University of Southern California Rossier School of Education Course Syllabus

Transcription

1 EDUC 526A Capstone in Teaching English to Speakers of Other Languages Instructor: Phone Number: Office Hours: December 2013 COURSE OVERVIEW The Capstone - Parts A and B - comprises two of the final courses in the MAT-TESOL program and is designed for in-service and experienced teachers. Capstone is intended to provide a developmental sequence whereby candidates first engage in activities to reflect on and modify their own instruction (Part A) and then exert leadership in their school, community, or professional field through a project that they design and carry out (Part B). The first product that candidates will design and carry out in Capstone Part A (and then write up and present during the first half of Part B) is an Action Research Project. The second task that candidates will complete during Part B is a Professional Leadership Project. The following table outlines the nature of each project to be completed in Capstone: Capstone PART A Capstone PART B Task Action Research Project Professional Leadership Project Goal Candidates will identify a problem in their own teaching practice that they would like to improve. Candidates will design and carry out an Action Research Plan to improve their professional practice. This research will be finalized in first weeks of Part B. Following the completion of their Action Research Project, candidates will then exert leadership in their professional community (at the school, community, or field level) by designing and carrying out a project that demonstrates their ability to make a professional contribution as a teacher leader a Activities Through assignments for the Action Research Project, candidates will identify a problem to focus on and then consult the literature to identify possible ways to improve their instruction. Candidates will then develop an Action Research Plan and implement it in their Action Research Project. Candidates will assemble the results of their Action Research in a final portfolio in Capstone B to provide evidence that they have increased their ability to facilitate learning for all students in their classroom. For Capstone A, candidates will be required to present their initial report on the status of research. change agent. The Professional Leadership Project will vary by candidate and be based on the candidate s Action Research Project. Some sample portfolio projects include the following: professional development workshop or other activity; research project designed to further understanding of an identified problem or issue; development and submission of a proposal to present at a professional conference; writing and submitting a book review or textbook analysis for publication in a professional journal. For Capstone B, candidates will be required to present their report on the status of their research. Detail about specific requirements will be provided in Page 1

2 Detail about specific requirements will be provided. the syllabus for Capstone Part B. WHY IS THIS COURSE IN THE MAT-TESOL PROGRAM? The course is in the MAT-TESOL program to give candidates the opportunity to be reflective about what they have learned throughout this program. The Capstone is structured so that students can demonstrate their ability to successfully solve a problem in their teaching practice. This course is meant to challenge your thinking, engage you in research, and help you to be a reflective practitioner who uses student work outcomes and the contemporary literature to assess your success in facilitating high levels of learning. GOALS AND OBJECTIVES Upon completion of Capstone A course, candidates will be able to generate an analysis of their strengths and weaknesses as a facilitator of learning, and identify possible ways they might strengthen their practice; identify a problem in their own teaching practice that they would like to improve; seek out and research literature in the aid of improving their instruction around a particular problem of practice; create an Action Research Plan that is designed to help them counteract a specific problem of practice; provide clear evidence that they have attempted to increase their ability to facilitate learning for all students in their classroom. SUMMATIVE COURSE ASSESSMENT The summative assessment in this course is a completed Action Research Plan. TEACHING STANDARDS This course addresses certain teaching standards as defined by the national Teaching English to Speakers of Other Languages (TESOL) association and/or the National Council for the Accreditation of Teacher Education (NCATE). The following table summarizes these standards and outlines the activities that candidates will do in order to be introduced to, reinforce, or master each one. Standard Unit I, R, M Description Assessment 1-3 Reinforced Candidates research a variety of standard-based teaching strategies and techniques for improving their instruction around a particular problem of practice in their local teaching context. TESOL/NCATE P12 Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Candidates write and submit a) a reflective paper on their views on their teaching strengths and weaknesses; b) a written statement declaring their problem of study. The papers are graded with a rubric. Page 2

3 TESOL/NCATE P12 Standard 5 Professionalism 4-5 Reinforced Candidates incorporate research results to reflect and implement knowledge about their problem of practice in a final product. Candidates complete a written of Literature Review and Action Research Plan and are graded with a rubric. COURSE REQUIREMENTS All of the requirements for this course are described below. They provide a description of Class Time activities as well as Out-of-Class assignments and Fieldwork that are required for this course. Class Time Class Times will be held weekly for 2 hours. During Class Time, you will have an opportunity to talk with your instructor and classmates about key topics and issues related to your projects. To receive full credit each week, you must arrive on time, be prepared to fully engage in all activities, and remain for the entire session. During some weeks Class Time will be used for individual or small group consultations (Week 4, 6, and 8). Attendance will be taken at every session. Candidates are expected to fully participate in all discussions and will not be awarded credit for Class Time unless they are in front of a fully functioning computer with a working video camera and microphone or telephone. Candidates who have audio connection only will not receive credit for Class Time. Out-of-Class Assignments The out-of-class workload for this course is approximately 5 hours per week. Out-of-class assignments include: Readings required and supplemental; student selected articles Written Assignments o Personal Teaching Reflection A written paper on their strengths and weaknesses as a teacher o Problem of Practice Statement A written statement declaring a problem of practice to be addressed through this course o Literature Review A written review of the literature that provides an analysis of the ways research selected by the candidate can help them address their problem of practice o Action Research Plan A written plan and timeline that details the steps candidates will complete to address and improve the area of instruction they have identified Page 3

4 Fieldwork Candidates who are currently teaching in their own classrooms may implement all assignments for Capstone Parts A and B in the context of their present teaching situation. Experienced teachers with their own classroom might seek out a project advisor onsite at their school. Candidates who are not currently teaching must secure a suitable site for purposes of this course. In order to carry out the Capstone projects, candidates will need a site where they can spend approximately 2 hours per week with a host teacher who will accommodate them and support their projects. Host teachers will need to be available to talk with the candidate, discuss the candidate s project idea and plans, and support the candidate s needs in terms of implementing the Action Research Project in Part A/B and the Professional Leadership Project in Part B. Implementation of the Action Research Project will require the opportunity to carry out practice teaching. All candidates will need permission to video record the implementation of their project with children and/or adults. Alternative site arrangements Candidates who wish to do so may secure site arrangements for Capstone other than in a traditional teaching context if it addresses their professional needs and plans. For example, if a candidate is pursuing an administrative role in their career, they may secure a site arrangement where they can focus on their educational leadership skills by working with a school director, or principal. A candidate interested in program development, on the other hand, could seek out an opportunity to work with an individual involved in a new school start-up. Someone interested in curriculum or materials development might seek out an opportunity to work with someone involved in this area. Other venues may also serve as Capstone sites if there is sufficient rationale for how they will support the professional development of the candidate. Office Hours In addition to any regularly scheduled instructor Office Hours for this course, instructors will be available upon request to arrange additional one-on-one consultations, should you need to ask questions or seek input. Contact your instructor to set up a meeting. You may your instructor at any time throughout the course. Every attempt will be made to answer s within 48 hours. REQUIRED READING Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. New York, NY: Routledge American Psychological Association (2009). Publication Manual of the American Psychological Page 4

5 Association, 6 th Edition. Washington, D.C.: American Psychological Association. Page 5

6 Supplemental Readings: University of Southern California Galvan, J. (2006). Writing literature reviews. Los Angeles, CA: Pyrczak Publishing. Chapters 4, 6 & 8. Wallace, M. (2010). Research for Language Teachers. New York, NY: Cambridge University Press. Research articles that candidates will assemble around the chosen problem of practice. GRADING This course is graded on a Credit/No-Credit (CR/NC) basis. To achieve Credit (CR) candidates must achieve the equivalent of a B- or 83% of the total course points. Assignments will be weighted as follows: Assignment Points Class Time Seminar Participation 20 Paper 1 Personal Reaching Reflection 10 Paper 2 Problem of Statement 10 Paper 3 Literature Review 15 Paper 4 Action Research Plan 15 Collaborative Forum 10 Initial report of research project 20 TOTAL 100 Credit will be awarded on the following scale: CREDIT: NO-CREDIT 83% - 100% = points 82% or below = 82 points or below DISTANCE LEARNING This course is offered both on-line and on campus; the activities, expectations and requirements are identical between the two versions. The on-line course is conducted through a combination of real time and asynchronous modules, just as the on-campus version is conducted with some inclass and out-of-class sessions. About 70% of the course will occur asynchronously. All candidates will be required to complete assignments on-line, in the field and independently along with completing related reading assignments. The time needed to complete all assignments fulfills course unit time requirements. By this point in the program, candidates' level of technical competence should include basic knowledge of the Internet. They should have an account on, at least, one site that allows people Page 6

7 to interact with one another (e.g. Facebook, MySpace, Skype, etc.). Basic tasks will include posting attachments, opening and posting discussion forums and uploading assignments including video clips (the mechanics of this will be taught). As in past courses, candidates will need to be able to video record their interactions with candidates (which may be accomplished through the use of a portable micro video camera) and upload edited versions (time limited) of their work. In addition, to complete assignments and access course documents, candidates should have some familiarity with Microsoft Word, Power Point, Excel, and basic Internet surfing. Candidates will have ongoing access to the instructor and fellow classmates throughout the course. Through the Course Wall, s, course calendars, and Forums, the instructor will maintain ongoing communication with candidates. These tools also provide candidates with a variety of ways to contact the instructor, share their ideas, comments and questions through private and public means. In addition, candidates will be made aware of real-time opportunities to engage in discussions with the instructor and their fellow classmates. The Course Wall provides a place for the instructor to share new information and new postings. Due dates will automatically appear both on a student s homepage and in their calendar. and chat will be the primary forms of immediate communication with the instructor. E- mail will be checked on a daily basis during the weekdays and will be responded to within 48 hours. The course calendar provides candidates with assignment due dates and notification of scheduled office hours for all faculty members teaching this course. Candidates may attend office hours with any instructor; however, if a student has a specific question about assignments or coursework, it is preferable to attend office hours with your instructor of record. The Forum provides candidates a place to post questions, comments, or concerns regarding readings and assignments at any time during the duration of the course. In addition to weekly Class Time sessions, the Forum is the primary location for candidates to communicate their learning with one another. It will be open at all times for postings and reactions. All required materials will be prepared and posted prior to the start of the course, but an instructor may add additional optional material at any point. All links and attachments will be checked weekly for updates. In the Event of Technical Breakdowns Candidates may submit assignments to the instructor via by the posted due date. Remember to back up your work frequently, post papers on the LMS (Learning Management System) or in Blackboard once completed, load files onto a power drive, and keep a hard copy of papers/projects. Standards of Appropriate Online Behavior: The protocols defined by the USC Student Conduct Code must be upheld in all online classes. Page 7

8 Candidates are not allowed to post inappropriate material, SPAM to the class, use offensive language or online flaming. For more information, please visit: < > ACADEMIC ACCOMMODATIONS Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to your instructor as early in the course as possible. DSP is located in STU 301 and is open 8:30 a.m. 5:00 p.m., Monday through Friday. The phone number for DSP is (213) ACADEMIC INTEGRITY USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one s own academic work from misuse by others as well as to avoid using another s work as one s own. All students are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: INCOMPLETES IN incomplete (work not completed because of documented illness or some other emergency occurring after 85% completion, 7 weeks into the course; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final day of the course); IX lapsed incomplete. Conditions for Removing a Grade of Incomplete: If an IN is assigned as the student s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the seventh week (or 85%) of the course. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time. Time Limit for Removal of an Incomplete: One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered lapsed, the grade is changed to an IX and it will be calculated into the grade point average as 0 points. Courses Page 8

9 offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average. Page 9

10 ASSIGNMENT OVERVIEW University of Southern California The assignments for this course are listed in the following table: Assignment Summary Points Due Date Paper 1: Personal Teaching Reflection Candidates will write a 2-3 page teaching reflection paper about their strengths and weaknesses as a teacher 10 Week 2 Before Class Paper 2: Problem of Practice Statement Paper 3: Literature Review Paper 4: Action Research Plan Collaborative Forum Initial report of the project Class Time Candidates will write a 2-3 page statement of the problem they have chosen to focus on Candidates will write a 5 page review of selfselected literature that provides a critical analysis of the ways the research can help teachers address their chosen problem of practice Candidates will submit a 1-2 page plan that is rooted in the literature they have reviewed and details the steps they will complete in order to address and improve the area of instruction that they have identified Candidates will submit to forum one aspect of their action research project in progress and provide peer critique to each other Candidates will prepare and present initial report on the status of their Action Research Project Candidates will come to class prepared to actively engage in discussion (ask questions, make comments, provide feedback) and problem solving Time 10 Week 3 Before Class Time 15 Week 5 Before Class Time 15 Week 7 Before Class Time 10 Week 9 Before Class Time 20 Week 20 (2 per session) 9-10 Assigned weeks Page 10

11 UNIT TOPICS AND ASSIGNMENTS An overview of each unit s topics and assignments is listed below. Please note that each unit spans two weeks. Also, the most detailed and current instructions will be found on the 2SC platform. UNIT 1: COURSE OVERVIEW AND INTRO TO ACTION RESEARCH Week 1 & 2 This opening unit introduces the aim and sequence of the TESOL Capstone course, including the final products that students will submit and present in part B. Candidates will be introduced to the approach known as Action Research and identify a problem of practice that they will focus on in this course. Week 1 Course Overview and Intro to Action Research This unit will also introduce the concept of teacher as a researcher and the related investigation approach that we will use in this course which is known as Action Research. In this first week we will address key questions about Action Research what it is, what characterizes it, and what the basic steps are in this approach. Candidates will also be given an opportunity to reflect on their teaching and identify a suitable problem of practice to explore during this course. Objectives Upon completion of this week, candidates will be able to describe the sequence of assignments and activities that can be expected in Capstone A and B; begin to do advance planning for Capstone activities based on their own fieldwork situation; define the main characteristics of Action Research; explain the differences between Action Research and Traditional Educational Research; outline the steps to conduct an Action Research project; explain the relationship of Action Research to reflective teaching. Readings Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge, Chapter 1. Supplemental reading: Wallace, M. (2010). Action Research for Language Teachers: New York, NY.: Cambridge University Press, Chapter 1. Page 11

12 Assignments 1. Class Time Week 1 Review the syllabus and assignments for Capstone A and B Discuss the timeline of major activities that students must plan for and discuss implications for different contexts and calendars at various fieldwork sites; Discuss Action Research vs. Traditional Research Discuss the purpose of the Action Research project design Discuss the procedures and steps to conduct Action Research Discuss the kinds of topics that are investigated in Action Research. 2. Read Chapters 1 and 2 in Burns to discuss the main issues during Class Time Week Paper 1: Personal Teaching Reflection Develop a 2-3 page paper; address the following prompts: As honestly and specifically as you can, analyze your strengths and weaknesses as a teacher Identify and discuss the area or areas of your teaching practice that you believe you would like to strengthen and improve in the most. See Toolbox: Writing a Personal Teaching Reflection Rubric: Personal Teaching Reflection Action Research vs. Traditional Research Grade: 10 points Due: Before Class Time Week 2 Week 2 Identifying the Problem of Practice for your Action Research Project The first crucial step in any Action Research is to identify a problem of practice to address. The problem of practice to focus on in this course must be an issue directly related to your instruction in an ESL or EFL context. The problem you choose to address should be of high interest and meaningful to you something you definitely want to solve or improve in to enhance your current or future professional practice. It must also, however, be something that is doable in the amount of time provided by this course. You will need to present a clear rationale for the significance of the problem you select and ensure that it is something you can address during this course. Objectives Upon completion of this week, candidates will identify a problem of practice and possible 1-2 research questions to be addressed throughout Part A of this course; define the specific features of a selected problem and justify its significance for their own practice. Page 12

13 Readings Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge. Chapter 2, (22-38). Supplemental reading: Wallace, M. (2010). Action Research for Language Teachers: New York, NY: Cambridge University Press, Chapter 2. Assignments 1. Class Time Week 2 Brainstorm areas for Action Research that you would be interested in based on your Teaching Reflection Paper Bring your ideas for possible problems of practice to share with colleagues Think of a possibility to establish groups to do an Action Research possibly based on similar problems of practice. 2. Review: Burns, Chapter 2. Note questions in Table 2.1 Finding a Focus Area, p. 28. Prepare to discuss in Class Time Week Paper 2: Problem of Practice Statement Develop a 2-3 page paper using APA style which addresses the following prompts: Identify the problem or issue within your own instruction to be addressed throughout this course. The problem chosen must be related to an area of instruction that you recognize a need to improve. Define the problem as specifically as you can and provide rationale for why this is your problem area of focus. See Toolbox: Writing a Problem of Practice Statement Rubric: Problem of Practice Statement Capstone projects in TESOL: Sample Topics Capstone Project in TESOL Grade: 10 points Due: Before Class Time - Week 3 Page 13

14 UNIT 2: CONSULTING THE LITERATURE Weeks 3 & 4 After a problem of practice has been identified, the next step is to review the literature on that topic in order to find pertinent knowledge and recommendations about the issue. The aim is to review the work of others in order to find guidance to help you. The literature may help you narrow the focus of your topic, find recommendations or suggestions on ways to address or improve your problem of practice, identify possible steps to take in your Action Research and data collection methods, and find ways to evaluate or assess the results of your Action Research study. Objectives Upon completion of this unit, candidates will be able to define the purpose of a literature review as related to this course; identify the essential features of a literature review; conduct a literature review in order to acquire guidance in developing an Action Research project to address their problem of practice. Reading Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge, Chapter 2, (39-53) Galvan, J. (2006). Writing literature reviews. Los Angeles, CA: Pyrczak Publishing. Chapters 4 & 6 Assignments Week 3 1. Class Time Week 3 Discuss guidelines and expectations for the literature review Review use of USC library search tools Discuss what it means to discriminate for quality articles 2. Read Burns Chapter 2, (39-53), and Galvan chapters 4 & 6 and prepare to discuss in Class Time week Watch video: What Constitutes Quality Research? by Robert Rueda 4. Search, locate, and analyze relevant and quality articles to use in your review Identify and analyze articles that are relevant to your specific problem of practice Focus on articles that offer practical recommendations or implications that will help to guide your Action Research project Page 14

15 5. Through this search identify a minimum of EIGHT contemporary research articles to write about in your review Paper 3: Literature Review Begin writing your 5 page literature review based on your analysis of the articles you have identified. See Toolbox: Writing a Literature Review Rubric: Writing a Literature review Grade: 15 points Due: Before Class Time Week 5 Week 4 1. Class Time Week 4 This will be scheduled individual or small group consultations with your instructor a. Review Literature Review guidelines and expectations b. Discuss individual progress 2. Complete Literature Review and submit it before Class Time Week 5 Page 15

16 UNIT 3 WRITING YOUR ACTION RESEARCH PLAN AND GETTING STARTED ON YOUR PROJECT Weeks 5 & 6 By this point you will have identified a problem of practice and reviewed and analyzed relevant literature to find suggestions, recommendations, and possible solutions for your problem of practice. Now it is time to use what you have learned by developing an Action Research Plan and actually carrying it out. Your written plan will provide a step-by-step guide for what you are going to do in order to solve or improve your problem of practice. The plan will detail the steps you will take including any activities you will do, what data you will be collecting, the way you will collect it, how you will evaluate or analyze the data, etc. It will also outline the timeline for carrying out your plan. Fidelity to this plan in conducting your Action Research will be important. Objectives Upon completion of this unit, candidates will be able to reflect on their problem of practice and their findings from the literature review in order to formulate an Action Research Plan; select an appropriate strategy to address their problem of practice; describe the essential components of their Action Research project; identify the ways they will collect data for their Action Research; produce a plan that describes the sequence of actions to be implemented to resolve or improve their problem of practice. Reading Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge, Chapter 3. Supplemental reading: Wallace, M. (2010). Action Research for Language Teachers: New York, N.Y.: Cambridge University Press, Chapter 3. Assignments Week 5 1. Class Time Week 5 Writing an Action Research Plan Possible strategies in Action Research for different types of problems Common ways to collect and analyze data 2. Read Burns Chapter Paper 4: Action Research Plan Write a 1-2 page paper, which describes in specific detail the steps you will take to complete your Action Research and the timeline you will Page 16

17 Week 6 University of Southern California use to complete it. Describe the strategy you have selected for the problem you are addressing. Discuss the rationale for your plan. See Toolbox: Writing an Action Research Plan Rubric: Action Research Plan Grade: 15 points Due: Complete DRAFT before Individual Consultation Week 6; final version due before Class Time Week 7 4. Class Time Week 6 This week will be scheduled small group or individual consultations with the instructor in order to review Action Research Plan identify modifications or revisions needed confirm timeline officially give instructor sign-off on plan before candidate begins 5. Read Burns Chap 4 and prepare to discuss in Class Week 7 Page 17

18 UNIT 4: INTERPRETING FINDINGS FROM YOUR ACTION RESEARCH PROJECT Weeks 7 & 8 What you learn through your Action Research should directly relate to your problem of practice and lead to new insights, skills, or knowledge. This week addresses the means by which data is analyzed and interpreted in Action Research in order to become part of a change process for teaching. Objectives Upon completion of this unit candidates will be able to: relate the data they collect to the initial problem of practice answer this question: How do the findings improve or inform my problem of practice? write effectively about their findings in the report about their project augment the report with written and visual representations to clarify and/or reinforce elements of the most pertinent findings Reading Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge, Chapter 4. Supplemental reading: Wallace, M. (2010). Action Research for Language Teachers: New York, NY: Cambridge University Press, Chapters 6, 7 & 8. (Select a chapter appropriate to your Action Research Plan). Assignments Week 7 1. Class Time Week 7 What to do with the data you collect? Analyzing and interpreting data. Soliciting instructor feedback as needed 2. Your Action research Project: Begin to prepare an initial report on your Action Research project, including any data and findings that you are collecting. This report will be shared with your classmates during week 9 and 10. Your first report on the project should be no less than 5 minutes and should not exceed 7 minutes (not including questions and discussion). This report may involve a handout or a limited number of PowerPoint slides. The content should include the following: Brief statement of your problem of practice and strategy you employed to address it Sequence of activities and how you gathered data Any initial findings and implications you are drawing from your research Page 18

19 A visual if helpful to show aspects of your project (e.g. table, graph, chart, picture) Your report may also include brief video excerpts to show a key activity or examples of your findings See Toolbox: Rubric: Oral Presentations Oral Presentations: Feedback Form Grade: 20 points for initial report and supporting materials or other media (if any) Due Date: Before Class Time Week 9 schedule will be determined for presenting reports during weeks 9 and 10 Week 8 1. Collaborative Forum: Submit to forum one aspect of your action research project in progress and provide peer critique to each other. Grade: 10 points Due date: Week 9 before Class Time 2. Class Time Week 8 This week will be scheduled individual or small group consultations with the instructor in order to discuss how the data collected relate to your initial research problem how the findings provide new or different understandings of your problem guidance on preparing for initial report to class during Week 9 and10 Page 19

20 UNIT 5: INITIAL REPORTS ON ACTION RESEARCH PROJECTS Weeks 9 & 10 Over these two weeks candidates will share an initial report on their Action Research project, regardless of where they are in the process of completing it. This week we will look at Capstone B and review the guidelines for the final portfolio and start thinking about possible ways to share what we will have learned with others. In Capstone B candidates will be sharing the results of their Action Research projects with someone: colleagues, other teachers, or the greater professional community. This is a collegial responsibility and an important way to exhibit professional leadership. In the words of Burns, the author of our text: Reading The benefits of presenting your research to other teachers are clear. Teacher accounts allow good teaching and learning ideas to be shared around. Opening up what to do in the classroom inspires us to learn from each other and breaks down classroom isolation (p. 149) Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge, Chapter 5 Supplemental reading: Wallace, M. (2010). Action Research for Language Teachers: New York, NY: Cambridge University Press, Chapter 5. Week 9 & 10 Class Time Presentations - initial reports to class by schedule Discussion: What s next? i. Discuss the finalization of Action Research Project in Capstone B ii. Discuss the Leadership Project in Capstone B iii. Think about ways you may want to articulate and share findings from your project; describe some possible forms or venues that you can use iv. Begin to discuss Chapter 5 of Burns Page 20

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