Pekha kucha2
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Action Research

Action Research

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    Pekha kucha2 Pekha kucha2 Document Transcript

    • Improve one’s Practice by evaluating it, learning from it, from the effective practice of others and from evidence. Be motivated andtake increasing responsibility for participating in a meaningful and continuous process of professional development that results in the enhancement of student learning.
    • Action Research is the process by whichpractitioners attempt to study their problemsscientifically in orderto guide, correct, and evaluate theirdecisions and actions (Corey, 1953)
    • Motivation-literature-developments-school visits-peerobservation-student work
    • The questions asked by students can be a good indicator of their understandings or prior knowledge about a topic (Bell, 1993; Biddulph, 1990), as wellas revealing any misconceptionsor misunderstandings they may have. Moreover, students questions can also indicate what the students want to know (Elstgeest, 1985; Harlen, 1992).
    • How do I develop my questioning skills while facilitatinglearning in my classes?
    • Levels of AR• Individual Teachers: – Focuses on changes in one classroom e.g. classroom management, instructional strategies, use of materials..• Groups of teachers with similar concerns: – Focuses on changes in one or more classrooms, grade, team or department having the same problem.• Institutional (School) Level – Focuses on whole school issues e.g. school improvement, students’ discipline, school –parent relationships…
    • How do I develop my questioning skills to facilitateGoal learning in my classes So as toObjectives Allow students Enable students Develop critical to express to develop their thought process their ideas communication before responding freely skills to questions by Through This will involve Acknowledging all Giving students Probing the students’ hints where possible students usingAction responses and and allow the argumentation writing down students to use any approach to allow students responses mode of media, explanation and where possible, gestures, drawing, elaboration of the provide “wait’ time description etc given responses Indicators It will be evident It will be evident It will be evident through through through Written/shared Variety of mode Level of responses responses by of responses given by the most students students These will be done in the classroom during the lessons. A checklist will be maintained which will be filled in fromTimelines samples of lessons across the year groups. Before each mid-term break the data will be analyzed to inform the subsequent half term. Time-line is Full Year with six cycles two per each trimester
    • Action Research is a methodologythat combines ‘action’ and ‘research’ together. During a study, the researcher is repeating the process of performing an action, reflecting on what has happened and using this information to plan their next action. This process ofaction research has a refining effect on action and the researcher gains an understanding of what is going on. (Dick, 1999)
    • Literature
    • The Plan Prior to actionConstructed action Forward looking Tentative Should put into consideration the possible constraints Must be flexible
    • Action Deliberate and controlled Thoughtful variation of practice Guided by the plan but not completely controlled by itIt involves risk as it happens in real context It requires instant decisions It shows the practitioner at work – thoughghtful and constructive
    • Observation Has the function of documenting the effects of action – (data gathering) Must be planned Must be responsive and open endedIt should focus on the action, its effects, and the contextProvides the basis for reflection
    • Reflection Retrospective – recall action as has been recordedSeeks to make sense of the process, problems, issues, constraints Should be aided by discussion among participants Has evaluative aspectProvides the basis for the revised plan
    • Benefits it gave me an opportunity to reflect on my practice, find outwhat needs to be improved and act to improve it. It put me in control of my practice. I understood andformulated my own theories on my practice.The knowledge I got from AR is practice-based and more authentic.
    • Benefits • It gave me the• opportunity to work with other people in their schools and through this, we got to know each other. It made me plan, act, observe and reflect more carefully and systematically than I would usually do in everyday life.
    • Benefits It helped in making sense of the theory-practice gaps in teaching. Inquiry into mypractice through AR has made me toultimately progress as a teacher.