O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

paradigm 1:	paradigm 2:	paradigm 3:
Qualitative		Quantitative	Mixed
1. non-experimental design a researcher kept a diary of her experiences as a language learner		1. experimental or quasi- experimental design the discussions of 10 groups of different sizes were recorded	1. experimental or quasi-experimental design a researcher gave a group of students two sheets and a questionnaire to fill in. They used these to record their observations of a lesson.
2. qualitative data		2. quantitative data	2. qualitative data
the diarist recorded her feelings about different aspects of the course		the data from the recorded discussions were coded according to previously used category systems	the researcher analysed their impressions and opinions of the lesson

Activity 4 Time: 20 min
Materials: Handout 4
Procedure:

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  Ask participants to work in pairs and fill in the table (handout 4) with the questions/problems and disscuss:
  

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  Is any qualitative data necessary to research any of the written research questions? If yes, how this data can be got? (students’ tests, questionnaires, etc.)
  
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  What are the reasons of collecting quantitative data to research the question/problem?
  

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  Ask participants to share filled table and report about the discussed answers to the stated questions.
  

Possible answers: participants’ answers

List of research questions	Possible ways of collecting a quantitative data, if necessary
To what extent do my students progress in reading? What are the reasons?	Examining students’ tests, assignments Students questionnaire
What are the ways of dealing with challenging students?	Not necessary

Handout 1
Match the classroom investigation procedures with their definitions.

Teaching journals	Recordings of a lesson, or part of a lesson.
Lesson reports	Written or recorded accounts of teaching experiences.
Surveys and questionnaires.	Tasks completed by a student teacher observing a cooperating teacher's class, or peer observation (i.e., tasks completed by a teacher visiting a colleague's class).
Audio and video recordings	Written accounts of lessons which describe the main features of the lessons.
Observation.	Activities such as administering a questionnaire or completing a survey, designed to collect information on a particular aspect of teaching or learning.

Handout 2
Here is a table giving the purpose of each procedure and some advantages and disadvantages. Which procedure is being described on each line? Put your answers in the box.

	Purpose	Advantages	Disadvantages	Procedures
1	Providing a full record of the lesson for analysis	Full, detailed and objective record of the lesson	Can be intrusive, reviewing is time consuming
2	Regular monitoring of the aspects of the lesson	Quick and simple procedure focuses on specified aspects	Subjective record of the lesson Partially record of the lesson
3	Finding out about other teacher’s lessons	Learning from others	Some teachers may not like this, as it seems evaluative
4	Large- scale investigation of practices and attitudes	Large amounts of data	Subjective record; questions may not be understood
5	Capturing a record of a lesson for later reflection	Provides record which may trigger insights of a teaching	Subjective record of the lesson

Handout 3
Put each of the headings {mixed; quantitative; qualitative) next to the paradigm where you think it belongs.

paradigm 1:		paradigm 2:		paradigm 3:
1. non-experimental design a researcher kept a diary of her experiences as a language learner		1. experimental or quasi- experimental design the discussions of 10 groups of different sizes were recorded		1. experimental or quasi-experimental design a researcher gave a group of students two sheets and a questionnaire to fill in. They used these to record their observations of a lesson.
2. qualitative data		2. quantitative data		2. qualitative data
the diarist recorded her feelings about different aspects of the course		the data from the recorded discussions were coded according to previously used category systems		the researcher analysed their impressions and opinions of the lesson

Handout 4

Fill in the table. And discuss the reasons of collecting quantitative data to research some of the questions/problems.

List of research questions	Possible ways of collecting a quantitative data, if necessary
To what extent do my students progress in reading? What are the reasons?	Examining students’ tests, assignments Students questionnaire
What are the ways of dealing with challenging students?	Not necessary

Handout 1. Teacher problem-solving principles and techniques
Many instructors in engineering, math and science have students solve “problems”. But are their students solving true problems or mere exercises? The former stresses critical thinking and decision­making skills whereas the latter requires only the application of previously learned procedures. True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.
Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

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  Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious. Show students by your example how to be patient and persistent and how to follow a structured method, such as Woods’ model described here. Articulate your method as you use it so students see the connections.
  
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  Teach within a specific context. Teach problem-solving skills in the context in which they will be used (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
  
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  Help students understand the problem. In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
  
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