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Stop! think first! handout

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  • 1. Stop! Think first! About teachers and students as researchersCreating Competences through Innovation in Learning and Development
  • 2. CONFERENCE QUESTIONS• How can practice-based and practitioner research contribute to the quality of innovative learning?• How can practice-based and practitioner research be organised to promote innovativeness for learning at work, for work and creating competences?• How can the researchers, teachers and students in educational practices facilitate customer driven innovations?• What are effective approaches to assure ownership of research in the professional field?
  • 3. GOALS• Ideas about how action research can be used for school development• Learn about each others’ theory of action• Using the action research model on one of your own questions
  • 4. R&D PROJECT ‘TEACHER ASRESEARCHER• 10 schools in primary and secundary education• One school year of meetings, designing, practicing, studying, presenting• Different results: from a whole new play ground to more interesting science classes
  • 5. DOING RESEARCH MEANS:Illustraties: Marie José Kakebeeke
  • 6. QUESTION ARTICULATION “a result oriented process in which people formulate a collective question. Often this question is based on individual questions about existing knowledge. This collective question is researchable and in the process of questioning the right stakeholders are taking part” (Leinse, 2010)
  • 7. QUESTION ARTICULATION BASED ON INQUIRY BASED LEARNING Culture of inquiry DeepeningIndividual Team School BroadeningH. De Koning, 2011
  • 8. TEACHERS ASRESEARCHERS
  • 9. Teacher inquiry and knowledge-building cycle to promote valued student outcomes What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has beenthe impact of ourchanged actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Timperley (2011)
  • 10. FROM MEETING TO PLG1. Define a common development goal2. Collect questions3. Examine each others’ learning and research styles4. Devide the group 1. Research and development 2. Plan and act5. Or do it all together6. Take ‘slow time’ to reflect and present results
  • 11. STUDENTS ASRESEARCHERS
  • 12. SAME PROCESS• Reading about interesting stuff• Talking about it• Defining questions• Redefining questions• Planning action research • Sources: books, others, specialists • Trying out, drawing, building• Presenting
  • 13. STUDENTS ASTEACHERS
  • 14. EVALUATING WITH THE TEAM• What did the students tell us? • Motivation • Learning from practice • Cooperative learning• How did it match with our own development? • Questioning • Planning • Waiting!
  • 15. RESEARCH IN CLASS ROOM PRACTICE Research Reflection Research Inquiry based learning Reflective practicioner(s) By teachers following By teachers Systematic the academic Data-driven reflection on action research tradition, in Systematic Individual and collective cooperation with the Cyclic learning university/ academic Individual en collective world learning
  • 16. CULTURE OF INQUIRY• This is the way we do things…• Connection to school policies• Use of data• A group of learning researchers• Spreading results• Agents for the culture• Structures in place
  • 17. RESEARCH• Shared view on action research• Systematic approach• Primary processes• Real questions• Sharing results
  • 18. Tracking transfer: from ideas changed practiceA new idea that Change inchallenges new practicethinking I’m planning to. . . Having a conversation with… Our common Coaching task. . . by. . .
  • 19. Keep in touch Naomi Mertens n.mertens@aps.nl @prof_bemoeial http://www.linkedin.com/in/naomimertens