The document provides guidance on writing the Results section of an ARP (Action Research Project) report. The Results section should be 3 paragraphs summarizing the strategies observed that the teacher used to maximize their own and their students' use of the target language during class. It describes the structure of the paragraphs and provides examples of how to contextualize the strategies while referring to observation notes. Other points explained are that teachers may use multiple strategies simultaneously and that certain observations like cooperative learning or error correction are not strategies for maximizing the target language.
The document provides guidance on writing the Results section of an ARP (Action Research Project) report. The Results section should be 3 paragraphs summarizing the strategies observed that the teacher used to maximize their own and their students' use of the target language during class. It describes the structure of the paragraphs and provides examples of how to contextualize the strategies while referring to observation notes. Other points explained are that teachers may use multiple strategies simultaneously and that certain observations like cooperative learning or error correction are not strategies for maximizing the target language.
The document provides guidance on writing the Results section of an ARP (Action Research Project) report. The Results section should be 3 paragraphs summarizing the strategies observed that the teacher used to maximize their own and their students' use of the target language during class. It describes the structure of the paragraphs and provides examples of how to contextualize the strategies while referring to observation notes. Other points explained are that teachers may use multiple strategies simultaneously and that certain observations like cooperative learning or error correction are not strategies for maximizing the target language.
The document provides guidance on writing the Results section of an ARP (Action Research Project) report. The Results section should be 3 paragraphs summarizing the strategies observed that the teacher used to maximize their own and their students' use of the target language during class. It describes the structure of the paragraphs and provides examples of how to contextualize the strategies while referring to observation notes. Other points explained are that teachers may use multiple strategies simultaneously and that certain observations like cooperative learning or error correction are not strategies for maximizing the target language.
STRUCTURE 1 paragraph on the teacher’s use of strategies to maximize their own use of the TL
1 or 2 paragraphs on the teacher’s use of strategies to maximize their students’
use of the TL during: A. Whole class discussions B. Pair/group work
NOTE: If no pair/group work was observed, this should be mentioned in this section.
www.ulaval.ca Results STRUCTURE – Use the simple past and, as much as possible, ordering discourse connectors! Topic sentences Paragraph 1: After analysis, it was determined that the cooperating teacher used X strategies to maximize her own use of the TL. The cooperating teacher used several strategies to maximize his own use of the TL.
Paragraph 2 and 3: A. Whole class discussions The cooperating teacher used several strategies for maximizing her students’ use of the TL during whole class discussions.
B. Pair/group work The cooperating teacher used X strategies to maximize his students’ use of the TL during pair/group work.
www.ulaval.ca Results CONTENT Avoid explaining the results – why strategies were effective or why the teacher believed it was important to use certain strategies All strategies need to be contextualized Use concrete examples that describe what you actually saw during your observations Refer to your tracking sheet
Examples: In addition, the teacher was observed several times making efforts to render input comprehensible to students. She opted for cognates even when less commonly used by native speakers of the TL, such as saying ‘obligation’ rather than ‘mandatory’.
The cooperating teacher also used many strategies to maximize the students’ use of the TL during pair/group work. For example, before doing an interview activity, she taught students formulaic expressions. The students then used them to ask questions. The expressions ranged from “I don’t understand ___” to “How do you say ___ in English?”.
www.ulaval.ca Results OTHER POINTS TO REMEMBER Teachers often use multiple strategies at the same time
Example: The cooperating teacher varied her intonation and the volume of her voice to make herself understood in the TL. In fact, when giving instructions to her grade 5 class, she said, while holding up a student’s journal: “Get into your cooperative learning teams and take out your journals”. This was said very slowly, emphasizing key words like “cooperative learning teams” and “journals” by saying them more loudly.
STRATEGIES: Varying tone and intonation + using realia
Go back to your results sections and tracking sheets to see if perhaps your cooperating teacher used more than one strategy at the same time.
www.ulaval.ca Results OTHER POINTS TO REMEMBER
Cooperative learning, scaffolding, error correction, enriching vocabulary, use of the L1
DO NOT BELONG in the Results section of the ARP.
Cooperative learning =/= strategy for maximizing the TL
Scaffolding occurs during learning in interaction If the L1 is used, the TL is not being maximized (the TL is not being used) Other observations – how the teacher corrected students’ errors, enriched vocabulary, etc =/= strategies for maximizing the TL
HOWEVER These are all excellent points to include in the Discussion section
