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Engaging English Language Learners in High School Class Discussions

"The following research questions outlined my action research process. 1. What reasons do secondary or ninth grade [English language learner] and [fully English proficient] students give for not participating in whole-class and small-group discussions? 2. What factors do secondary or ninth grade ELL and FEP students identify as supporting participation in whole-class and small-group discussions? 3. In what ways are secondary or ninth grade English Language Learners' self-reported reasons for participation in whole class and small group discussion different than those of Fully English Proficient students"--Leaf 18. "This action research project, as well as the feedback that I received from sharing my findings have motivated me to make changes in my teaching practices in order to better serve ELL students. First and foremost, I plan to increase the amount of small-group discussions that take place in my classroom. While creating groups and scaffolding properly are time consuming, the literature and my own research have shown how imperative these steps are for nurturing growth in oral communication and even in relationship building that both lead to a more communicative classroom culture"--Leaf 46.

"The following research questions outlined my action research process. 1.

The Correlation of Experimental Research and Accepted Theory in Group Discussion

Robinson proceeded the experimental discussions on war and capital
punishment with • trial discussions on questions of student interest. Student
affairs or public affairs which affect the student personally, agrees Poison, should
furnish the first questions for discussion.* The problem of outsiders attending
dances at Mountain View High Sohool motivated a speech class discussion with
almost total participation, leading to school action on the basis of their preferred
solution,7 3.

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