Appendix + things to put into envelope (action research cohort 1)

To put into envelope and sealed up

 

Completed copies of:

       Pre & post test checklists + other tools you used (if necessary)

       Role play scripts (evidences of your children’s work that is essential to your results tabulation –> apply whatever that is applicable to TO YOUR research)

       Worksheets (evidences of your children’s work that is essential to your results tabulation–> apply whatever that is applicable to TO YOUR research)

       Informed consent forms (from you to the parents)

       Raw data of decoding with colored boxes of transcript themes

Appendix

 

Clean copies of:

       Project outline

       Clean letter to principal

       Clean letter to parents

       Informed consent form to parents

       Clean pre & post test checklists + others tools you used (if necessary) (evidences of your children’s work that is essential to your results tabulation–> apply whatever that is applicable to TO YOUR research)

       Clean worksheets (evidences of your children’s work that is essential to your results tabulation–> apply whatever that is applicable to TO YOUR research)

       Clean role play scripts (evidences of your children’s work that is essential to your results tabulation–> apply whatever that is applicable to TO YOUR research)

       Action plans for implementations write up (refer to Sukuna’s email)  

             colored boxes transcripts themes

       pictures of your teaching aids/tools that are essential to your research

Action Research Done by Chiew Ying

Research Statement: “Improving Students Learning in Playing Keyboard Games”

Research Questions: How does teaching strategies facilitate students Keyboard Games playing?

As a music teacher for many years, I have been wondering why students have difficulties in playing together to the music during Keyboard Games playing. Always I try to put the blame on parents for not practicing with their child at home. I believe that children need to practice in order to make sense with what they have learned in class, so that they will feel confident and comfortable in participating activities during lesson. However, the program teaching guides brought out an essential message that Keyboard Games is pleasurable and enjoyable activities to introduce keyboard playing to students, and students will be able to play after teaching. This has prompted me to think how can I help students to play together in Keyboard Games if some of them have not practiced at home. Here is my research question:

How does teaching strategies facilitate students’ Keyboard Games playing?

This research has helped me to understand the important of teaching strategies that facilitates students learning. Teachers also need to be aware of the characteristics and developmental milestones of the students in order to use appropriate teaching strategies to provide meaningful learning experiences for the students.

Data Source

 

Pre-Test and Post test

Field Notes

Audio Recording

Reflective Journal

-To evaluate children musical ability of playing Keyboard Games to the music.

 

-The test will indicate how many percent of children meet the target set for each piece of Keyboard Game before and after the interventions.

-Observe children response and Keyboard Games playing during lesson

 

-Observe teacher teaching, take note of the teaching strategies that she use.

– Make audio recording for every music lesson.  However, only Keyboard Games lesson will be transcribed.

– Reflect on each lesson after class observation.

 

-Reflect on review session with the class teacher.

 

 

 

Action Research: Audrey & Nurlyana

Hi all, this is our research, share your thoughts
and insights on our project!

Research Topic: Effective strategies in the preschool setting to facilitate smoother transition from one activity to another.

Question 1: How can teacher facilitated strategies ensure smoother transitions from one activity to another for young children?
Question 2: How do children respond to effective transition strategies/ activities?

concept-map-21

Action Research: Durrah & Fariza

Durrah & Fariza

RESEARCH TOPIC:

BEYOND THE FOUR WALLS- EXTENDED LEARNING FROM CLASSROOM TO OUTDOORS: MAKING LEARNING MEANINGFULResearch Questions:

Question 1: How can outdoor experiences facilitate meaningful learning?

Question 2: Does lesson extension through outdoor experiences improve children’s understanding?

  • Initially, we had to change all our intervention plans due to the class teacher intervening in our research (the children were well prepared by the teacher– researcher’s effect)
  • We picked number bonds as the focus initially, then changed to physics-ramps.
  • Although our research was based on the theme of ramps (Physics), outdoor learning does not restrict to just this. There are vast opportunities for learning other subjects and themes as well.
  • We found out that when children are brought outdoors for lessons, they displayed more attentiveness and participation was higher. Through experiential learning, it created opportunities for hands-on learning and thus this allowed the children to be meaningfully engaged and better understand challenging concepts– shown in data collected.
  • Collection of data include: Videos, field notes, children’s work, teacher’s survey, checklists for all interventions and pre/post test.
  • Factors such as time and weather was a challenge.
  • Thanks for looking
    Durrah & Fariza