Week 4 response

Week 4 response

Respond to at least two peers and me the instructor. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Instructor Kyger is asking this question please answer it for him.

Thank you for your response to this week’s discussions.Researchers at the National Center on Accessing the General Curriculum define differentiated instruction as a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is . . . rather than expecting students to modify themselves for the curriculum (Hall, 2002). Differentiated instruction is more than just providing instruction in several different formats i.e. lecture, video and audio. Differentiated instruction is teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance) (Allan & Tomlinson, 2000; Vygotsky, 1978). According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following: the content (what students learn); the process (how students learn); or the product (how students demonstrate their mastery of the knowledge or skills).

How would you go about differentiated instruction considering what you know now after completing your AR cycle?

Hall, T. (2002). Differentiated instruction [Online]. Wakefield, MA: CAST. Retrieved from  www.cast.org/publications/ncac/ncac_diffinstruc.html
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12. Alexandria, VA: ASCD.
Vygotsky, L. S., (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

 The first respond Gustavia Bradford

Question 1. Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences)

Answer:  The purpose of this study is to determine or know the difficulties encountered by English Language Learners in the classroom (ELL).  These problems or difficulties encountered by English Language Learners would cause for the deterrent or obstacle of these students to learn effectively in the classroom. 

Question 2. Post your research question (s) – include definition of key technical terms, if necessary. (one to three sentences).

Answer:  The following are the research questions related to my action research:

1. Identify the difficulties encountered by English Language Learners in the classroom and its impact toward effective learning.

2. What is the implication of a particular teaching strategy, technique, or methodology in the learning process of English Language Learners in the classroom?

Question 3. Outcomes/Results The “so what?” of your study- Answer to your research questions. (three to four sentences)

Answer: Based from the action research, English Language Learners were confronted difficulties of learning for various reasons.  First, understanding of concept could be very hard for these students in the classroom for many reasons.  Second, these students had problems on communication due that they were not used to speak English at home or in their culture.  Third, these students had problems on understanding instruction for the same reason or another.  Fourth, vocabulary of these students were very minimal or poor since English was not the primary language they spoke at home and school. Thus, comprehension of the lesson being discussed in class had been an issue at all.  Nevertheless, learning effectively was not possible or could hardly be possible for these students because adjustments would be necessary for them in order to cope-up the learning process.  It is said that it may take ample time for these students to be adaptable of the environment and learn better.  However, these problems that confronted by English Language Leaners have resulted to failures in class, increase dropout from school, and point of discouragement, insecurity, and humiliation  as they always struggle of learning in the classroom.  On the other hand, result of the research explained that methodology or technique of teaching had impacted the learning process of English Language Learners in the classroom.

Question 4.  Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences).

Answer: if I will conduct another study about my action research, I would probably modify the scope and limitations of my study.  On the study that I conducted, I focused only on the English subject class where these English Language Learners had difficulties of learning in the classroom.  If I will modify my scope and limitations of my study, I would surely include other core content subjects that these English Language Learners students had issues of comprehension or understanding of the lesson.

Question 5. Explain why this study is important to school and the students.

Answer: This study is very important to school in the first place since English Language Learners in the school or classroom are now increasing in numbers.  It is undeniable that these students had issues of learning in the classroom and that should be given solutions by the school, teachers, and even school district.  It is important to solve issues that confront these ELL students in the classroom since they are a part of success or failure in the classroom.  This study is equally important for students since these concerned about issues that they experienced in the classroom that should be given utmost help and consideration by school and teachers.  What students failed to achieve in the classroom is the failure of teachers and schools to be successful.  “Success of the school counts the students’ success”.

Question 6.  Explain why this study is important for teachers and other educational practitioners to become researchers of their own practice. (two or three sentences).

Answer:  This study is very important for teachers since it involved the teaching and learning in the classroom. The students were regarded as the focal point for the success of teaching in the classroom and should be given utmost important of consideration.  Also, the English Language Learners (ELL) had been increasing in the classroom for many schools and should be given equal rights and importance to quality and fair education as stipulated in the law of “No Child Left Behind” in the US educational system.  Furthermore, teachers and educational practitioners should become researcher of their own practice to improve their teaching career and implement good practices of teaching in their field of profession.  Teaching and education is unending process and everybody needs to continue to research and study for the benefit of oneself and school as well.

Part 2:

Question 2. Attached a link to your electronic portfolio (Pathbrite)

Answer: The link is: https://pathbrite.com/Gustavia/aJwt.

Question 2. Reflect on your experience with redesign of the Week Three Assignment in terms of challenges you encountered and how you overcome those challenges.

Answer:  I was so delighted of the redesign I worked for the week three assignment.  I felt it was easy and smooth for me to change or modify what needs to be changed.  It was an interesting experience at all in general.

Area of Focus: The purpose of this study is to find out if there is a need to screen preschool children for behaviors and mental disorders prior to them starting school. Would this cut down on the time that it takes to start services if there is a need for them?

Research Questions: 1. Is it beneficial for preschool aged children to get prescreened for behavior and mental disorders at the time of enrollment of school? 2. Will this cut down on the time it takes to receive services? 3. Will it be beneficial for students throughout their education to have strategies in place to aid in their disorders and disabilities as opposed to medication? Will parents better receive information if they are a part of the process from the start?
Outcomes: The outcome of the research did not go as I expected. Not this school year at least. I will present it again until the whole entire process is restructured. The administrators did decide to cut the middle man out when screening for behavioral issues. We now go straight to Turning Point Counseling Services instead of going to the Mental Health and Disabilities Coordinator. This could also help with the time frame. 
What I would do differently: If I had the chance to conduct the research again, I would probably start the parent surveys at earlier so that I would be able to present the research earlier as to have everything in line for the beginning of the school year.
This study is important to the school and the students because it will help teachers to prepare for students with mental and health disabilities before they enter school/classroom as opposed to waiting the 45-90 for all assessments to be completed to see if the student needs services. Teachers won't get so stressed out with behaviors and will already have a plan in place for any child that has these types of issues.
https://pathbrite.com/Jennelle/Nkwz