Mills, G. E. 2003. Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

2. � is systematic inquiry done by teachers (or other individuals in the teaching/learning environment) to gather information about- and subsequently improve- how their particular schools operate, how they teach, and how well their students learn.

3. Chapter 1: Understanding Action ResearchAction Research Teaching

4. 4 Steps in the Action Research Process Based on Deborah South�s Example of �Unmotivated� Students

8. The Dialectic Action Research Plan

9. To Do: Select an appropriate area of focus. Do reconnaissance. Review related literature. Write and research plan to guide your work.

10. Area of Focus

11. 1. Criteria for Selecting a General Idea/Area of Focus: Should involve teaching and learning and should focus on your own practice Something within your locus of control Something you feel passionate about Something you would like to change or improve

12. Steps to create a good Area of Focus Identify a problem or situation you would like to change or improve. Example: My ESL students don�t like to read in English. Turn that problem into a question.* Example: What can a ESL teacher do to motivate her students to enjoy reading in English? * This question will guide your reconnaissance and eventually your development of final research questions.

13. 2. Criteria for Reconnaissance: Explore your own understanding of your Area of Focus. Write a Reflective Memo

14. Reflective Memo

15. Steps for writing a goodReflective Memo Based on your Area of Focus, � Self-Reflect on your own understanding of the general situation Describe the specific situation to clarify the focus area (who, what, when, where, how) Explain how and why the specific situation can be improved (why)

16. Self-Reflection(Background Knowledge) Discuss own understanding of the general situation based on� Beliefs about teaching and learning Educational values Known theories or research Historical or school contexts Example: �I believe that the ESL students in my class don�t have good reading strategies in L1, and therefore find reading difficult in L2. This is��

17. Description(Context) Describe the specific situation you wish to change or improve by answering : Who What When Where How Example: �The ESL students at my school come from very poor areas and most have had interrupted schooling in their L1. We know this from� Their weak education background has� �

18. Explanation(Hypotheses and Bias) Explain what you think can improve the situation and why� Answer: Why? Give possible explanations (hypotheses). Example: �If we were to teach our ESL students reading strategies, we should see improvement in their reading in L2.�

22. 3. Review of Related Literature: Search for others� theories and research on your topic. Write a Theoretical Framework of theories that support your study. Write a Literature Review of research studies that pertain to your study. * These will help you narrow your area of focus and create good research questions for your Action Research study.

23. Theoretical Framework

24. What is the difference between Theory and Research? �It is theory that decides what can be observed� (Albert Einstein, Retrieved March 01, 2009). �

25. Steps for writing a goodTheoretical Framework Based on your Area of Focus � Search for Theories of other people that relate to your area of focus. Make a Cluster Diagram with the area of focus in the center extending out to theories and their details Write the Theoretical Framework paper which connects the theories with your study.

26. Search for Theories Like buying a new car� 1. Find information on theories/theorists related to your topic from: Friends, teachers, experts The internet Books, journal articles, textbooks

27. Worksheet for References

28. 2. Fill out a matrix for the theories you find.

30. 3. Take notes on your sources. 4. Put them into a Cluster Diagram, with your area of focus in the center, and the theories and details extending out.

31. Introduction: Tell the readers what you are going to tell them� Gives the paper a context States the. area of focus Explains the structure of the paper (how theories will be discussed) Introduces the theories that will be discussed Briefly explains the connection between the theories and the area of focus Introduces next paragraph

32. The SIOP model of Sheltered Instruction was new to second language teaching in Colombia, until it was adopted by UNICA. It is therefore important to research the effects of the model as used at UNICA. In order to identify the contributions this study can make to the field, faculty and co-researchers positioned this study by reviewing relevant theories that are summarized below. A good way to structure a discussion regarding second language learning in academic contexts is to refer to Virginia Collier�s Prism model (1995) for understanding the interconnections between conceptual learning, linguistic learning, and academic development in both languages through a specific social context. Vygotsky�s (1962) social cultural model indirectly validates Collier�s work. As does Stephen Krashen�s (1982) Input Hypothesis and Jim Cummins� (1981), description of communication that occurs within varying context embedded and context reduced environments. Finally, the work of Benjamin Bloom (1956), and his colleagues regarding higher order thinking skills contributes to our understanding of the ways in which cognition is mediated by language and socio-cultural influences. A brief review of each of these contributions follows along with an explanation of the ways in which these contributions help us build a foundation for understanding why the various components of Sheltered Instruction are effective for second language learners. We will start with Bloom�s theory and work backwards respectively. Context= yellow , Area of Focus= pink, Structure of paper= blue, Theories= green, Connection between theories and area of focus=beige, Introduces next paragraph= purple.Context= yellow , Area of Focus= pink, Structure of paper= blue, Theories= green, Connection between theories and area of focus=beige, Introduces next paragraph= purple.

33. When somebody asks you about your language ability you would probably give an answer like, �I speak English� instead of saying �I read English! Or �I listen to English�. In my job� I help them with the websites or software that we have for them to improve their pronunciation and speaking skills. �At the end I can see that the practice in the lab for speaking or pronunciation is not the best, and the students leave the lab without further improvement in their speaking skill. That is why with this research study I would like to let the reader know what would be the possible strategies that can be used in order to take the best out of computer Assisted Language Learning (CALL), and make it really useful when learning to speak a second language. For this research study I will provide the most relevant theories available which have to do with learning a second language. Here I would include theories from Krashen, Cummins, and Reed and Railsback.

35. Body: Tell them� Each paragraph� Discusses a different theory (Although, 2 theories can be in 1 paragraph or 2 paragraphs can be about 1 theory) States the theory, author of the theory, and year of publication. Describes/explains the theory Connects the theory and the area of focus Gives examples

36. Jim Cummins (1981), describes this process of reaching automaticity as also lying on a continuum where certain activities occurring in schools are gradually more cognitively demanding at a certain point in time for a learner. �When students are learning to cook, for example, the items the teacher refers to are usually in sight and easy to touch or at least point to, thereby being �context embedded�. � Teachers who precisely identify their learners needs for �context embeddedness� and �cognitive demand� on these two continua of communicative environments will provide instruction that is comprehensible.

37. Conclusion: Tell the readers what you already told them� States the area of focus. Summarizes the theories that were discussed Briefly explains the connection between the theories and the area of focus

38. Sheltered instruction seeks to continuously merge language, cognition, and academic development in both language during the school program. Therefore, Cummins� (1981) continua of �context embeddedness� and� In this sense, Vygotsky�s work reminds educators that students� Only then will students socially construct their learning to the maximum of their potential.

39. Transitions when you compare/contrast

40. Literature Review

41. (See Other Power Point for Writing Process)

42. Pre-Writing for a Literature Review Choosing one area of focus Developing a question to research Writing a reflective memo Searching for literature Reading on the topic Taking notes and summarizing Writing a Reflective Memo Forming a Literature Matrix Creating an outline

43. Literature Review Search, read and summarize the studies.

44. 1. Study Summaries Summarize the importance of each study (see summary worksheet). Be sure to include answers to the following questions: Who did the research? (Author, year of publication) What was the research study about? What did the researcher DO? When, where, about whom was the study performed? Why was the research done? What were the findings & conclusions of the study? This will help you later with the body of your literature review.

46. 2. Literature Review Matrix

47. Literature Review Matrix

49. Look For Patterns Look at Matrix: What patterns are there? What variables are considered by most/few studies? Which studies considered each variable?

51. 3. Variable Summaries Quickly write 1-2 sentences about the importance of each variable based on all the research studies regarding that variable. This will help you later with your introduction to that variable within your literature review.

52. 4. Outlining After your Research Study Summaries, Variable Summaries, and Literature Matrix are done, you are ready to outline your paper. Look for common sub topics among the studies you read. Read over your summaries for each variable Outline a paragraph about the studies in each sub-topic. (see example)

54. Sample Paragraph Outlines Subtopic 1: Repetition through songs as tools for learning language patterns. Blodget (2000) found: Songs help memorization. The role of memorization is a LLS (Language Learning Strategy) that is taken for granted. Danielson (2002) studied the importance of nursery rhymes for expanding vocabulary and language patterns.

55. Sample Paragraph Outlines Subtopic 2: Preservation of socio cultural patterns and songs. Soh (1995) found: Songs help children understand different backgrounds, values and socio cultural patterns. Social competence can be developed through the use of songs if they are included in the curriculum. Sirinides (1997) studied: the importance of songs in the oral tradition for ethnic groups in the task of preserving their cultural background and history.

56. Sample Paragraph Outlines Subtopic 3: Relationship between specific learning styles and the use of songs. Condis (2000) found: Kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays. Zimmermann (2006) studied that �the musical skills are better learned inductively, after students are allowed to experience and enjoy the music as a whole entity.� That is to say that the students explore the music in their learning preferences before they are focused on the linguistic component of the song.

57. Later: Example of a Paragraph for One Variable

60. After finishing the outline for each sub-topic�. Now you have information on what to introduce. You can see your sub-topics take shape. Focus on outlining the Introduction.

61. Introduction(usually 1-3 paragraphs) Begin outlining the first paragraph� Include: A clever �hook� State Area of Focus Introduce variables & connect them to Area of Focus

62. Introduction First paragraph Hook- something to make your readers want to read your analysis (short account of an important moment that made you interested). Example: I have often wondered why students resist writing a literature review as though they were being pushed to walk the dry, hot Sahara desert barefoot.

63. Introduction First (or Second) Paragraph State your Area of Focus or research question. Example: Due to the confusions I had in my practice, I decided to study the following question: What are the areas of resistance to writing a literature review and what instructional activities help students move along the process?

64. Introduction Second (or Third) Paragraph Show the general variables that are related to the question and the general conclusions that have been identified in the research literature. Example: I found four areas of study on this subject. Some studies analyzed the role of� Other studies focused on the effects of� Yet others looked at the importance of� Lastly another group of studies analyzed how�

65. Concluding Paragraph Now you are ready to outline your concluding paragraph Summarize the various sub-topics Discuss any gaps in the research Show how your study fits or connects with the other studies.

66. Putting sections together Place the introductory section before the body (sub-topic outlines) Read over your outline Move paragraphs around and/adjust them so they make more sense to the reader. Share your outline with 3 peers to get advice. Add, change or delete items in the outline based on peer advice. Read over your outline again to double-check.

67. Drafting Now that you have your outline and you have reviewed it you are ready to write. Look at your outline beginning with the introduction. Start filling in the paragraphs based on the outline.

68. Sample Introduction Outline Topic Sentence Language learning takes time and language patterns are needed. Teachers need to give students tools for learning. Richards and Platt (1992) learning strategies as tools. Music is a tool for learning. Role of music in learning is topic of the study. Draft: First Paragragh Learning a language is a process that takes several years and due to this fact, learners might not have the ability to store all the language patterns. As teachers, we have the responsibility of giving our students tools that will help them remember in an effective and fast way the language they need to communicate. According to Richards and Platt (1992) learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." This is the reason why in this paper the role of music as a learning strategy for young learners will be investigated, because music is an important source for repetition and it also helps preserve the cultural background of the cultures (Sirinides, 1997).

69. Second Paragraph� I hold the educational value that children need to learn how to give complete sentences to questions when they are asked to in a second language. I believe so because in the institution that I work for, the system of evaluation and the outcome of the tasks to be done in class require the students to come up with the structures of the target language (English) learned during a Unit. My job is to prepare the students for the tasks and the exams which are both oral and written. One of my biggest concerns was to notice that students came to class and they did not remember what was learned the previous class. Leaving homework was not enough to help them remember. During the week, my students go to school and have several other activities. It seems that they only have the possibility to study before the class starts (on Saturdays at 2 pm.) Because all of this, it is important for me to know how I can help my students give complete questions and answers using the patterns learned in the lesson and remember them for a long term.

70. Third paragraph As my main objective is to help my students recall easily the information they are getting every class period, I decided to implement the songs that come in the book we use in the class in the lessons in a more active role. The reason why I chose the songs to achieve my goal is because I noticed that the children always waited for the song to be played so that they could sing it along using the lyrics from the books. I also started taking puppets to the class so that they could perform the song and even sing them with funny voices. I think that this is a helpful tool to better the level of English of my students, but I still need to know how songs (music) help elementary ESL students improve their language proficiency, since the adaptations of the songs I have used are still very simple, and with time, they will become repetitive and less meaningful to my students.

71. Fourth paragraph�transition Having this question as a starting point for my research, I explored several studies on this subject. I found research papers that addressed some of the areas concerning this topic. Some studies focused on describing the issue of repetition through songs as tools for learning language patterns. Other studies analyzed the importance of songs in the preservation of socio cultural patterns. Finally, another group of research papers looked at the relationship between specific learning styles and the use of songs in classrooms.

72. Sub-topic Paragraphs Provide a strong topic sentence. Example: One possible explanation to �.. Is to look at the influence of�.. The following studies looked at the variable�. Draft One possible explanation to the important role music has on learning is to look at the influence of learning strategies in language acquisition. Condis (2000), found that kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays. This is evidence of the way in which learning styles examples of a type of learning strategy.

73. Sub-topic Paragraphs Provide strengths and weaknesses of the studies. Example: Blodget (2001) based his study on two older students that were in middle school. More studies would need to be done to see if this pattern holds true with larger student samples in various settings and age groups. Danielson (2002) studied 300 pre-schoolers in a rural setting. However, it would be interesting to find out if a wider range of student ages in especially urban settings would yield the same results. There is not enough evidence yet to make definitive statements based on these studies until they are replicated.

74. Sub-topic Paragraphs Use transition words to connect ideas between sentences and between paragraphs. Example: Blodget (2001) based his study on two older students that were in middle school. More studies would need to be done to see if this pattern holds true with larger student samples in various settings and age groups. Danielson (2002) studied 300 pre-schoolers in a rural setting. However, it would be interesting to find out if a wider range of student ages in especially urban settings would yield the same results. There is not enough evidence yet to make definitive statements based on these studies until they are replicated.

75. Transitions when you compare/contrast

76. Finish Drafting�.. Finish drafting the entire paper. Type up your list of references Refer to the APA style slide show and Reference Worksheet Print out your draft and reference list to share when you confer with your peers.

77. Reference Page Type references on a separate page. Put references in alphabetical order and in APA style formatting. Make sure that every citation has a reference and every reference has a citation. Only references that refer to a citation are included Check Formatting: The title References is written on the top center of the page. All are double-spaced. References have a hanging indent.

78. Reference Page

79. (See Other Power Point)

80. Don�t stop there� Write an Action Research Paper! Why? The process of writing requires the writer to clarify meaning. The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought. Research, once written, can be shared with a wider audience.