1) The document discusses the Start-Stop-Continue (SSC) feedback method for allowing students to provide immediate feedback on classroom activities and learning processes. 2) An action research study was conducted to examine the effectiveness and impact of a multiple modality learning approach on empowering students in a diverse TESL classroom. 3) Results found that the SSC method empowered students to take responsibility for their learning, facilitated reflective practice, and provided valuable feedback to the teacher to enhance the learning and teaching process.

1. Jessie Grace U. Rubrico, PhD
School of Education
UCSI University
29 March 2014

2. Start-Stop-Continue (SSC) -Garner and Emery (1994): allowing
students to give immediate feedback on their classroom activities.
LIST/RECORD
instructional
policies, practices,
or behaviors
STUDENTS would
like the TEACHER
to . . .
USING
START
STOP
CONTINUE
Jessie Grace U. Rubrico, PhD

3. feedback
teacher to
students
students to
students
students to
teacher
TEACHING
PERFORMANCE
LEARNING
PROCESS
Jessie Grace U. Rubrico, PhD

4. How am I doing as your teacher?
FEEDBACK
Improvement:
teachers
Empowerment:
students
TRUST,
RESPECT
Jessie Grace U. Rubrico, PhD

5. FEEDBACK
DIALOG
ENGAGEMENT
TEACHING
EFFECTIVENESS
LEARNING
PROCESS
E
M
P
O
W
E
R
M
E
N
T
Jessie Grace U. Rubrico, PhD

6. The Problem:
•Empowering students
to be responsible for
their own learning
process.
Jessie Grace U. Rubrico, PhD

7. • a multi-racial TESL class in a state
university;
• diverse levels of English language
proficiency
• seeming student passivity
Jessie Grace U. Rubrico, PhD

8. Can a multiple-modality
approach to learning
EMPOWER students to
actively engage in their
own learning process?
Is this approach
effective from the
perspective of the
students?
Jessie Grace U. Rubrico, PhD

9. problematizing
Strategizing
IP
Implementing
IP
evaluation reflection Jessie Grace U. Rubrico, PhD

10. I
N
T
E
R
V
E
N
T
I
O
N

11. • interactive
• Intro/summative
lecture
• Video clips
• PPT slides
Multimedia
presentations • Classroom
• Online/FB
discussion
Jessie Grace U. Rubrico, PhD

12. •Discussion Board
•24/7 Messenger
• E-portfolio
•Resource Center –
Course Materials
•Feedback Avenue
Jessie Grace U. Rubrico, PhD

13. COLLABORATION
Jessie Grace U. Rubrico, PhD

14. SSC
explored
expediency of the approach
effectiveness of the teacher
attitude of the learners
empowered
students to
accept/reject
the approach
SSC as learner
engagement tool
Jessie Grace U. Rubrico, PhD

15. SSC Questionnaire Set 1
What do you think
should the lecturer
CONTINUE doing to
further facilitate
your learning?Jessie Grace U. Rubrico, PhD

16. SSC Questionnaire Set 2
What do you think
should the students
CONTINUE doing so
your learning is
not hampered?Jessie Grace U. Rubrico, PhD

17. SSC Questionnaire 3 : Instructional Design
1. Which of the modalities presently used in the
classroom do you want to continue?
(Check all that apply)
2. Which of the modalities presently used in the
classroom do you want to be stopped?
(Check all that apply)
Qs 1-3 cover the major factors in the learning design:
teacher, learners, and the approach.
Jessie Grace U. Rubrico, PhD

18. Instrument: Online Polls
Jessie Grace U. Rubrico, PhD

19. RESULTS
FACILITATOR
START: providing lecture notes before
each class & hand outs and short notes
for every lesson
STOP: requiring short time for online
task submission as internet connection is
not good
CONTINUE:
• class interactions on FB & e-group
• class conversations
• group presentations
• “sharing with us your experiences…”
Jessie Grace U. Rubrico, PhD

20. RESULTS
STUDENTS
START: taking responsibility for their
learning - collaboration
STOP: expecting to be spoon-fed
CONTINUE:
“discussing and sharing our knowledge
and doubts about the topic that we are
learning;”
Jessie Grace U. Rubrico, PhD

21. Modalities Preference
groupwork
facebook
lecture
egroup
multimedia
conversation
Jessie Grace U. Rubrico, PhD

22. Lessons learned:
AR Empowers Students
• value of SSC method to learners:
> engagement and empowerment
1) empowers the students; empowerment motivates
students to rise up to the challenges of active
engagement in their learning process.
2) inculcates in learners a reflective exercise; reflective
learners are more engaged, thus more empowered
Jessie Grace U. Rubrico, PhD

23. Empowerment: giving learners a say in their learning
process > take responsibility of their learning
Sense of responsibility
learning the assigned task well for the benefit of peers
critique and assess: approach, group presentations and
their own.
Sense of ownership
Confidence < bonding that makes groups support each
other toward their overall learning Jessie Grace U. Rubrico, PhD

24. Lessons learned: AR Develops The Teacher
value of SSC to the facilitator
1) simple way of getting learners engaged
> consulting with students on the approach to
their learning through the SSC is fruitful and
rewarding.
2) facilitator’s reflection practice has been honed.
> workload may be high but learning and
teaching process is enhanced.
3) feedback as building blocks to a good practice
we strive to achieve
Jessie Grace U. Rubrico, PhD

25. Jessie Grace U. Rubrico, PhD
Start-
Stop–
Continue
(SSC)
AR Dialog, Engagement, & Evaluation
Model for Teaching and Learning