Action Reserach CBET

BAM 2013 TVET Capacity
Building and Professional Development
Training Programme, Belize
CBET Diploma Programme for TVET teachers
MODULE 3. THE REFLECTIVE PRACTITCIONER
COURSE: ACTION RESEARCH DESIGN AND IMPLEMENTATION OF
AN INNOVATIVE PEDAGOGIC MICROPROJECT
FINAL REPORT
Exploring the Influence of Process-Genre Approach on

Students’ Understanding of Laying Concrete Blocks to form
Masonry Structure
NAME OF THE STUDENT: Rommel Antonio Reyes
STUDENT ID NUMBER: 816015319
SEPTEMBER 2018
The University of the West Indies
Faculty of Humanities and Education
St. Augustine Campus, Trinidad and
Tobago
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Module 3. The Reflective Paractitioner (4 credits)
Course: Action Research. Design and Iimplementation of an Iinnovative Ppedagogic
Mmicroproject
Responsible Facilitator: Dr. Alberto Nagle Cajes
Co-Facilitators: Dr. Ethel Arzu, Dr. Prisicilla Lopez Brown, M.Ed. Olga Manzanero
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Contents
0 Introduction 4
1 Definition of the innovation to be implemented 7
2 Literature Research 9
3 Planning and design of the action research based pedagogic microproject to be implemented 15
4 Description of the Phase I of the implementation 20
5 Reflection about the Phase I of the impementation 23
6 Description of the Phase II of the implementation 26
7 General discussion, Conclusions and recommendations 28
8 References 32
9 Appendix A 34
10 GRAPHIC ORGANIZER Appendix B 36
11 Lesson 1 37
12 Lesson 2 40
13 Lesson 3 42
14 Lesson 4 45
15 Lesson 5 48
16 Lesson 6 50
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17 Implementation II Lesson Plan 52
1 Introduction
How can I as a teacher improve my students’ writing abilities and vocabulary level in
a heterogeneous classroom with varied readiness levels, content knowledge and attitudes
about writing? The Process – Genre Approach is the key; this approach to writing was
selected as it is a synthesis of the process approach and the genre approach. As a
consequence, the process genre approach provides students with linguistic knowledge
about the texts; understanding of the skills involved in writing answer to structure questions,
reports and essay as well as acknowledges writing as a social practice with special attention
to purpose and audience. Hence, the process genre approach allows students preparing to
do presentation on Masonry topic to explore the relationship between genres, form and
purpose as they engage in recursive processes of prewriting, drafting, revising and editing
while carrying out these processes collaboratively (Badger & White 2000). Unequivocally,
educators must utilize this approach as it improves learners’ writing skills which allows
trainees to electronically prepare presentation in power point and answer various types of
structure questions documents free from errors.
English is an international language largely, as a consequence of rapid advancement
in technology. It is used in business and education worldwide; therefore, becoming a
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required skill needed to be able to interconnect and take advantage of educational and
career opportunities. For these reasons, students of the 21st century must become
competent in the English language mastering writing and speaking skills. As a matter of fact,
the English language isn’t only a compulsory subject; it is also a compulsory medium of
instruction in Belize’s educational system who adapted English as their official first language.
Belize’s multicultural landscape is reflected in its classroom as students come from diverse
cultural and socio-economic backgrounds. The differences which exist among the students
do not end there as they also come with ranging levels of intellectual capabilities as well as
first language. Officially, Belize’s first language is English but the reality dictates that
Belizean students’ mother tongue is either Spanish (northern, western and southern district
of Belize) or Creole (mainly Belize) and Stann Creek district (Garifuna)). This fact surfaces
especially in students’ speech and writing. Hence, in Belizean classrooms, English should
be taught as a second language using approaches which have the potential to effectively
develop and improve students’ writing.
As an educator, I am responsible for the educational growth of the students in my
classroom. In this case it is the Track 14 level 1 Masonry classes, Orange Walk ITVET. The
class consists of 22 trainees varying in cultural background, economic background, literary
level as well as first language of which 85 % of students predominantly speak Spanish while
15 % speak Creole. It was noted that students lack fluency or adequate control over the
English language, use inadequate or poor vocabulary, demonstrate poor grammar and
mechanics of writing and fail to express themselves effectively. As trades trainees and future
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technician, having poor command of the English language in writing is concerning.
Therefore, it was imperative to identify a writing approach which would impact the students’
writing skills positively allowing them to apply appropriate language skills in order to
electronically produce professionally finished documents.
Students’ deficiencies in writing have also impacted their attitude towards writing.
Harmer (2001) highlights that some students are unenthusiastic writers since they think they
are unable to create texts and feel frustrated when they are asked to write and cannot do it
(p.329). To break free from these fears it was clear that the process genre approach would
be effective as it aims at achieving a writing course which nurtures students with essential
skills for producing different genres of writing (Birjandi & Malmir, 2009). Students become
active participants and take control over their writing in developing linguistic and vocabulary
skills, redrafting skills and linguistic knowledge mainly through collaboratively developing a
text, evaluating each other’s drafts or revising them jointly which in turn enhances students’
critical, analytical and evaluative skills (Storch, 2005). Ultimately, by engaging in the process
- genre approach, students’ will not only improve their writing but also gain confidence and a
positive outlook on the writing and presentation of documents.
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2 Definition of the innovation to be
implemented
PURPOSE OF THE RESEARCH
The purpose of this study therefore, is to determine the impact the employment of the
process genre approach would have on students’ attitude , writing skills and their ability to
follow ande execute instruction in the construction setting. The information from the data
gathered will determine whether the process genre approach has the capacity to positively
impact students’ attitude towards the construction industry. Furthermore, the data will also
determine whether the writing approach improved students’ writing and vocabulary skills.
This method will allow trainees to transfer their confidence and knowledge to the
other subjects and trade which in turn should produce significant increase in their
performance output. I believe that then this research would become significant to other
teachers that would want to increase their success rate with their trainees.
RESEARCH QUESTIONS
Can the development of the reading and writing skills of the trainee using the process-
genre approach enable him to communicate and function independently?
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SIGNIFICANCE OF THE RESEARCH
The understanding of the masonry vocabulary and concepts will allow the trainee to
be successful in the understanding of the masonry trade, presentation skills and as an
extension in their written assessment. With masonry having so many technical words that
are used in its content area, Rubenstein (2007) suggests that to focus on the meaning of the
roots and to relate them to familiar English words sharing the same roots may help students’
understanding. The knowledge of the masonry vocabulary will increase the trainee
confidence level which in turn will increase their success in the Trade. The target is to
develop the reading and writing skills (Richards and & Rodgers, 2001) skills in the individual
so that he can communicate and function independently.
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3 Literature Research
In the last two decades, the teaching of writing has evolved from being focused on a
final product (product approach) to a view in which writing is seen as a process embedded in
a social situation (process-genre approach) (Velandia, 2009). To understand the process -
genre approach it is important to first examine the approaches which have given rise to this
approach to writing. On their own, they each provide the writer with many advantages but
also fall short. In combining both approaches, the process genre - approach eliminates
deficiencies presented by the process and genre approaches individually and offers the
learner a much more holistic approach to writing. Therefore, educators do not need to rigidly
adhere to one approach as there is no one kind of student in the classroom.
Writing can many times seem intimidating, leading students to shy away from the act
while developing a pessimistic attitude towards the process. Richards and Renandya (2002),
state that writing is undoubtedly the most difficult skill for L2 learners to master. In his
research paper, James Firth (2006) establishes the knowledge a successful writer needs
and then further explores possible approaches until arriving at the approach he evaluates as
having the capability to equip students with the knowledge indicated. Firth (2006) further
states that successful writers know who their audience is, need to respect the accepted
textual form according to the genre he is writing and must know the purpose or function of
his writing to make it meaningful. These views suggest that it is only through the mastery of
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writing that the individual comes to be fully effective in intellectual organization; the
management of every day affairs and expression of ideas and arguments.
In the Masonry class of Track 14 level 1 of the Orange Walk ITVET, students must be
able to write a variety of document types. Each is characterized by its particular structure,
tone and content. Therefore, students must be able to differentiate between genres and
apply the appropriate writing skills. Unfortunately, this has not been easy; thus, there is a
need for a technical report writing approach in the Masonry course. The process genre
approach employs strategies introduced by the process approach, product approach as well
as the genre approach. These approaches when merged into one strategy, promise to guide
students into developing strong writing skills in the production of various genres.
The Product Approach
As educators it is our goal to have students attain the necessary skill to write
effectively as it is crucial to their academic and professional life; therefore, it is imperative
that we explore approaches to seek the one which will be the most fruitful. The product
approach must be looked at in passing if we are to focus on the process and genre
approaches. Badger and White (1999), Yan (2005), Nordin and Mohammad (2005), Kaur
and Chun (2005) examined the distinctions between the four approaches to writing in their
research papers which have led to several paradigm shifts in the field. Their scrutiny of the
writing approaches can only direct us to an improved pedagogy in second language writing
classes. Consequently, all researchers end their search for a more beneficial writing
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approach with the process - genre approach. To understand the process and genre
approaches, we must initially focus on the product approach, also referred to as form-
dominated, which had been an influential mode of instruction in L2 writing since the 1960s
(Raimes, 1991). In Kaur and Chun’s (2005) historical overview of the approach, the process
approach came about as a consequence of the product approach which had its basis on the
audio-lingual approach, a method for teaching English as a second language in the 1950s
and ‘60s whose approach was to master speech production through drills and repetition
(Silva, 1990). All researchers observe that the product approach ignored the writing process,
placed emphasis on rhetoric drills, required constant editing affecting learners’ motivation
negatively and focused on imitation and an unrealistic desire for the perfect product. Hence,
the product approach to writing resulted in limiting the learners’ creativity and failed to
prepare them for realistic situations as there is no focus on audience nor purpose; therefore,
making writing monotonous, strenuous and irrelevant forging learners’ negative attitude and
perception of writing. Learners had to conform to a passive role under the authoritative
thumb of the teacher.
The Process Approach
Yan (2005) and Nordin and Mohammad (2005) agree that, unlike the product
approach, the process approach revolves around the writer and on how the text is written.
Furthermore, writers are able to make personal connection to the topic through prewriting
and brainstorming activities making the writing process relevant. While Firth (2006), Yan
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(2005), Nordin and Mohammad (2005), Badger and White (1999) and Hyland (2003) claim
that the process approach identifies four stages in writing: prewriting, drafting, revising and
editing, Kaur and Chun (2005) disagree as they argue that the final stage in the process
writing approach is the publishing of the product. This process overlooked by some of the
researchers is key to developing students’ self-confidence and preparing them for real world
situations which leads to the development of other skills. Kaur and Chun (2005) further
emphasize on students’ development of cognitive skills since writing involves creating a
problem- solving strategy to generate solutions and translate ideas into a cohesively written
text. On the other hand, Hyland (2003) reports that there is little hard evidence that the
process approach has led to significantly better writing in L2 contexts. Kaur and Chun’s
(2005) research demonstrates the lack of discrimination between texts in the process
approach. Firth (2006), Yan (2005), Nordin and Mohammad (2005) and Badger and White
(1999) all concede that this approach views the process as the same for all writers
regardless of what is being written or who is doing the writing. This flaw in the process
approach has the potential to cause great confusion while handicapping writers. Ignoring
context leads to structural content, grammatical and spelling errors.
The Genre Approach
Badger and White (1999) express that over the last twenty years product and process
approaches have dominated much of the teaching of writing in the English as a First
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Language classroom but in the last ten years, Swales (1990) and Tribble (1996) note that
the genre approaches have gained adherents. Hyland (2003) acknowledges that the genre-
based pedagogies addresses the deficit stated above by offering explicit and systematic
explanations of the language functions in social context. Yan (2005), Nordin and Mohammad
(2005), Badger and White (2000) and Firth (2006) concur that the genre approach which
became popular in the 1980s allows writers to perceive differences in structure and form so
as to apply them in their writing as they participate in the modeling of the text, joint
construction of the text, and independent construction of the text. This approach is not free
from flaws. Kaur and Chun (2005) report that an investigation into what teachers think of
using the genre approach revealed their fear that learners may write genres as mindless
imitation in producing text (Kay & Dudley – Evans, 1998). Consequently, learners are
maimed as they can forgo using their creativity of develop cognitive skills, limiting their ability
to effectively respond to change in a social context. Learners become passive and
dependent on the teacher to provide the text and on the text itself. In hind sight, both the
product approach and the genre approach view writing as predominantly linguistic. Here
teachers walk a fine line between dominating the class and being a mere facilitator.
Teachers must carefully assess when they must lighten their role once the scaffolding which
involves modeling and analyzing the text’s language and structure is done (Nordin &
Mohammad, 2005). Transitioning into the role of facilitator is increasingly difficult for
teachers as every text requires scaffolding leading students to heavily rely on the teacher to
analyze the language and structure making students passive as they largely imitate.
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The Process – Genre Based Approach
Richard Badger and Goodith White (2000) proposed in their research paper that an
effective methodology for writing needs to incorporate the insights of product, process and
genre approaches. Guo Yan (2005) contends that throughout the years, different theories
have offered direction on how to teach writing. After the product approach was mostly
discredited, it was supplanted by the more interactive and dynamic process and genre
approaches. Although they have advantages and disadvantages, these approaches have
made valuable contributions to the writing classroom. The combination of these processes
resulting in what Badger and White (2000) termed the process genre approach satisfies the
criteria needed to produce good writing as writing which involves: knowledge about
language as in the product and genre approaches, knowledge of context in which writing
happens and the purpose for the writing as in the genre approach and skills in using
language as in the process approach.
According to Raimes (1991), teachers should always try to provide students with
writing assignments that can unite form and content, ideas and organization, syntax and
meaning, writing and revising, and above all, writing and thinking. The process genre
approach does help teachers to unite all these features, and, in addition, it is personal and
relevant, which is good news for teachers. Even if writing lessons are done in a classroom,
they relate strongly to real-life situations, motivating students and preparing them to write for
audiences outside the classroom. The collaborative aspects of the process writing are
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maintained encouraging a learner centred approach. The process genre approach
recognises that model texts have a place in the process writing approach (Firth, 2006).
Both Foo (2007) and Gupitasari (2013) conducted research on the effectiveness of
the process genre approach in improving students writing skills. Foo’s (2007) thesis in
which he assessed the effectiveness of a process genre approach to improve writing
acknowledges the synthesis of the approaches as an integrated pedagogy of writing
instruction. Students in Foo’s (2007) study were six English as a Second Language students
whose ages ranged between eighteen to nineteen years. They received a total of twenty-one
hours of instruction. There was also a controlled group whose improvement in writing could
not compare to that of the other group who continued using the process –genre approach
even after the experiment was over. Students who received process genre-oriented writing
instruction were able to communicate their ideas in writing more effectively and develop
more relevant ideas to support the purpose of their writing task. The process genre
approach enhanced their overall writing proficiency. Similarly, in Gupitasari’s (2013) study on
the implementation of the process genre approach to teach the writing of business letters to
twelve graders at a vocational school in Cianjur, both qualitative and quantitative data were
gathered. This study proved to be successful as the students’ writing score reflected an
increase of the mean for the tests proving great improvement in their writing.
In conclusion, the process genre approach offers students the benefits of the product,
process and genre approach while eliminating the disadvantages provided by each
individually by combining them into one fortuitous approach, the process genre approach.
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This approach creates a collaborative environment in which students work autonomously in
actively engaging in writing processes while using their creativity and enhancing their
cognitive skills. Learners’ aversions to writing are discarded while teachers facilitate the
writing process by guiding students through the appurtenant input of knowledge and skills.
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4 Planning and design of the action
research based pedagogic microproject
to be implemented
Research Methodology
Data haswill been gathered through the implementation of Classroom Action
Research. In an Action Research, unlike traditional research, the teacher is at the helm of
the research which is conducted within the natural classroom setting. As a result, teachers
are able to gain insight into one’s teaching practices and improve student outcome by using
the results of the research to improve instructional strategies. Mills (2003) states that action
research is a systematic inquiry conducted by teacher researchers, principals, school
counsellors or other stakeholders in the teaching/learning environment to gather information
about how their school operates, how they teach and how well their students learn with the
intention of effecting positive change in the school environment and on educational practices
in genera.
Mettetal (2002-2003) explains that “Classroom Action Research (CAR) is systematic
inquiry with the goal of informing practice in a particular situation. CAR is a way for
instructors to discover what works best in their own classroom situation, thus allowing
informed decisions about teaching.” In other words, action research aims at changing
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practices inside the classroom setting by informing teachers of alternative instructional
strategies which can be used to create successful teaching and successful students.
Action research according to Mettetal (2002-2003) consists of seven steps which
include identifying a question, reviewing the literature, planning a research strategy,
collecting the data, analysing the data, taking actions based on the results and sharing your
findings. These steps outline the process which will be undertaken for two weeks as this
action research is completed.
Participants
The Orange Walk ITVET, considered to be leading Vo-Tech institutions in the country
of Belize, is an institution with over three hundred enrolled full-time trainees. The class to be
used for this research will approximately consists of twenty-seven trainees who vary in
cultural and economic background. In preliminary data collection, the impact of the trainees’
first language on their level of expression and competence in the structure, grammar and
spelling will be recorded. Teachers at all levels and of all subjects complain persistently on
the trainees’ poor writing performance; yet, change is practically non-existent as no one
wants to take accountability. The same strategies continue being used even though poor
writing outcome clamour for change. Through this action research an alternative approach to
writing will be employed during lessons on Masonry structure and preparation for
construction. During the week, students receive four periods which haswill allowed for fruitful
interaction as well as quantitative and qualitative data collection.
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Data Collection
The quantitative and qualitative data collection methods will be employed to assess
the effectiveness of the process genre approach’s ability to improve students’ writing.
Various methods will be employed to gather data on the effectiveness of this research. The
qualitative Quantitative data collection methods will largely revolve around the students’
writing which is expected to vary as each student’s potential and writing level varied. The
qualitativequantitative data employed will involve journal entries and questionnaires. Both
will be used as a means to gain insight into the students’ change in attitude towards writing
as well as practical evidence of the impact the process genre approach was having on their
writing. Journal entries will be written on a daily basis as a reflection on the day’s lesson.
The journal entries will also aid the teacher in tracing each student’ their personal progress.
Ethical Consideration/Procedure
Careful attention to details will be made in order to ensure that ethical consideration is
taken. Before students engage in the action research, the teacher will go through the proper
channels to ensure that the research is valid and can be trusted. First of all, written consent
will be obtained from the principal to conduct this research. In addition, students and parents
will receive an explicit explanation concerning the purpose of the action research and the
procedure which will follow during a scheduled class meeting. Permission letters containing
the school’s official stamp along with the manager’s signature will also be sent to each
parent so as to continue educating them on the action research and to obtain written
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consent for their child’s full participation. It will be made clear that all material obtained from
the research proceedings will freely be used by the researcher. A copy of this letter is found
in the Appendix. Equally important, will be the need to reassure parents that none of the
information gathered will be used against the child or to hurt the child. Parents will also be
reassured of confidentiality and anonymity.
(a.) Observations
Performing as facilitator and guide, the teacher will use observation as a technique to
gather data. Students will keenly be observed from a healthy distance while engaged in
class activities which mainly revolved around the six procedures involved in the process
genre approach (Badger & White 2000). This will be done to take note of students’
demeanour, attitude and level of engagement while participating in the process genre
approach. The data collected from these observations will be presented through the use of
graphs/tables.
(b.) Data Analysis
Students’ module tests will be scored and analysed to observe the level of the
students’ improvement in their writing competence. Badger and White’s (2000) six teaching
procedures for teaching the process genre approach will be employed to ensure that
students engage in both joint and individual construction of various styles of documents in
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written English while applying appropriate language skills and appropriate format. Samples
of the pieces of writings produced will be included in the research paper. The last writing
assessment (Module 5 test) will be compared to the initial writing (Module 5 test) to assess
the progress made. The data gathered from the analysis of the students’ results will be used
to validate the research findings.
Method of Analysis
Both quantitative and qualitative data collection methods will be employed in this
study. A descriptive statistical approach will be taken to analyse the quantitative data. The
highest and lowest scores and means will be highlighted. Furthermore, quantitative analysis
will be employed to observe students’ progress before and after the action research period.
The results of both assessment periods will then also be carefully scrutinized to determine
the process genre approach’s impact on the improvement of students’ writing and
consequently their attitude towards writing. The data gathered from the questionnaires and
interviews will be presented by using bar charts, graphs, tables and percentile ratings to
depict common trends in responses to a particular question.
Timeline
This study will be carried out during the Action Research which will last for three
weeks, Implementation 1. During the first week, approval from the principal will be obtained
as well as ensuring consent from teachers and parents who will be participating in the study.
The results from this assessment will be analysed and recorded so as to later be compared
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to the last assessment given. Throughout the research period, students’ progress will be
recorded and monitored. This data will be presented in charts, graphs and tables.
5 Description of the Phase I of the
implementation
Presently twenty-seven (27) trainees take the Masonry trade, nine from Track 12 and
eighteen from Track 14. Only two females were brave to take the masonry trade while this
trade is mainly dominated by the males (93%). The trainees are given the technical and
theoretical aspect of the trade in the workshop and are then partnered outside in groups,
according to geographical location, with seasoned Masons that then further enhance their
learning experience by introducing them to the real-life and on the job training. About 60% of
the masonry trainees has have previous experience in the trade since they have a relative
that has introduced them to the building construction industry. A level one trainee is trained
at the entry level, mainly to be helpers, that will assist the semi-skilled or skilled mason in the
execution of their duties. The present form of exposure to industry on the weekend by
partnering with experience masons have vastly benefitted the more dedicated trainees since
they are allowed to develop their skill and practice what they have learnt in class. The
present problem lies in Track 14 where about 60% of the trainees are in danger of not
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completing the course. This is the track where the focus will be in order to motivate these
trainees to complete their training within the required time and framework.
Trainees from Track 14 avoid taking the test and doing the practical from Module 5 – Laying
Concrete Blocks to form Masonry Structure. This module is normally left for last since it
entails a lot of reading and it has 26 pages of information on Blocks, type of Blocks, Bricks
and Pavers. Since this module has a vast amount of information, trainees would take the
module test about three times before passing since the majority would have problem when
answering the structure or open-ended question that would require analytical or critical
thinking skills. Even during a Power point slide presentation, it is evident that they would
read directly from the slides and could not offer further explanation to their audience/class.
Class members would show lack of interest and disengagement by staring out the window,
putting down their head, falling asleep and not able to answer question on the topic
immediately right after the presentation. I’ve concluded that the trainees´ weakness is
comprehension and vocabulary development. To increase participation in class, boost their
performance, build their vocabulary and enhance their comprehension skills the direct
method to the process-genre approachwill be implemented in the masonry classroom.
Due to time constraint, the focus was mainly the development of reading, vocabulary,
comprehension and presentation skills. The trainees were asked to read the entire Module 5
and search for all words which they did not understand, could not spell and could not give
the meaning of in context even after reading the sentence which it was used. The trainees
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then had to then use the dictionary or the internet to find the meaning of word and primarily
the meaning in context of the word. The next step was to read the text again with the new
found knowledge from the vocabulary and explain what was understood from the reading.
This also lead to the proper pronounciation and syllabication of the word and several
trainees had to read the excerpts from the text several times to get the proper
pronounciation. The class was engaged in a competition to find a champion that could spell
the word, pronounce it properly and be able to use it in a sentence. The overall performance
of the class increase and they realized through the motivational videos that were shown that
it is very important to know how to read, to understand what you have read and to be
actually able to relate to and explain what was read. All of this was done while keeping a
focus on learning masonry and the end results showed an increase in their grade an
academic performance.
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6 Reflection about the Phase I of the
impementation
What was successful?
At the beginning of this innovation many of the trainees in the class could not read
properly and they had no love for the dictionary. The trainees would simple act as if they
understood what the teacher said and would only wait for the class session to end. When
given an assessment to evaluate how much they had learnt, the results were poor and the
the trainees would complain about the work is too hard, they didn´t have time and many
more excuse to justify their poor performance. They believe that it would be beneficial to just
pretend and then later make a copy sheet to use in their evaluations. They even resorted to
marking notes on the table, copy sheets place in pen, photo of the text in their phone and
many other means to copy and falsefully pass a test. They needed guidance to develop
good studying skills and habits that would enable them to be good and honest trainees. The
trainees stated that they never tried because no one had insisted on the development of
their vocabulary and reading skills and secondly no time was allotted to them to use a
dictionary other than in English class. The trainees openly welcome the opportunity to
develop themselves and improve their chance of successfully completing their course of
study. The process-genre approached focus on their ability to handle the English language
and ESL method was used by first focusing on the development of their vocabulary,
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pronounciation and spelling skill. Once the session started they all got on task and did their
vocabulary list, practice their spelling, use the word in context according to it´s use in the
Level 1 masonry training manual. The trainees developed a vocabulary list of two hundred
words and found the meaning for all of them. Those that complete this task benefit and
express that it has helped them improve in all areas of their study since that now they more
clearly understand what they are reading form the textbboks that they are reading.
Where improvement is needed?
I came to realize that due to the constraint in time I could only focus on their
vocabulary, with some spelling techniques and basically to use the words in sentence. The
process genre approach would have been more effective if more time was allotted to the
project however I do have plans to implemented this by my next academic school years by
starting off with insisting on vocabulary development. I would then need to study more words
myself and to keep at least a dozen dictionary in each of my classroom. I will need to laison
with the English teacher and with other subject teachers to ensure that everyone implement
this program of developing their vocabulary, writing and comprehension skill as we stand to
benefit from this. Trainees will benefit also if public speaking is implemented since most of
them lack presentation skill which show a huge improvement after they had increased their
vocabulary level. Reading competition is another idea that can be tried to help them
improve.
What changes you had to do compared with your original plan?
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The original plan was to develop their English skills so that they can do better oral
presentation and increase their ability to answer structure question which ofen did very
poorly on. The idea was to give them a section of the text to read, develop a vocabulary and
get them to use these words. The time constraint on the innovation did not allow for me test
them and I continue with building their self confidence by helping them increase their
vocabulary skills. I had an activity for each class and tried my best to stick the plan layed out
in the lesson however I had to eliminate some activity and modified them so that the trainees
would continue participating and at same kept them highly motivated.
What modifications if any are needed to improve the innovation.
The only modifications I would do is to forget about doing an assessment and focus
more on helping the student have fun while they are learning. Do a course in linguistics so
that I may be beter prepared to help student with their struggles of the English Language
and I will review key aspect of the training and link up with the English teacher to make fasre
and quicker improvement. Also the industry trequire that they are fluent in verbally
expressing themselves when explain task or job situation and technical report writing.
7 Description of the Phase II of the
implementation
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The increased diversity in the OWITVET’s classrooms has prompted much attention
to the challenges associated with educating a multicultural, multilingual student population
(Darling, 2005; Hodges, 2001). Some researchers believe that meeting the needs of diverse
students is, and will be, even more challenging for Pre-Vocational teachers than Trade
teachers, because they must also help students deal with the unique developmental
changes that occur during this time (Johnson, 2005; McLeod, 1996). As young adolescents
confront a host of transitions associated with the emergence of puberty, including dramatic
physical, social-emotional, and cognitive changes, they also undergo transformations in
relationships with parents, encounter more emotionally intense interactions with peers, and
struggle with personal identity issues (Steinberg, 1981).
This situation is disturbing when you know students are capable of much more and
can improve their performance in class. Confidence in school is one of the most important
areas, outside of academics, where educators and parents can help improve performance,
it’s part of the hidden curriculum. I believe in all my students and in my eyes all of them are
smart however that is not enough. There is no doubt that the relationship between student´s
confidence and educational success is tightly intertwined. What I now need to do is to get
them to believe in themselves by using motivational strategies that will build their self-
esteem and self-worth which in turn will improve academic performance and propel them on
their journey to become great technicians. Building student confidence through the process-
28
genre approach can help prevent student dropout rates, ensure students maintain their love
for learning, and help them achieve their dreams and goals by staying in school.
The time lapse between between the first phase of the implementation and the
second phase of the implementation has played a major roll on the outcome especially since
the second phase only required that two session was done. The Second phase was vastly
affected and constraint due to the fact that classes for us did not resume until the eleventh of
September, 2018. The due date for this project is the ninetenth of the same month wich only
gave us eight day to do phase two. Out of the eight day, we had six days of classes and i
saw the trainees only once since they are now in the level two masonry program. I started
with the emphasis on continual development of vocabulary, the need for clear explanation
that are techically correct and they need to interpret and communicate information
effectively. The time did not give for an evaluation however the innovation will continue to be
implemented and i have witness positive improvement from the trainees as they are
welcomed tothis new level of trianing.
8 General discussion, Conclusions and
recommendations
29
Here you have to produce a text in which you analyze the action research based
pedagogic microproject as a whole. You have the possibility to raise some issues connected
to the implementation and summarize it.
The implementation of the innovation is great idea to improve the teaching and
learning done in the competency based setting of learning. I have learned a lot from this
project and will continue to implement and incorporated the genre process method by
starting with the vocabulary development in all subject that I teach. I believe that once you
can clearly understand a language that you will be in a better position to write and express
yourself in that language. I know that if I had more time this innovation would had a better
outcome and more detail results however due to time constraint this project I believe is still
not yet fully developed and that I will need to make it my personal goal to continue with its
implementation and to share it my colleagues. When I first started the implementation I was
not sure exactly of what I needed to do however now I believe that I have a clearer picture o
what needs to be done and how I can go about in completing this task. I will embark on a
campaign to promote vocabulary development and expansion, writing skills, presentation
skills, spelling and pronounciation skills. This is my new mission in teaching to incorporated
this in every thing that I will teach and to influence every student through this method.
Conclusions. Please extract four conclusions connected to the implementation.
Conclusion 1:
30
 The development of the student vocabulary is parallel to the student development
and educational progress. The more words the student learn and understand the easier it
will be for the teacher to explain and introduce new topic which are link to previous
knowledge or other subjects. A person can read and repeat a book like a parrot however if
they do not meaning then no knowledge was past. This will be frustrating since time wasted
cannot be recycled. Every subject taught should have it vocabulary list and I am happy to
use books that have glossary in them and all trade instructors need to do this for their
subject texts.Vocabulary list for improvement will be reviewed and practice spelling and
meaning will be done orally.
 Trainees will watch the following video on how to improve their vocabulary
https://youtu.be/FNYNcCZpa9M
 Study Session
 Spelling and vocabulary quiz
Conclusion 2:
 Oral reading help the student develop their ability to do presentation and to
pronounce word properly. This is combined with the vocabulary which expounds their
ability to express themselves.trainees will watch a motivational video on the power of
words. https://youtu.be/TC-X4eidrOo .
31
 From this they will write a reflection on how they can improve in masonry by
increasing their vocabulary.
Conclusion 3:
Spelling assessment show the students the importance of clear and proper
communication process since as future technicians they will need to write a technical report
which is considered to be legal document in case their practice is called into questions due
to an incident.trainees will write an entry in their journal about the importance of Clear and
proper communication process and how it relates to the construction industry
Trainee will do an oral presentation of the topic.
Conclusion 4:
This is a method that every instructor need to implement since learning is not only
confined to the English classroom and language of education, The first language of the
country is English the importance of developing a sound foundation in the English language
is adamantly important for the student success in his career choice.
 trainees will write an entry in their journal.
 Trainees will orally explain the process for cutting blocks and mixing mortar
32
Recommendations. It is important to provide some recommendations for
improveming the quality of the CBET teaching and learning process in the technical
education.
(1.) Interviews
This method of data collection can be employed to gathering information on students’
needs. English teachers and non-English teachers from all levels should be interviewed so
as to assess what they believe to be a problem which needs prioritization. These interviews
will give way to the researcher to revolve writing and its improvement. English teachers,
interviewed will be specifically asked to highlight major issues in teaching English and
consequently in teaching writing. Non-English teachers will be asked about the teaching
strategies they use to improve students’ weaknesses in writing.
1. What are the common errors in writing you have observed?
2. Is every teacher an English teacher?
3. Do you take the time to point out students’ errors in writing?
4. Do you take the time to implement teaching strategies which would improve stu
dents’ weaknesses in writing?
5. Whose responsibility is it to help students’ improve their writing?
These are five initial interview questions. The questions may later be adapted or
restructured.
(2.) Questionnaires
33
Before the process genre approach is incorporated, give students a questionnaire to
fill out so as to assess their views and attitudes towards writing. The questionnaire will
contain both open and closed questions. Using a questionnaire is an inexpensive and
effective way of gathering information in a structured and manageable form (Wilkinson and
Birmingham, 2003). Therefore, it isn’t only expected to be cost effective but it is also
expected to provide quantitative and qualitative data. The open-ended questions won’t only
provide information on the students’ attitude towards writing but it will also revealed their
strengths and weaknesses in writing. In addition to the questionnaire a pre-test should be
administered to carefully assess each student’s strengths and weaknesses.
4. Vocabulary list for improvement will be reviewed and practice spelling and meaning
will be done orally.trainees write an entry in their journal.
5. Trainees orally explain the process for cutting blocks and mixing mortar
6. Vocabulary list for improvement should be reviewed
7. practice spelling and meaning will be done orally.
8. trainees will write an entry in their journal about the importance of Clear and proper
communication process and how it relates to the construction industry
9. Trainees do oral presentation of the topic.
10. trainees should watch a motivational video about the importance of vocabulary, the
power of word, the importance of reading.
34
35
9 References
Badger, R., & White, G. (2000, May). A Process genre Approach to Teaching Writing. Retrieved
May 1, 2017, from
https://xa.yimg.com/kq/groups/16582903/.../V+PROCESS+WRITING.PDF
Birjandi, P., & Malmir, A. (2009). The effect of task-based approach on the Iranian advanced
EFL learners’ narrative vs. expository writing. The Iranian Journal of Applied Language
Studies, 1(2), 1-26.
Firth, J. (2006). A Process Genre Approach to Writing Transactional Letters. Retrieved May1, 2017,
from Developing Teachers.com:
http://www.developingteachers.com/articles_tchtraining/processgenre1_james.htm
Foo, T. V. (2007, July 27). The Effects of The Process-Genre Approach to Writing Instruction on The
Expository Essay of The ESL Student in A Malasian Secondary School. Retrieved Apil 22,
2015, from http://core.ac.uk/download/pdf/11958669.pdf
Harmer, J.(2000). The Practice of English Language Teaching. London: Longman.
Hyland, K. (2003). Genre-based pedagogies: A social response process. Journal of Second Language
Writing, 18 - 27.
Kaur, S., & Chun, P. S. (2005). Towards a Process - genre Based Approach in the Teaching of
Writing for Business English. Retrieved April 22, 2017, from http://www.esp-
world.info/Articles_11/Sarjit-poon2.htm
Kay, H., & Evans, T. D. (1998, October). What Teachers Think. Retrieved April 27, 2017, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.105.2132&rep=rep1&type=pdf
Mettetal, G. (2003). Essays on Teaching Excellence Toward the Best in the Academy, 14(7).
Retrieved from https://raymondsetiawan.wordpress.com/2009/03/11/classroom-action-
research/#more-18
Mills, G.E. (2000). Action Research: A Guide for the teacher researcher.Columbus, OH: Merrill.
36
Nordin, S., & Mohammad, N. (2005). The English Teacher Vol. XXXV: 75 -85. Retrieved April 29,
2017, from The Best of Two Approaches: Process/Genre Based Approach to Teaching
Writing: http://www.melta.org.my/ET/2006/2006_6.pdf
Raimes, A. (1991). Out of the Woods: Emerging Traditions in the Teaching of Writing. Retrieved
April 28, 2017, from http://www.personal.psu.edu/kej1/APLNG_493/old_site/raimes.pdf
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of

Current Practice. Retrieved April 19, 2017, from http://203.72.145.166/ELT/files/59-1-
review3.pdf
Silva, T. (1990). Second Language Composition Instruction: developments, issues and directions in
ESL. Retrieved April 29, 2017, from
http://www.learningace.com/doc/2910334/ddb705a70d9ed3ffb92ecb21caa529fc/silvat-
second-language-composition-instruction
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections.
Journal of Second Language Writing, 14, 153–173. doi:10.1016/j.jslw.2005.05.002
Swales, J. M. (1990). English in Academic and Research Setting. Retrieved April 20, 2017, from
http://www.jaconlinejournal.com/archives/vol11.2/marius-genre.pdf
Tribble, C. (1996). Writing. 13.
Velandia, S. R. (2009, November ). Retrieved April 28, 2017, from

http://intellectum.unisabana.edu.co/bitstream/handle/10818/7511/124033.pdf?sequence=1
Wilkinson, David & Birmingham, Peter. (2003).Using Research Instruments: A guide for
researchers. NY: Routledge Falmer. ISBN 0-415-27279-3 www.routledgefarmer.com
Yan, G. (2005, November 3). A Process Genre Model for Teaching Writing. Retrieved May 10, 2017,
from http://americanenglish.state.gov/files/ae/resource_files/05-43-3-d.pdfBacon.
37
10 Appendix A
Teachers/Parents Consent Form
I am presently a student at the University of West Indies who is pursuing a Post

Graduate diploma in Competency Based Education and Training (CBET). As one of my
course requirement I have to carry out a Research Action Plan. For this to be possible, I am
asking you to take part in the research study of the impact the Process Genre Approach has
on students’ writing. Please read the form carefully, and clarify any doubts you may have
before you agree to participate in this study.
The purpose of this study is to conduct research will focus on the writing deficiencies
our students have and observing whether the use of the Process Genre Approach has the
ability to improve them. If you agree to be in the study, I will ask you to complete a
questionnaire or participate in an interview with me. The interview contains five questions
and will take about 20 minutes to complete. Please use
I do not anticipate any risks to your participating in this study. One benefit of
participating in the study will be to potentially identify an approach which can be used to
improve students’ writing skills. There is no compensation for participating in the study.
The records of this study will be kept private. I will not include any information that will
make it possible to identify you. If I tape record the interview, I will destroy the tape within a
few months after the information has been used in the study.
It is a voluntary effort to participate in this study. You may omit any questions that you
do not want to answer, and if you have consented to take part, and then you change your
mind, please feel free to withdraw at any time.
If there are any questions, please feel free to contact Mr. Rommel Reyes. I am the
person who is conducting this study. I can be reached by telephone at (501) 600-8018, or by
e-mail at romreyes73@gmail.com.
You will be given a copy of this form to keep for your records.
Regards,
____________________
Mr.Rommel Reyes
38
PLEASE RETURN THIS SECTION.
I have read the above information, and clearly understand the instructions. I consent
to take part in the study.
Your Signature ____________________________
Date ________________________
Your Name (printed) _____________________________________________
In addition to agreeing to participate, I also consent to have the interview tape

recorded.
Your Signature __________________________
Date ________________________
Signature of person obtaining consent ___________________________
Date _______________
Printed name of person obtaining consent ________________________
This consent form will be kept by the researcher for at least one years beyond the
end of the study.
39
11 GRAPHIC ORGANIZER Appendix B
Subject: Masonry
Topic: Vocabulary Instruction
Level: one
Duration: 3 weeks
Date: 28th May – 15th June 2018
2. Bricks and Tiles
2.1 Classification of Bricks, matching game.
2.2 structural clay tiles, individual reading, vocab hunt
1. Types, Parts & Use of Blocks 2.3 Load bearing Tiles Read aloud session, vocab listing
1.1 Orientation 2.4 Non-load bearing Tiles, meaning and definition
1.2 Rules/Routines, Expectations, diagnostic paper 2.5 Reflection
1.3 Terms and Definitions. Spelling & Vocab Assessment vocabulary test
1.4 Types and parts of a concrete block, Read aloud session.
1.5 Use of different shape of concrete blocks. Vocabulary listVocabulary Instruction
1.6 Cutting blocks- Individual reading Masonry Module 5
1.7 procedure for mixing mortar, vocab hunt
3. Clay Tiles, Terra Cotta and Acoustics
1.8 Reflection
Assessment spelling test 3.1 Properties of clay tiles, vocab listing,
reading and comprehension.
3.2 Decorative screens, spelling competition.
3.3 Architectural Terra Cotta, jeopardy game
3.4 discussion and comprehension
3.5 Module Test
Assessment: comprehension test
Skills Attitude
1. Willingness to cooperate
1. Defining terms
2. Willingness to learn
2. Vocabulary
3. Displays punctuality
3. Applying concepts
4. Displays effort
4. Reading
5. Displays adherence
5. comprehension
40
12 Lesson 1
Learning Content/ Objectives Strategies/Activities for Innovation Materials/ Indicators/Ex

Outcomes/Schedule subtopics (Procedure) Resources/ pected
Instruments Observable
behaviors
Date 28th May 2018 Vocabulary By the end Introduction:  Dry erase Ability to
Week 1 Instruction of the markers pronounce
 Warm welcome
Lesson 1 (120 mins) session and define
Learning Outcome Masonry Trainees
 Survey sheet – Data on the 5 categories  Handout
1. Identify the Level 1 – should be
Development:  Laptop difficult words
main idea(s) in the Module 5, able to:  To give an overview of the innovation, a video on  Masonry
Level 1 Masonry Laying the importance of vocabulary will be shown. Level 1
a. Create https://youtu.be/qUpvx6W_jSI
Training Manual. Concrete training
a list of
2. Identify Blocks to manual
unfamiliar  Trainees will be asked to read individually
specific details form
and distinguish
words from page M5-3 to M5-5 & to make a list of  Projector
Masonry b. Learn unfamiliar words they don´t know the meaning
main idea(s) from Structures  Speakers
to spell the of.
supporting 1.1 words from
 Vocabulary
details.  Trainees will be placed in groups of six to
Orientation the list cumulate the vocabulary list they have & will
list Data Survey
3. Make  Video
1.2 Rules, created. discuss from the context the meaning of each
inferences and Spelling &
predictions based Routines, c. words.  Whiteboard
Properly  Words will be shared on the board by all 3 groups
Vocab quiz
on information in Expectations
pronounce to create a master list.
the Level 1 , diagnostic and
Masonry Training  Dictionary will now be employed to grasp the
paper syllabicate meaning of unfamiliar words.
manual. 1.3 Terms unfamiliar  Trainees will be selected to read sections from
4. Infer
and words page M5-3 to M5-5 and will be questioned about the
meanings of
Definitions. d. meaning of unfamiliar word that are now on the
unfamiliar words vocabulary list.
Spelling & Identify
from Level 1  A video on the Manufacturing of blocks will be
the types
41
Masonry Training Vocab and parts shown and trainees will be asked to find similar
Manual 1.4 Types of a words and connect to what they have read in the
5. Produce concrete text to what they see in the video.
and parts of https://youtu.be/biIVvMmEPAg
academic block
vocabulary
a concrete e. Conclusion:
appropriately block, Read Describe  Vocabulary list for improvement will be reviewed
orally and in aloud the use of and practice spelling and meaning will be done
writing. session. the orally.
1.5 Use of different  Trainees will watch the following video on how to
different shapes of improve their vocabulary
shape of blocks https://youtu.be/FNYNcCZpa9M
 Study Session
concrete
blocks.  Spelling and vocabulary quiz
Vocabulary
list
Evaluation WHAT WENT WELL?
The trainees were very receptive to the implementation of the innovation after I had explain to them
to that the overall intention is to study how I could help them improve their performance in class and how
this innovation can transpire to the their other subjects and boost their overall performance in the trade and
in the furure workplace. They were willing to participate and get started. During the lesson they enjoyed the
videos and mention that they know realized the importance of developing their vocabulary. During the
lesson they were asked to create a vocabulary list of all the word they did not understand or know the
meaning of. They work well to find the meaning since they had to use their phones and not everyone had
internet access. By the end of the session the trainees commented that something like this should continue
and started in every subject. Overall they were happy and promise to prepare for the next class.
42
WHAT REQUIRES IMPROVEMENT?
Having more dictionary available in the classroom so that they can find the meaning of the words
and implement so form of positive competition so that they can cover more word meaning and genre.
WHAT YOU MAY DO ON THE FOLLOWING DAY OR SESSION AS A FOLLOW UP?
The following session will focus on the trainees reading ability and also their ability to express themselves fluently
in the English language while using texts from the masonry textbook. Also they will need to explain what they have read.
13 Lesson 2
Learning Outcomes/ Content/ Objectives Strategies/Activities for Materials Indicators/Ex

Schedule subtopics Innovation /Resources pected
(Procedure) /Instruments Observable
behaviors
Date 29th May 2018 By the end of the Introduction: the trainees will be  Dry erase Ability to make
session Trainees shown a video on the importance markers journal entry
Week 1 Vocabulary
should be able to: of reading.  Handout
Instruction
Lesson 2 (40 mins) https://youtu.be/tLDQPgUH6yo  Laptop
a. Describe
Masonry Level  Masonry
Learning Outcome procedure for Development
1 – Module 5, Level 1
cutting concrete quantitative
1. Infer meanings of Laying  Selected trainees will be training
block or brick
unfamiliar words from Concrete asked to read aloud the section manual Reading
b. Create a list of
Level 1 Masonry Training Blocks to form on page 8 & 9 on cutting  Projector Rubric
unfamiliar words
Manual. Masonry Blocks & Mixing Mortar  Speakers
from text. Spelling &
2. Produce academic Structures  Trainees will extract
c. properly spell  Vocabulary Vocab
43
vocabulary appropriately 1.6 Cutting the unfamiliar unfamiliar word and add to list questions
orally and in writing. blocks- words from the vocabulary list.  Video
3. Apply information from Individual list created.  Trainees will orally explain the  Whiteboard
Level 1 Masonry Training d. Properly process for cutting blocks and
Manual.
reading pronounce and mixing mortar
4. Summarized/ syllabicate
5. paraphrase information unfamiliar words
Conclusion: trainees will write an
from Level 1 Masonry
entry in their journal.
Training Manual.
Everyone wanted to read a passage from the text however due to time limit the names were raffled
and three were chosen to read and explain, while the other continue expanding their vocabulary list and
listen keenly.
To be in a classroom that is not affected by noise from the other nearby classroom or workshop.
Introduce them to the power of words so that they will understand that by developing your
vocabulary, their writing and expression will improve.
44
14 Lesson 3
Learning Content/ Objectives Strategies/Activities for Innovation Materials/ Indicators/Exp

Outcomes/Schedul (Procedure) Resources ected
subtopics Observable
e /Instruments
behaviors
Date 31st May 2018 Vocabulary By the end of Introduction: trainees will watch a short video  Dry erase Ability to read
Instruction the session on the power of words, markers passage and
Week 1
Trainees should https://youtu.be/Hzgzim5m7oU  Handout pronounce
Masonry
Lesson 3 (80 mins) be able to:  Laptop words clearly
Level 1 – Class discussion
Module 5, a.Describe the  Masonry
Development: Level 1
Laying procedure for
Learning Outcome training
Concrete mixing mortar  Trainees will be selected to read page 9 &
1. Identify the Blocks to b.Create a list 10, the procedure for mixing mortar manual Ability to reflect
main idea(s) in form of unfamiliar  Trainees will extract unfamiliar and  Projector on how to
the Level 1 Masonry words mispronounced words and add to the  Speakers increase
Masonry Structures c.Learn to spell vocabulary list.  Vocabulary vocabulary
Training 1.7 the words  Class discussion on the meaning of these list
Manual. procedure from the list words.  Video
2. Identify for mixing created.  Handout will be given on the proper  Plyboard
specific details d.Properly syllabication of words from vocabulary list.  Staple gun
and
mortar, pronounce
vocab hunt  Trainees will view video on how to mix
distinguish and mortar and compare with they have read in
main idea(s) 1.8 syllabicate the text https://youtu.be/2aAD4R52Bts
from Reflection unfamiliar
supporting Assessment words Conclusion: trainees will watch a motivational
details. spelling test e.Write a video on the power of words.
3. Produce reflection https://youtu.be/TC-X4eidrOo . From this they
academic describing will write a reflection on how they can improve
vocabulary their progress
45
appropriately in masonry by increasing their vocabulary.

orally and in
writing.
The reading session was fun and the trainees laughed at how they read because they were
allowed to have their colleagues recorded them and then it was played back for them to listen. This
pushed them in a fun way to try reading an entire passage while being recorded and not making a
mistake. This session was turned more into a council session after they saw the video on the “power of
words” and realized the importance of knowing your words to describe and to communicate properly.
Also the genre of the words were noted so that they can report or speak of an incident in the proper time
frame.
Have the video equipment setup ahead of time since this task steals valuable time from the class.
Another item that can be used is to have them use a microphone so that they could get use to do public
speaking. Trainees need to remain calm and focus during presentation.
Trainees will be asked to write a reflective journal on how they feel about the video power of
words and will reflect on how they can use this new knowledge to improve their training and their
knowledge of the construction industry and Masonry. The following session the trainees will do vocab
competition by pronouncing, spelling and giving meaning after which they will need to use the word in a
46
sentence.
15 Lesson 4
Learning Outcomes Content/ Objectives Strategies/Activities for Innovation Materials/ Indicators/E

Resources/ xpected
/Schedule subtopics (Procedure) Observable
Instruments
behaviors
Date 4th June 2018 By the end of Introduction: trainees will watch the  Dry erase qualitative.
the session motivational video “your word Become markers
Week 2 Vocabulary Reflection
Trainees should reality. They will write down their goals in  Handout
Instruction on Goals.
Lesson 1 (120 mins) be able to: masonry https://youtu.be/UKRo0SY0Yew  Laptop
 Masonry Group
Learning Outcome a. Create a Development:
Level 1 discussion
Masonry list of
1. Identify specific  Class will be divided in two groups. training
Level 1 – unfamiliar quantitative
details and distinguish  1st round from the pool of word and manual
Module 5, words
47
main idea(s) from Laying b. Learn to definition, each member will match a  Projector Spelling &
supporting details. Concrete spell the word with a definition.  Speakers Vocab quiz
2. Make inferences and Blocks to words from the  2nd round each trainee will need to  Vocabulary
predictions based on form Masonry list created. spell a word given to them. list
information in the Level 1 Structures c. Properly  3rd round, they will need to make a  Video
Masonry Training pronoun and sentence using the word orally.  Whiteboard
manual. syllabicate  4th round. Each member need to write a  Plyboard
3.Infer meanings of 2.1 unfamiliar sentence using one of the word of the  Staple gun
unfamiliar words from Classificatio words board.
Level 1 Masonry Training n of Bricks, d. Identify the  Team with most points wins.
Manual. types Trainees will read and discuss the
4.Produce academic
matching structural clay
game. procedure for mixing mortar.
vocabulary appropriately tiles
orally and in writing. e. Classify clay Vocab and spelling will be update by doing
5.Apply information from 2.2 structural bricks a group discussion on meaning of the
Level 1 Masonry Training clay tiles, according to words found in context
Manual. individual application in Conclusion: Trainees will do a
6.Summarized/paraphrase reading, construction vocabulary test.
information from Level 1 vocab hunt
Masonry Training
Manual.
The trainees accepted the challenges to verify how well their knowledge of the masonry vocabulary
is and were nervious in the beginning. The majority took long to answer however since it was a group work
48
they had help from their own colleagues. The spelling section made them realize the importance of proper
pronounciation of the word. Know the meaning or definition of the word made them realize the importance
of knowing the meaning especially when you are reading in context or you may need to use it in a oral or
written sentence. All of this push through the importance of vocabulary development that increased
reading and comprehension skill which in turn will improve their presentation skill when doing a project.
They also realize that English is not constraint to the English classroom and is used throughout the other
subjects. This evaluation was done on the white board which all of the trainees could take part.
Due to the time taken to do the activity, the vocabulary test could not be given and the session
conclude with only the competition on the vocabulary part. More time was needed to prepare for this
event. Do an evalution on paper to check improvement.
The next session the trainees will be asked to do more reading from the masonry textbook and will
need to expand their vocabulary. The module five test will be their final evaluation.
16 Lesson 5
49
Learning Outcomes Content Objectives Strategies/Activities for Materials/ Indicators/Expect

Innovation (Procedure) Resources/Instru ed Observable
/Schedule /subtopics behaviors
ments
Date 6th June 2018 Vocabulary By the end of Introduction: the trainees will be  Dry erase qualitative.
Instruction the session shown a video on how clay tiles markers
Week 2 Reflection on what
Trainees are use.  Handout
Masonry Level was learnt from
Lesson 2 (40 mins) should be able https://youtu.be/kC4nHrbaCOM  Laptop
1 – Module 5, reading and video
to:  Masonry Level
Learning Outcome Laying Development about clay tiles?
Concrete a. Identify the 1 training
1. Infer meanings of  Selected trainees will be manual Group discussion
Blocks to form types of load
unfamiliar words from asked to read aloud the section  Projector
Masonry bearing tile quantitative
Level 1 Masonry Training on page 13 & 14 on structural  Speakers
Structures b. Verbally
Manual. clay tiles & load bearing tiles. Reading Rubric
describe load  Vocabulary list
2. Produce academic  Trainees will extract
bearing tile  Video Spelling & Vocab
vocabulary appropriately unfamiliar word and add to
2.3 Load c.Properly read  Whiteboard questions
orally and in writing. vocabulary list.
bearing Tiles the
3. Apply information from  Trainees will orally explain the
Read aloud description of
Level 1 Masonry Training process for cutting blocks and
session, vocab load bearing
Manual. mixing mortar
listing tiles
4.Summarized/paraphrase Conclusion: trainees will write an
d. Update and
information from Level 1 entry in their journal.
review
Masonry Training Manual.
vocabulary list
This is the second session with concentration on reading which gave better results today
especially after the vocabulary challenge activity that was done in the previous class. Some trainees
actually finished the entire modules by completing their word search along with the meaning of the word.
50
The reading was more expressive and when question about the content of what they just read, the
yrainee was able to a clear more concise answer. There is lots of room for improvement however I feel
like a milestone has aleady achieved and results are getting better.
Need to do some more work in pronounciation ans syllabication of words.
Continue with the reading section and vocabulary development as this making better progress
17 Lesson 6
Learning Outcomes Content Objectives Strategies/Activities for Materials/ Indicators/Ex

/Schedule /subtopics Innovation Resources/Inst pected
(Procedure) ruments Observable
behaviors
Date 8th June 2018 Vocabulary By the end of the Introduction: the trainees will  Dry erase qualitative.
Instruction session Trainees be shown a video on how clay markers
Week 2 Reflection
should be able to: tiles are use.  Handout
Masonry Level on what was
Lesson 3 (80 mins) https://youtu.be/kC4nHrbaCO  Laptop
1 – Module 5, a. Describe and learnt from
M  Masonry
Learning Outcome Laying define non-load reading and
Concrete bearing tiles Development Level 1 video about
1.Make inferences and training
Blocks to form application in clay tiles?
predictions based on  Selected trainees will be manual
51
information in the Level 1 Masonry construction asked to read aloud the section  Projector Group
Masonry Training manual Structures b. Create a list of on page 19 & 20 on structural  Speakers discussion
2.Produce academic unfamiliar words clay tiles & load bearing tiles.  Vocabulary
2.4 Non-load quantitative
vocabulary appropriately c. Learn to spell the  Trainees will extract list
bearing Tiles, Reading
orally and in writing. words from the list unfamiliar word and add to  Video
meaning and Rubric
3. Apply information from created. vocabulary list.  Whiteboard
definition
Level 1 Masonry Training d. Properly pronoun Conclusion: trainees will write Spelling &
Manual. 2.5 Reflection and syllabicate an entry in their journal. Vocab
4. Summarized unfamiliar words questions
Assessment  Trainees will orally explain
/paraphrase information e. Write a
vocabulary test the process for cutting blocks
from Level 1 Masonry reflection describing
Training Manual. their progress and mixing mortar
Trainees are reading much more fluently and the majority can now understand what they
are reading. They have gotten into the good habit of using the dictionary to consult for word they
don’t understand. Some use google search to check meaning and spelling. Their explanation of
the masonry process and structure are much clearer now however there is still room for
improvement. The trainees have accepted the mission of developing and expanding their
vocabulary and in so doing expand their learning horizon.
The time spent for searching of words in the dictionary which will decrease as the
vocabulary level increase.
As a follow up, I would continue with the vocabulary development, reading and
52
presentation and probably venture into them practicing public speaking or negotiation with an
external group.
53
18 Implementation II Lesson Plan
The style of the lesson plan changed since the trainees are now in Level 2 of The
Masonry Programme. The Orange Walk ITVET is presently under going changes to their
training programme to align them to the CVQ curriculum and to align the present
textbook used to the Regional Occupational Standards.
COMPETENCE-BASED LESSON PLAN

School name: Orange Walk Institute for Technical and Vocational Education and
54
Training Teacher's name: Rommel Reyes
Term Date Subject Class Unit Lesson Duration Class size
1 11 / 09 / 2018 Masonry Track 14 L2 BCGCOR1583A 1 80 mins 9 trainees
Type of Special Educational Needs and number of

learners 0
Topic area: Read and interpret plans
Sub-topic area Plans/Drawings
Unit title (similar topic area) Read and interpret plans
 Read plans/drawing
Key Unit Competences:  Interpret plans/drawings
Title of the lesson Types of plans/drawings
Learning Objective After viewing a PowerPoint presentation and using
Cornell notes, trainees will be able to:
Knowledge & 1. Explain the term working drawing. (C)
understanding
1. Write the name of the different plans/drawings.
2. Read given information
Skills
3. Interpret given information
4. Identify types of plans
1. Appreciate the importance of being able to know about the
different types of plans used in the construction industry.
Attitudes & Values
2. Appreciate and respect each other’s ideas
3. Work with others and in teams
Plan for this class
(location: in / outside)
Masonry Classroom
 Laptop
 Projector
Learning/Teaching  Assessment sheet (four types of plans and drawings)
Materials  Copies of Cornell notes
 Handout on presentation and assignment
References  Certificate I in General Construction: learner guides. (2012).
Wayville, S. Aust.: Construction Industry Training
Board. Retrieved February 4, 2017 from
http://www.ownerbuildercourses.com/uploads/1/0/7/7/
1077804/cpcccm2001a_plans_and_specs_v1.2.pdf
(p. 4-9)
 Construction Industry Training Board. (2000). BCG1003A:
55
Read and interpret plans and specifications. Retrieved

November 29, 2016 from
http://mikestrade.sydneyinstitute.wikispaces.net/file/vie
w/UNIT5.PDF (p. 20)
Timing for Description of teaching and learning activity Competences and cross
each step Meet and greet 5mins cutting issues to be
addressed
Teacher activities Learner activities

Introduction Give each trainee a different Trainees will get into five (5) groups Learn to work in teams
color paper to form groups (red, by the colors provided to them. Learn to work with others
green, yellow, orange, and
purple).
Provide and explain the use of Each trainee gets a copy of the Focus on the instructions of
Cornell notes. Cornell note template to record the facilitator
information
Brainstorm the following: Responding to the questions and Answering questions in
What can you tell me about giving examples based on their orderly fashion
plans/drawings? experiences.
Why do we need
plans/drawings?
5 mins Introduce lesson by providing Trainees to record the essential Following instructions
essential questions. questions using the guidelines
E.g. What is a site plan?
Development Project information regarding Trainees have approximately 3 Work with others and as a
working drawing on the minutes to read, discuss and record team
whiteboard. important information in their Appreciate and respect
Cornell notes. others ideas
of the lesson Show a plan and guide trainees Use information provided earlier to Be in tune with the
using the Socratic questioning figure out type/name of plan. instructions provided by
5 mins method. Use Cornell notes to record the facilitator
characteristics of the plan.
The same methodology will be Trainees will be using the same Same as above
15 mins used for the other seven (7) approach as stated earlier to figure
plans/drawings. out the type/name of the seven (7)
different types of plans/drawings.
25 min Review the concept of working Trainees will complete the summary Show appreciation for the
drawings along with the types section of the Cornell notes. different types of
of plans/drawings. plans/drawings and to keep
adequate notes using the
Cornell notes.
Conclusion Provide each trainee with a Write the name for each Learning the importance of
5 mins copy of the assessment sheet. plan/drawing provided in the cooperation which leads to
assessment sheet. individual learning
15 mins Collect assessment sheet from Every trainee turns in their Time management
56
every trainee and provide each assessment sheet and then receives a Appreciate the need for
trainee with a hard copy of the hard copy of the presentation which immediate feedback and
presentation which include their include their assignment. They move doing assignments which
assignment. on to their next class. leads to the learning
process
Teacher self- The lesson was delivered to the trainees with a reminder that they need to
Evaluation
develop their vocabulary and ensure that they understand every part of the
lesson and the work that they will be doing. The response from the trainnes were
excellent as the quickly captured and describe the plan that were given to them.
They were able to clearly express themselves when explaining. This time the
lesson plan went according to time and I felt that with this group I have made a
break through and can now take them to higher level of learning.
57
OWITVET Name:
______________________________ Date:
___________________________ Class: ______________________________
TYPES OF PLANS
State the name of the plan _______________________________________
58
Assignment (to be done in class)
59
Each trainee is to sketch the front elevation along with the floor plan of their home.
Rubric for grading sketch
60
The Project is implemented by
GFA Consulting Group GmbH
Eulenkrugstraße 82
22359 Hamburg
Germany
sequa gGmbH
Alexanderstrasse 10
D-53111 Bonn
Germany
The University of the West Indies
Faculty of Humanities and Education
St. Augustine
Trinidad and Tobago
For further information, please contact :
61
Dr. Margarita Gomez
Ministry of Education, Youth, and Sports
Director - Employment Training and Education Services
Mahogany Street Extension
Belize City, Belize C. A.
Email: Margarita.gomez@moe.gov.bz
Dr. Alberto Nagle Cajes
Team Leader
BAM 2013 TVET Capacity Building
Email: Alberto.Nagle@gfa-group.de
62

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BAM 2013 TVET Capacity

Building and Professional Development

Training Programme, Belize

CBET Diploma Programme for TVET teachers

MODULE 3. THE REFLECTIVE PRACTITCIONER

COURSE: ACTION RESEARCH DESIGN AND IMPLEMENTATION OF

AN INNOVATIVE PEDAGOGIC MICROPROJECT

Exploring the Influence of Process-Genre Approach on

STUDENT ID NUMBER: 816015319

The University of the West Indies

Faculty of Humanities and Education

St. Augustine Campus, Trinidad and

Building and Professional Development

Training Programme, Belize

Module 3. The Reflective Paractitioner (4 credits)

Course: Action Research. Design and Iimplementation of an Iinnovative Ppedagogic

Responsible Facilitator: Dr. Alberto Nagle Cajes

Building and Professional Development

Training Programme, Belize

1 Definition of the innovation to be implemented 7

4 Description of the Phase I of the implementation 20

5 Reflection about the Phase I of the impementation 23

6 Description of the Phase II of the implementation 26

7 General discussion, Conclusions and recommendations 28

10 GRAPHIC ORGANIZER Appendix B 36

Building and Professional Development

Training Programme, Belize

17 Implementation II Lesson Plan 52

selected as it is a synthesis of the process approach and the genre approach. As a

structure questions documents free from errors.

English is an international language largely, as a consequence of rapid advancement

in technology. It is used in business and education worldwide; therefore, becoming a

Building and Professional Development

Training Programme, Belize

develop and improve students’ writing.

As an educator, I am responsible for the educational growth of the students in my

class consists of 22 trainees varying in cultural background, economic background, literary

Building and Professional Development

Training Programme, Belize

technician, having poor command of the English language in writing is concerning.

electronically produce professionally finished documents.

positive outlook on the writing and presentation of documents.

Building and Professional Development

Training Programme, Belize

2 Definition of the innovation to be

PURPOSE OF THE RESEARCH

genre approach enable him to communicate and function independently?

Building and Professional Development

Training Programme, Belize

SIGNIFICANCE OF THE RESEARCH

be successful in the understanding of the masonry trade, presentation skills and as an

so that he can communicate and function independently.

Building and Professional Development

Training Programme, Belize

a social situation (process-genre approach) (Velandia, 2009). To understand the process -

adhere to one approach as there is no one kind of student in the classroom.

Building and Professional Development

Training Programme, Belize

management of every day affairs and expression of ideas and arguments.

The Product Approach

effectively as it is crucial to their academic and professional life; therefore, it is imperative

Building and Professional Development

Training Programme, Belize

thumb of the teacher.