arp implementation and data collection report

Our action research project

notebook...

By Dalia DíazMónica Orjuela

Research question…What is the effect of the implementation of Task-based approach – task continuity through chained activities – on developing vocabulary acquisition at early childhood? (3 to 5 years old stage)

Task continuity chain:

memory game, charades,

pictograph, online tasks

and collaborative

sentence building time

Main objective :

The implementation of a methodology through the use of Task Based Learning - Task-continuity – “chaining of activities” –, to foster vocabulary acquisition skills that will progressively allow students play with the words to build sentences (Willis, 2001, p.129), enhancing language use in context.

Secondary objectives:

The design and implementation of learning objects/products/online tasks to enhance students’ vocabulary acquisition skills.

To promote autonomy.

Objectives

Implementation and

data collection process

Timeline

http://virtual.unisabana.edu.co/mod/forum/discuss.php?d=22000



Stage Month Week (Dates)

Activity Data Collection Instrument(s) Comments

Pre-stage September

31/08/09 -

04/09/09

1) To give consent letter to school.2) To send consent letters to parents.

3)To find out about students’ background knowledge in ELL through:

3.1) Applying the diagnostic activity with students.

3.2) Piloting surveys for parents and students.

3.1) Diagnostic activity – ‘Proforma’

3.1.1) Video

3.2) Surveys for parents at survey monkey

http://www.surveymonkey.com/s.aspx?sm=seq0_2fTDj7I8Sae0RKF5kOA_3d_3d

http://www.surveymonkey.com/s.aspx?sm=vvhyadf5tjBebbsZWhho3Q_3d_3d

1) Consent letter was given. To School’s academic coordinator.

2) There are still three families that have not returned the consent letter slip signed.

3.1) The diagnostic activity results are being analyzed.

3.2) Only 12 families out of 44 have answered the surveys.

Action after piloting:

-Instead of having interviews with parents we will use a questionnaire, due to the fact that it is difficult to have an appointment just for this kind of matter. However they will be invited to talk about their approaches to the project on October 23,rd – Parent –teacher meeting day .

- Notes will be sent, to remind parents about various aspects of the English project. (Annex 2).







While-stage

September

07/09/09 – 11/09/09

1) To introduce F vocabulary atschool/home by means of aMemory game.

1)Video recording PhotosAutonomy chartLog - Observation and note taking – Proformas.

Autonomy chart by English area coordinator yet.

14/09/09-18/09/09

1) Implementing F vocabulary pictograph/assessment & Story telling.

2) To introduce S Vocabulary atschool/home: by means of memory game

1) Documents- Assessment worksheet.- Story telling time Video.- Story telling time

drawings.- Parents feedback at

random. - Students’ survey on

progress and use of the task chain.

2) Video recording PhotosAutonomy chart (daily achievements)Log - Observation and note taking – Proformas.

21/09/09-25/09/09

1) Implementing S vocabulary pictograph/assessment & Story telling.

2) To introduce M Vocabulary atschool/home by means of memory game &Charades game.

1)Documents- Story telling time Video.- Story telling time


random.- Students’ survey on


2) Video recording PhotosAutonomy chart (daily achievements)Log - Observation and note taking – Proformas

28/09/09-

30/09/09

1) Implementing M vocabulary pictograph/assessment & Story telling.

2) To introduce L Vocabulary atschool/home by means of memory game &Charades game

SCHOOL’S RECESS WEEK

Analyzing data – preview/reflection e.

1) Documents - Story telling time Video.- Story telling time


random.- Students’ survey on


2) Video recording PhotosAutonomy chart (daily achievements)Log - Observation and note taking

01/10/09 Autonomy Chart – Daily achievement sent

home.

October 01/10/09-

02/10/09

05/10/09-

12/10/09

13/10/09 –

16/10/09

1. Implementing L vocabulary assessment – Story telling.

2. Introducing D Vocabulary at school/home: memory game Charades game.

1) Documents- Story telling time Video.- Story telling time drawings.- Parents feedback at random.- Students’ survey on progress and use

of the task chain.

2) Video recording PhotosAutonomy chart (daily achievements)Log – Observation and note taking.

19/10/09 – 23/10/09

Implementing D vocabulary assessment – Story telling.

1) Documents - Story telling time Video.- Story telling time drawings.- Parents feedback at random.- Students’ survey on progress and use

of the task chain.- Questionnaire for parents, and

interview at random.- Students’ post intervention

Diagnostic test.

Implementation and data collection PRE-STAGE

Surveys for parents and students







Surveys’ AnalysisSome patterns of parents’ involvement in our study shows that only 36% of the families have get acquainted with the surveys set since the beginning of the research. Based on the population that has already answered to the two surveys set in Survey Monkey (16 families out of 44), significant percentages are shown concerning some aspects:

For survey 1 called ‘Student-Parents questionnaire’: *87.5% (14 families) come from nonbilingual prekindergartens; * 66.7% (10 families) of the fathers speak English; * 62.5% (10 families) of the mothers do not speak English; * 87.5% (14 families) play games together every day. For survey 2 called “Students’ Learner Profile – Survey for parents,” patterns were shown as follows:

LANGUAGE NEEDS & AFFECTIVE NEEDS * 86.7% (13 families) say that students are motivated to learn English; * 93.3% (14 families) say that students feel happy in the English class. * 46.7% (7 families) say that students like to listen to stories in English. For the purpose of our research, a goal should be increase this percentage, as well as to promote students’ participation in story-telling activities.

Surveys’ AnalysisCOGNITIVE NEEDS –Linguistic intelligence

•86.7% (13 families) say that students like to learn new words in English, and 100% (15 families) say that learners have good memory for names and general information. These high percentages will serve the purpose of the research project and will positively affect its application.

COGNITIVE NEEDS – Spatial intelligence *86.7% (13 families) say that students read illustrations and images easily. This information is relevant for our project’s purposes.

•73.3% (11 families) say that students make clear drawings. This perception does not really fit the evidence we have through the assessment worksheets.

COGNITIVE NEEDS - Bodily-kinesthetic Intelligence * 73.3% (11 families) say that students use a lot of hand gestures and body movement when talking. This will be useful when students participate in creating the stories (story-telling task).

•100.0% (15 families) say that students learn new games easily and quickly. This is also a good starting points for the students to access English practice through a game.

COGNITIVE NEEDS – Intrapersonal Intelligence * 80% (12 families) say that students accurately express her ideas and feelings. This is going to be proved through students oral participation in the different tasks.

Surveys’ Analysis

DEVELOPMENT OF METACOGNITIVE NEEDS *80% (12 families) of the students talk to their parents about their progresses, goals and achievements. *80% (12 families) of the students are encouraged to use what they have learned at school in other contexts. This is also a relevant issue to take into account for the project’s data collection procedures.

Diagnostic activity’s proforma

Diagnostic activity flashcards’ sample.

Words beginning

with F,S,M,L and D

5 different words of

each.

Diagnostic activity video

Diagnostic activity analysis

The 44 students were exposed to the 56 words of the vocabulary to be studied, to observe previous knowledge. Proformas were filled out showing that:

54.4% of the students (26/44) do not know a word from the vocabulary that will be studied (0/56 words).

18.1% of the students (8/44) know 1.7% of the words from the vocabulary that will be studied (1/56).


9.9% of the students (4/44) know 5.3 % of the words from the vocabulary that will be studied (3/56).




Implementation and data

collection WHILE-STAGE

Implementation Program

GIMNASIO FEMENINOENGLISH AREA - PRESCHOOL

ACTION RESEARCH PROJECT PROGRAM Teacher(s): Dalia Díaz – Mónica Orjuela Time of the project: 8 weeks (including recess week) Group: Prekindergarten (Premontessori 01, 02, 03) Level: Elementary Starting date: September 1st, 2009. Final Date: October 23rd, 2009

Carried out by Premontesssori students and English teachers.

• Through manipulation of especially designed materials and tasks.

• Aims-To develop vocabulary acquisition with focus on phonological awareness favouring the identification, recognition and usage of such vocabulary in context. - To recall the vocabulary learned when visualized.

- To use the vocabulary learned in context.

- To use self access learning products to develop autonomous learning.


PROCEDURE

1. Teacher introduces the new sound and related vocabulary, by means of songs, especially designed learning objects, flashcards and realia.2. Students color the illustrations on designed worksheets (two of the same for each student) while drilling the vocabulary.3. Students cut the illustration to make a set of vocabulary cards with which to play memory game, charades and pictograph.4. Teacher models how to play (memory game, charades and pictograph) in a whole group activity.5. Students are guided to play in pairs using a set of vocabulary cards. Groups will be monitored one by one in order to check for correct pronunciation and proper game procedure.6. Students take the vocabulary cards home in order to have self access for autonomous practice. 7. Students self access ICTs designed tools available at the school’s web page in autonomous way.8. Students make a follow-up of their autonomous performance by filling out a “Daily achievement format” sent home.9. A week later assessment implementation is applied through a pictograph activity.10. Students are invited to use the vocabulary in context in a collaborative story telling time.


RESOURCES· Specially designed worksheets.- Vocabulary cards.- Collaborative story-telling time illustrations - assessment - Flashcards (Vocabulary box).- Autonomy daily achievement format.·- Especially designed self-access online tasks.· Videobeam.· Computer.· Data collection instruments: Proformas, logs, note-taking, video recordings (camera), photos, documents. GRADING CRITERIA

Qualitative: Students’ motivation, attitudes and performance towards the process of vocabulary acquisition and autonomy development.Quantitative: Assessment on vocabulary acquired and usage of it in context.


Procedure for Memory Game: Photos

Procedure for Memory Game: Video

Memory Game:

Notes and video taken show that the methodology used for introducing the initial sounds taught and their corresponding vocabulary was clearer the second time

and students were more autonomous in the elaboration of the cards although cutting the cards is still a fine motor skill difficult for some students. This could mean that with time, students will get used to

handle the Memory Game easily and be ready to start applying the second task which is Charades.

Charades

Charades:

Students have shown interest in this game, and have commented that they play it with their parents and all of them like to mimic the meaning of the vocabulary word

cards. This is a positive change of scheme using the same cards, as

proposed in our methodology.

PictographPhotos

PictographVideo

Pictographs:

The worksheets designed to assess students had shown as a pattern, that students have some difficulties to make their drawings clear, –due to their age – even for them. However, developing fine motor skills is one of Premontessori’s goals not only in English, also in other subject areas, and this practice develops not only these kind of motor skills, creativity is developed as well.

After the second letter, these worksheets were replaced by the blank paper used in the collaborative story telling time to benefit students communication through drawing the stories in context, this change allows them to make free use of the space, and saves time for independent assessment.

At home, pictographs will be used to identify and practice isolated vocabulary words as well.

Online tasks – Comments from

parents

Premontessori online tasks at Gimnasio femenino web page.

http://www.gimnasiofemenino.edu.co/portal/index.php?option=com_content&view=category&id=35&Itemid=59





Online tasks –photos from parents

http://correo.gimnasiofemenino.edu.co:800/cgi-bin/openwebmail/openwebmail-viewatt.pl/DSC03305.JPG?action=viewattachment&[email protected]*-session-0.704581338769884&message_id=%3C3AF0E1CFBE5A4C468013F5B607617E4B04187E52%40cobog0410.atrame.deloitte.com%3E&folder=INBOX&attachment_nodeid=0-4&convfrom=utf-8



Document:Autonomous product from

online task II http://www.gimnasiofemenino.edu.co/portal/index.php?view=article&catid=35%3Apreescolar&id=67%3Atask&option=com_content&Itemid=59

http://www.gimnasiofemenino.edu.co/portal/index.php?view=article&catid=35%3Apreescolar&id=67%3Atask&option=com_content&Itemid=59



Collaborative sentence building Video

Collaborative sentence building :

For the first letter, only two students’ of each group participated in creating the sentences with the vocabulary taught. For the second letter, the

participation increased up to five students in two of the groups. The pattern shown is that use of L1 is

combined with the production of the specific vocabulary studied, demonstrating understanding of

the purpose of the activity.

Proforma

Document:Collaborative sentence building

time product

“A snake eats a sandwich with a spoon , sings and plays in the slide at school under the sun”.

Autonomy development

Document:Autonomy daily

achievement format

Autonomous learning –photos from parents




Document:Performance monthly

achievement

format

Interview - Questionnaire for

parentsOctober 19, 2009

Dear parents, You are cordially invited to meet us on Friday October 23rd -after receiving the grade report- to let us know how things have been working at home concerning our English project. Please, answer the questionnaire attached, and bring it along with your comments, questions or doubts.Thanks for your support.

Student’s name ________________________________________________________________We received the questionnaire and the invitation for an interview concerning Premontessori English project.Mother’s/Father’s name_______________________________________________________________________________________________________________________


parentsInterview questionsFamily ______________________________________________________________________ 1. Do you already have your vocabulary box at home?_______________________________________________________________________ 2. Is the vocabulary box in a place for your daughter’s easy access?______________________________________________________________________ 3. Have you played with the vocabulary cards on a regular basis? About how many times a week do you play?______________________________________________________________________ 4. Has your daughter invited you to play? About how many times?______________________________________________________________________ 5. Have you invited her to play? About how many times?______________________________________________________________________ 6. Do you use of the vocabulary orally when playing?______________________________________________________________________


parents7. Have you helped your daughter access the online tasks uploaded in the school’s web page?_______________________________________________________________________

8. Which online tasks have you tried? _______________________________________________________________________

9. What is your opinion about the project so far?_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

10. Can you mention some positive/negative aspects about it?__________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Main objective :- The implementation of a methodology through the use of Task Based Learning - Task-continuity – “chaining of activities” –, to foster vocabulary acquisition skills that will progressively allow students play with the words to build sentences (Willis, 2001, p.129), enhancing language use in context.Secondary objectives:- The design and implementation of learning objects/products/online tasks to enhance students’ vocabulary acquisition skills.- To promote autonomy.

Objectives achieved

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Limited.

http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

http://www.pi-linz.ac.at/ahs/bakip/link1.doc

arp implementation and data collection report

Education

implementation of task

learning task

use of task

task continuity chain

based approach task

chained activities

research questionwhat

language use