SKKN Using learning stations to engage students and promote autonomy in learning reading skills in the new english textbook 10

Nội dung tóm tắt: SKKN Using learning stations to engage students and promote autonomy in learning reading skills in the new english textbook 10

1. PART IV- RESULTS OF THE RESEARCH 1. Conclusion: To sum up, the implementation of the Learning station has enhanced the teaching quality as well as boosted students’ activeness, independence, and creativity, which gradually forms their happiness, passion, and creativity in their study. In fact, most of the students are active and motivated during lessons using stations. This has created favorable conditions for applying learning station method. When using the method, teachers must pay attention to the following: - Lesson contents should be selected with independent knowledge units to establish stations. In a lesson or a topic, teachers can choose a unit of knowledge rather than the whole lesson or topic for the implementation of this method. - For large classes, parallel rotation can be used to minimize the number of stations while ensuring the number of students at each station. - Depending on students’ level, the preparation of worksheets can be considered to provide certain support to ensure not only differentiation according to students’ ability but also their learning progress. Preparing materials and learning equipment as well as designing lessons using the model is time- consuming; as a result, teachers need to be well-prepared and assign specific learning tasks to students so that they can get ready for engaging in activities at the stations. 2. Effectiveness of the research Item Description SA % A% N % D % SD % INTERACTION I had the freedom to ask my 1 43 40 15 1 1 teacher what I do not understand I had the freedom to ask other 2 39 44 15 3 0 students what I do not understand Other students responded promptly 3 to my requests for help during the 19 48 29 4 0 station rotation classroom activity The work in each station was 4 evaluated regularly by me and my 13 43 35 8 1 classmates 26
2. I was supported by a positive 5 24.7 41.3 32 2 0 attitude from my classmates RESPONSE I could interact with other students 6 at my own pace during the station 18.7 50.7 22.7 7.3 0.7 rotation classroom activity The station rotation classroom 7 26 48 14.1 8 3.3 activity helped me to learn better I was engaged till the end of the 8 18.7 42 32.7 4.7 2.0 station rotation classroom activities LESSON ORGANIZATION The station rotation classroom 9 22 47.3 23.3 6.7 0.7 activities were planned carefully The station rotation classroom 10 activities enhanced my learning 20 36 31.3 10.7 2 process The organization of station rotation 11 classroom activities were easy to 22.7 44 24.7 6.7 2.0 follow The structure of the station rotation classroom activities environment 12 16 33.3 37.3 10 3.3 keeps me focused on what is being learned FACILITATION The teacher was prepared for the 13 53.3 40.7 5.3 0.7 0 station rotation classroom activity The teacher was available to 14 provide me guidance during the 46.7 46.7 6 0.7 0 class The teacher encouraged students to 15 46.7 40.7 11.3 1.3 0 work together and help each other The teacher provided me 16 opportunity to learn in different 34 52 10.7 3.3 0 ways 27
3. The teacher gave me prompt 17 16.7 37.3 39.3 6.0 0.7 feedback on my work The teacher encouraged me to do 18 33 41 22 4 1 my best The teacher respects my individual 19 34 43 22 2 0 way of learning The teacher provided me 20 opportunity in taking charge of my 36 41 21 2 0 learning The effects of station-rotation classroom activities on students’ learning were explored from the following aspects: interaction, response, lesson organization and facilitation. The majority of the students agreed that they were able to interact better with the teacher and other students during the station-rotation activities. Student’s written responses gave further evidence with 50 students expressing that interaction was one of the aspects that contributed the most to their learning during the station- rotation activities. On the other hand, students gave mixed response when they were asked whether they evaluated their own work and others’ regularly at each station. Analysis of students’ written feedback found that one of the main reasons why this probably did not happen was because not all the team members worked together during station rotation as commented. One student stated that “All the students should cooperate to ensure everyone got a chance at each station, however my team members are not cooperative.” In the response category, twelve students stated that they understood the topic better when they participated in the activity at the practical demonstration station as stated by one student: “We physically did the experiment using demo set prepared. I now clearly have the understanding (on) how planets orbit. Eye opener for me”. Furthermore, 11 stated that a variety of activities at different stations enhanced their learning experience. Despite this, quantitative data showed that 11% of the students disagreed that the station-rotation activities helped them to learn better. Analysis of students’ written responses found that this was due to several factors. One factor concerned the time spent at each station. Thirty-two written responses indicated that time given for each station-rotation activity was either too long or too short. One student even elaborated on the rush and panic experienced by students because of the inadequate time given to complete a given task at one of the stations, which eliminated the element of fun: “There’s not enough time in certain station(s), we are rushed to the next station before fully grasping the knowledge and having fun with the models prepared”. In the aspect of lesson organization, quantitative finding showed a fairly positive student response on the following items: materials of the station rotation activity were well prepared, and easy to follow. Students’ quantitative responses on 28
4. facilitation during station-rotation activities too were generally positive. On the contrary, only 53.3 % student agreed with the statement that the teacher gave them prompt feedback on their work, as supported by qualitative responses with 12 students expressing that they needed more guidance from their teacher during the station-rotation activities. In addition, 7 students stated that some of the questions given in the station-rotation activities were difficult, therefore they required more assistance. 3. Suggestions for further study Although the use of this model can generate positive teaching outcomes, teachers will encounter a range of difficulties in introducing it. Thus, for the better implementation of this method, the teacher needs to continue studying in terms of both theory and skills. In the study of this topic, although I have just stopped at implementinglearning stations in reading lessons, it can be expanded to be used in many other english lessons, like writing, language, etc. Hoang Mai, April 20, 2022 29
5. REFERENCES 1. Pinar, K., Haluk, S., & Jürgen, S. (2009). Developing learning stations for the purification of waste water, world conference on educational sciences. Procedia, Social and Behavioral Sciences, org/10.1016/j.sbspro.2009.01.038 2. Manuel, B. (1974). How to build a learning station: Everything a teacher should know. Merrimack Education Center. 3. Schweitzer, J. (1995). The use of learning stations as a strategy for teaching concepts by active-learning methods. Journal of Geological Education, 43(4), 366– 370. 4. Catlin Tucker, 2015, Create Small Learning Communities with the Station Rotation Model, communitieswith-the-station-rotation-model/, accessed in 19th August 2017. 5. Reese-Durham and Nancy. 2005. Peer Evaluation as an Active Learning Technique. Journal of Instructional Psychology, 32(4), 338-343. 6. McCombs, B.L. and Miller, L. 2007. Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press. pp. 47. i
6. APPENDIX A Students’ worksheet 1 ii
7. APPENDIX B QR CODE FOR LEARNING STATION Station A Station B Station C Station D Station E Station 6 iv
8. Station 7 Station 8 Station 9 Station 10 v
9. APPENDIX C WORKSHEET FOR LEARNING STATION 2 vi
10. APPENDIX D Posters of summary vii
11. APPENDIX E Questionaire This questionaire was designed to serve the aim of discovering students' feedback to the use of learning station in reading lessons. The answers, therefore, should be frank to your learning circumstance since your answers will be a valuable input for my study. Thank you very much for your cooperation. Please put a cross (X) on the answer you choose: Strongly Strongly Item Description agree Agree Neutral Disagree disagree INTERACTION I had the freedom to 1 ask my teacher what I do not understand I had the freedom to ask other students 2 what I do not understand Other students responded promptly to my requests for 3 help during the station rotation classroom activity The work in each station was evaluated 4 regularly by me and my classmates I was supported by a 5 positive attitude from my classmates ix
12. RESPONSE I could interact with other students at my 6 own pace during the station rotation classroom activity The station rotation classroom activity 7 helped me to learn better I was engaged till the end of the station 8 rotation classroom activities LESSON ORGANIZATION The station rotation classroom activities 9 were planned carefully The station rotation classroom activities 10 enhanced my learning process The organization of station rotation 11 classroom activities were easy to follow The structure of the station rotation classroom activities 12 environment keeps me focused on what is being learned x
13. FACILITATION The teacher was prepared for the 13 station rotation classroom activity The teacher was available to provide 14 me guidance during the class The teacher encouraged students 15 to work together and help each other The teacher provided me opportunity to 16 learn in different ways The teacher gave me 17 prompt feedback on my work The teacher 18 encouraged me to do my best The teacher respects 19 my individual way of learning The teacher provided me opportunity in 20 taking charge of my learning xi