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Start-Stop-Continue (SSC) -Garner and Emery (1994): allowing students to give immediate feedback on their classroom activities.
LIST/RECORD instructional policies, practices, or behaviors STUDENTS would like the TEACHER to . . . USING
START
STOP
CONTINUE
Jessie Grace U. Rubrico, PhD
feedback
teacher to students
students to students
students to teacher
TEACHING PERFORMANCE
LEARNING PROCESS
Jessie Grace U. Rubrico, PhD
How am I doing as your teacher?
FEEDBACK
Improvement: teachers
Empowerment: students
TRUST, RESPECT
Jessie Grace U. Rubrico, PhD
FEEDBACK
DIALOG
ENGAGEMENT
TEACHING
EFFECTIVENESS
LEARNING
PROCESS
E
M
P
O
W
E
R
M
E
N
T Jessie Grace U. Rubrico, PhD
The Problem: •Empowering students to be responsible for their own learning process.
Jessie Grace U. Rubrico, PhD
• a multi-racial TESL class in a state university;
• diverse levels of English language proficiency
• seeming student passivity
Jessie Grace U. Rubrico, PhD
Can a multiple-modality approach to learning
EMPOWER students to actively engage in their own learning process?
Is this approach effective from the perspective of the
students?
Jessie Grace U. Rubrico, PhD
• interactive • Intro/summative
lecture
•Video clips •PPT slides
Multimedia presentations
•Classroom •Online/FB
discussion
Jessie Grace U. Rubrico, PhD
•Discussion Board •24/7 Messenger • E-portfolio
•Resource Center –Course Materials
•Feedback Avenue
Jessie Grace U. Rubrico, PhD
SSC explored
expediency of the approach
effectiveness of the teacher
attitude of the learners
empowered students to accept/reject the approach
SSC as learner engagement tool
Jessie Grace U. Rubrico, PhD
SSC Questionnaire Set 1
What do you think should the lecturer CONTINUE doing to further facilitate your learning?
Jessie Grace U. Rubrico, PhD
SSC Questionnaire Set 2
What do you think should the students CONTINUE doing so your learning is not hampered? Jessie Grace U. Rubrico, PhD
SSC Questionnaire 3 : Instructional Design
1. Which of the modalities presently used in the classroom do you want to continue?
(Check all that apply)
2. Which of the modalities presently used in the classroom do you want to be stopped?
(Check all that apply)
Qs 1-3 cover the major factors in the learning design:
teacher, learners, and the approach. Jessie Grace U. Rubrico, PhD
RESULTS
FACILITATOR
START: providing lecture notes before each class & hand outs and short notes for every lesson
STOP: requiring short time for online task submission as internet connection is not good
CONTINUE: • class interactions on FB & e-group • class conversations • group presentations • “sharing with us your experiences…”
Jessie Grace U. Rubrico, PhD
RESULTS
STUDENTS
START: taking responsibility for their learning - collaboration
STOP: expecting to be spoon-fed
CONTINUE: “discussing and sharing our knowledge and doubts about the topic that we are learning;”
Jessie Grace U. Rubrico, PhD
Modalities Preference
groupwork
lecture
egroup
multimedia
conversation
Jessie Grace U. Rubrico, PhD
Lessons learned: AR Empowers Students
• value of SSC method to learners:
> engagement and empowerment
1) empowers the students; empowerment motivates students to rise up to the challenges of active engagement in their learning process.
2) inculcates in learners a reflective exercise; reflective learners are more engaged, thus more empowered
Jessie Grace U. Rubrico, PhD
Empowerment: giving learners a say in their learning process > take responsibility of their learning Sense of responsibility
learning the assigned task well for the benefit of peers critique and assess: approach, group presentations and their own.
Sense of ownership Confidence < bonding that makes groups support each other toward their overall learning Jessie Grace U. Rubrico, PhD
Lessons learned: AR Develops The Teacher
value of SSC to the facilitator
1) simple way of getting learners engaged > consulting with students on the approach to their learning through the SSC is fruitful and rewarding. 2) facilitator’s reflection practice has been honed. > workload may be high but learning and teaching process is enhanced.
3) feedback as building blocks to a good practice we strive to achieve
Jessie Grace U. Rubrico, PhD
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