Teacher Action Research 1 Running head: TEACHER ... - GSE

More documents

Recommendations

Info

Teacher Action Research 6 % of Students with Intelligence Profile Score >= 70 80% 70% 60% 50% 40% 30% 20% 10% 0% Naturalist Intelligence Musical Intelligence Logical Intelligence Existential Intelligence Interpersonal Intelligence Kinesthetic Intelligence Verbal Intelligence Intrapersonal Intelligence % of Students Visual Intelligence From this data, I learn that there are equally high visual, kinesthetic and existential learners in my classroom. Once again, I can see the high percentage of students with a high score for musical intelligence compared to the percentage of students with high verbal, logical and naturalist intelligences. The Results of the Activities Survey The results of the Activities Survey are based on 16 responses. In the next chart, I show the percentage of students that rate each activity as being very useful or extremely useful in preparing them for an exam. % of Students Rating Activity Very or Extremely Useful % of Students 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Dos Por Dos Game Find and Fix Mistakes Review Worksheet In class Q+A - Grammar Group Quizzes Individual quizzes Group Work: culture Individual Work: culture Signature Grid Competitions Individual Gustar Overhead Transparency Individual Writing It is interesting to note that almost 90% of my students found the individual writing assignments so useful and that almost 80% of my students scored at or above a 70 for
Teacher Action Research 7 intrapersonal intelligence. The high percentage of intrapersonal learners is also evident in the high percentage of students who thought that other intrapersonal activities (the find and fix the mistakes worksheet and the review worksheet) were very beneficial for preparing them for exams. What I did not expect to find is the low percentage (5%) of students who found the signature grid competitions very or extremely useful. This activity uses kinesthetic, visual, verbal and interpersonal intelligences. The students are able to move around the classroom as they interact with each other in the target language. Since the students always seem to enjoy this activity, I thought the majority of the class would rate it very or extremely useful. I also anticipated that more than 40% of the students would find both the group quizzes and the individual quizzes very or extremely useful in preparing them for the exams. Lastly, I was pleased to learn that 50% of the students rated 7 of the 12 activities as very / extremely useful. Conclusion I developed this puzzlement because I wanted to see if and how I could apply MI theory to my classroom. While I found MI theory to be very practical, I understand that there are factors other than a student’s strong or weak intelligences that can influence his/her opinion of an activity. For example, Krashen’s (1982) affective filter hypothesis says that any stress a language learner experiences in the classroom can greatly affect his/her motivation to take risks using the target language. Interpersonal activities can raise these affective filters since the students may become stressed or nervous when asked to use only the target language. While my students may prefer the intrapersonal activities (when their affective filters are low), I hope to show them that they can greatly benefit from the full array of activities that we use in the classroom. My goal is to
Page 1 and 2: Teacher Action Research 1 Running h
Page 3 and 4: Teacher Action Research 3 Methodolo
Page 5: Teacher Action Research 5 Existenti
Page 9: Teacher Action Research 9 Reference

Teacher Action Research 1 Running head: TEACHER ... - GSE

Create successful ePaper yourself

Delete template?

Save as template?