Capstone Case Study One

Presentation on Case Study

Krishna K. Bista PSE 6699

Observation Locale  Undergraduate English Class

-- World literature after 1660  ESL Class

-- Grammar & Writing V  Graduate English Class

-- Language and Culture

Problem found in the class Having less communication between students & instructors in class



less communication between students & instructors in class  Lack of situations in which students can

interact and share information  mostly silent and no questions, no dissuasion  Avoiding eye-contact with teachers (ESL)  constant urge from teachers to be silent in the class  Often code-switching among students

Causes of Problems Learners’ standpoint:  Various cultural backgrounds (e.g. sociolinguistics and geographical variations)  Different learning theories (e.g. as many students as many ways of learning)  Personality characteristics (e.g. Extroverts vs. Introverts)  Foreign language setting with new goals (Maslow’s “Hierarchy of Needs”)

Causes of problems: Teachers’ standpoint:  Diversity and vibration of students  Perception and learning styles  Over-formal classroom atmosphere  Inconsiderate classroom activity design  Improper and limited questions/activities  Improper time (class/correction)  Less discussion or feedback/nature of

class

Solution of the problem:  Setting up a flexible learner-centered   

 

environment Well-designed multiple classroom activities to accommodate different learning styles Giving proper assignments or tests to motivate learners being self-directed Giving feedback and leading discussion in time. (e.g. Error-correction, evaluation) Setting peer-review properly Use of technology and wide range of teaching materials

Integrative learning  Focus on real experience of daily

activities  Address diversity issues—language & culture of diverse students  Cultural and linguistic Connections  Other factors—age, intelligence, learning style, personality and motivation

No more in cartoon!!!!

Conclusion Learning is not only from structured classroom but informal and incidental, but also making sense of life. No matter what theory our instructors use, it is hoped that learning is more focused and effective due to the positive interaction of teacher-student relationship.

And M goi nei sin Komapsumnida, sukriya, , Anugurihiitosumi