HOW DO YOU KNOWWHAT WORKED?SIMPLE CLASSROOM-BASED RESEARCHTECHNIQUESDr. Deborah Healey, dhealey@uoregon.edu
Agenda Synonyms Teaching diary Reflective teaching – why and how Classroom-based research methods Putting it into pra...
Classroom-based research participatory research collaborative inquiry emancipatory research action learning contextua...
More… practitioner research teacher research site-based research action science(http://cs3.wnmu.edu/elearning, cited i...
Think-pair-share   Why are there so many different    terms?
What do teachers do?  Plan  Try  Consider  Re-think
How do you know what worked in yourlesson?  Reflective   Teaching Diary activity
   Reflective teaching video     fromShaping the Way We Teach     English, Chapter 14
Think-pair-share   How would you define “reflective    teaching”?
   Classroom-based research is    reflective teaching        PLUS…
Some definitions“systematic enquiry designed to yieldpractical results capable of improving aspecific aspect of practice a...
Some definitions“systematic enquiry designed to yieldpractical results capable of improvinga specific aspect of practice a...
“inquiry-based research conducted byteachers that follows a process ofexamining existingpractices, implementing newpractic...
“inquiry-based research conducted byteachers that follows a process ofexamining existingpractices, implementing newpractic...
Method Start: a classroom issue or question Dig: do others have this issue? What  do they do? Plan: one change Act and...
Spiral
Spiral planning a change, acting and observing the process and  consequences of the change, reflecting on these process...
Sharing Is important! Collaborate Get another perspective Test the results
Your turn… Think of a problem or question Work in a small group Plan your intervention/change What do you expect?    ...
 Do you create tests or quizzes for  your students? Do you use rubrics?Item analysis can help!
Overall assessment 1 2 3 4 5 6 7 8 910     From http://fcit.usf.edu/assessment/selected/responsec.html                    ...
Multiple choice assessment  From http://fcit.usf.edu/assessment/selected/responsec.html                               D. H...
   Comments and questions…
Thanks!dhealey@uoregon.eduhttp://www.deborahhealey.comsites.google.com/site/healeyclassroomresearch
Healey-Classroom based research techniques
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Healey-Classroom based research techniques

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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 of "Healey-Classroom based research techniques"

    1. 1. HOW DO YOU KNOWWHAT WORKED?SIMPLE CLASSROOM-BASED RESEARCHTECHNIQUESDr. Deborah Healey, dhealey@uoregon.edu
    2. 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. 3. Classroom-based research participatory research collaborative inquiry emancipatory research action learning contextual action research(O’Brien, 2001: 1)
    4. 4. More… practitioner research teacher research site-based research action science(http://cs3.wnmu.edu/elearning, cited in ProDAIT)
    5. 5. Think-pair-share Why are there so many different terms?
    6. 6. What do teachers do?  Plan  Try  Consider  Re-think
    7. 7. How do you know what worked in yourlesson?  Reflective Teaching Diary activity
    8. 8.  Reflective teaching video  fromShaping the Way We Teach English, Chapter 14
    9. 9. Think-pair-share How would you define “reflective teaching”?
    10. 10.  Classroom-based research is reflective teaching PLUS…
    11. 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. 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. 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. 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. 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. 16. Spiral
    17. 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. 18. Sharing Is important! Collaborate Get another perspective Test the results
    19. 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. 20.  Do you create tests or quizzes for your students? Do you use rubrics?Item analysis can help!
    21. 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. 22. Multiple choice assessment From http://fcit.usf.edu/assessment/selected/responsec.html D. Healey & D. Shaw
    23. 23.  Comments and questions…
    24. 24. Thanks!dhealey@uoregon.eduhttp://www.deborahhealey.comsites.google.com/site/healeyclassroomresearch

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