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Healey-Classroom based research techniques

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Workshop by Deborah Healey in December, 2012

Workshop by Deborah Healey in December, 2012


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  • What are the important elements? Why are these terms different? What is each one emphasizing?
  • Again - What are the important elements? Why are these terms different? What is each one emphasizing?
  • Reflect for a moment – this is Reflective Teaching, which we’ll talk about next
  • Reflecting is the first step in CB Research15 minutes
  • 10 min? or just a clip?
  • 5 min
  • Not just thinking, but taking action as a result
  • What does this mean?
  • What does this mean?
  • What do you notice here?
  • Issues: management, engagement, speaking in L1, does a new method (Trace) work, etcDig: Colleagues? Articles?Notes- during or afterSharing is important!
  • Not just thinking on your own. Collaboration helps you get perspective on your ideas. Are the results long-lasting? Could others get the same results?
  • 20 minutes
  • Our previous activity was looking at a classroom change. There are things you can do with your assessments – tests, rubrics, etc.Change of pace – a quick look at item analysis
  • Organize grades by total score on the assessment. These are high to low.(click)Divide the class in half and (click) mark there. If you have 30, make a mark after student #15Identify bad questions. Look at Q1 – who got it right? Who missed it? Q2? Q3? What does it tell you?
  • More detailed analysis with multiple choice. Mark the number of students who answered each choice on each question. Which question was better? How do you know?
  • See more resources on this webpage
  • Transcript

    • 1. HOW DO YOU KNOWWHAT WORKED?SIMPLE CLASSROOM-BASED RESEARCHTECHNIQUESDr. Deborah Healey, dhealey@uoregon.edu
    • 2. Agenda Synonyms Teaching diary Reflective teaching – why and how Classroom-based research methods Putting it into practice A quick look at item analysis
    • 3. Classroom-based research participatory research collaborative inquiry emancipatory research action learning contextual action research(O’Brien, 2001: 1)
    • 4. More… practitioner research teacher research site-based research action science(http://cs3.wnmu.edu/elearning, cited in ProDAIT)
    • 5. Think-pair-share Why are there so many different terms?
    • 6. What do teachers do?  Plan  Try  Consider  Re-think
    • 7. How do you know what worked in yourlesson?  Reflective Teaching Diary activity
    • 8.  Reflective teaching video  fromShaping the Way We Teach English, Chapter 14
    • 9. Think-pair-share How would you define “reflective teaching”?
    • 10.  Classroom-based research is reflective teaching PLUS…
    • 11. Some definitions“systematic enquiry designed to yieldpractical results capable of improving aspecific aspect of practice and madepublic to enable scrutiny and testing”(www.standards.dfes.gov.uk/research/glossary)
    • 12. Some definitions“systematic enquiry designed to yieldpractical results capable of improvinga specific aspect of practice and madepublic to enable scrutiny and testing”(www.standards.dfes.gov.uk/research/glossary)
    • 13. “inquiry-based research conducted byteachers that follows a process ofexamining existingpractices, implementing newpractices, and evaluating theresults, leading to an improvementcycle that benefits both students andteachers”
    • 14. “inquiry-based research conducted byteachers that follows a process ofexamining existingpractices, implementing newpractices, and evaluating theresults, leading to an improvementcycle that benefits both students andteachers”
    • 15. Method Start: a classroom issue or question Dig: do others have this issue? What do they do? Plan: one change Act and observe: take notes Share Revise and retry
    • 16. Spiral
    • 17. Spiral planning a change, acting and observing the process and consequences of the change, reflecting on these processes and consequences, then re-planning, acting and observing, reflecting and so on ... http://www.prodait.org/approaches/research/how.php
    • 18. Sharing Is important! Collaborate Get another perspective Test the results
    • 19. Your turn… Think of a problem or question Work in a small group Plan your intervention/change What do you expect?  Bestcase  Worst case How will you collaborate/share?
    • 20.  Do you create tests or quizzes for your students? Do you use rubrics?Item analysis can help!
    • 21. Overall assessment 1 2 3 4 5 6 7 8 910 From http://fcit.usf.edu/assessment/selected/responsec.html D. Healey & D. Shaw
    • 22. Multiple choice assessment From http://fcit.usf.edu/assessment/selected/responsec.html D. Healey & D. Shaw
    • 23.  Comments and questions…
    • 24. Thanks!dhealey@uoregon.eduhttp://www.deborahhealey.comsites.google.com/site/healeyclassroomresearch

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