hypothesis does not prove correct?” etc. Stage B is implementation of innovation is teaching. The teachers will draw up lesson plans with the innovative element. They will carry out the plan of implementing innovations. The teachers can ask the following questions at this stage: “How can I give a lesson with the innovative element?”, “How can I carry on observation in my classroom?”, “How can I make use of the lesson transcripts?”, “How can I interview my students of what they feel about the innovation?”, “How can I interview my colleagues of what they think about the innovation?”, “How can I make use of the teacher’s and students’ diaries?”, “How can testing be used for the purpose of data gathering?”, “How can I use the questionnaire technique in data gathering?”. Stage C is interpreting the data. The teachers examine the information that they were able to gather to discover more of what actually took place in the process of innovative teaching. At this stage the following questions are to be asked: “Have I gathered enough data to draw my own conclusions?”, “Do my data really give a fair picture of the reality?”, “In what order shall I start interpreting the data?’, “What data can be analyzed qualitatively?”, “What data can be analyzed quantitatively in numbers?”, “What data support each other?’, “What data contradict other data?’, “What conclusion have I actually reached by using my data?” (Ozdeniz, D. 1996. Introducing innovations into your teaching. In Challenge and Change in Language Teaching. Willis, J and D. Willis. Eds. Macmillan Heinemann. P. 114-124). This process of exploratory teaching is shown as a flow chart

Identification of the problem

Implementation of the innovations

Interpretation of the data

Дата добавления: 2015-10-24