0
If I create an opportunity
      for students to
contribute to, and design,
 a glossary of tools and
  equipment in common...
introduction
learning &
teaching issues
learning &
teaching issues

peer learning
learning &
teaching issues

peer learning

community of practice
learning &
teaching issues

peer learning

community of practice

teacher as facilitator
learning &
teaching issues

peer learning

community of practice

teacher as facilitator

level three approach
The intervention
The intervention

Collaborative approach to a
specific task
The intervention

Collaborative approach to a
specific task

Group sessions
The intervention

Collaborative approach to a
specific task

Group sessions

interaction between english and
non-english s...
The intervention

Collaborative approach to a
specific task

Group sessions

interaction between english and
non-english s...
The intervention

Collaborative approach to a
specific task

Group sessions

interaction between english and
non-english s...
group sessions
group sessions

Initial discussion on rationale
behind the intervention
group sessions

Initial discussion on rationale
behind the intervention

group problem solving
group sessions

Initial discussion on rationale
behind the intervention

group problem solving

producing a glossary of to...
group sessions

Initial discussion on rationale
behind the intervention

group problem solving

producing a glossary of to...
group sessions
group sessions

after information gathering
group sessions

after information gathering

value of exercise so far / short
survey
group sessions

after information gathering

value of exercise so far / short
survey

assessment of teacher participation
group sessions

after information gathering

value of exercise so far / short
survey

assessment of teacher participation
...
Teacher Activity
Teacher Activity

teacher produces glossary and
distributes to group
Teacher Activity

teacher produces glossary and
distributes to group

Group is asked to complete journal
whilst using the ...
Teacher Activity

teacher produces glossary and
distributes to group

Group is asked to complete journal
whilst using the ...
desired outcome
desired outcome

students achieving autonomy
desired outcome

students achieving autonomy

de-marginalisation of non-english
speaking students
desired outcome

students achieving autonomy

de-marginalisation of non-english
speaking students

Teacher development /
t...
desired outcome

students achieving autonomy

de-marginalisation of non-english
speaking students

Teacher development /
t...
Fin
Tony Lall-Chopra: AR Proposal
Tony Lall-Chopra: AR Proposal
Tony Lall-Chopra: AR Proposal
Tony Lall-Chopra: AR Proposal
Tony Lall-Chopra: AR Proposal
Tony Lall-Chopra: AR Proposal
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Tony Lall-Chopra: AR Proposal

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Tony's initial AR proposal presentation to the learning group.

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  • Good morning everyone. This is my action research proposal.
  • I had already decided the topic of my action research proposal would be on the relationship between contextual studies and experiential studio based practice but the week before I was supposed to pose my question a student came into the studio workshop to ask for a piece of equipment. She wasn’t really sure of the piece of equipment so she started to describe it as being like
  • a cheese grater. I thought about what she might need and came up with
  • a surform. Unfortunately, I was wrong so She said is was a flat thing more like
  • a cheese sandwich! Eventually I put two and two together and worked out it was
  • rasp!

    So, a seed was sown. The following day I work up thinking about the cheese sandwich - this was my eureka moment.
    I realised there was an issue around students not knowing the names of the tools and equipment they need to use in their practice. I realised it wasn’t just a problem for non-English speaking students, although they had a much more difficult time due to the language barrier. So I decided to change my proposal to address this issue.
  • So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.

    The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
  • So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.

    The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
  • So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.

    The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
  • So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.

    The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
  • The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
  • The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
  • The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
  • The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
  • The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
  • Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.

    I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
  • Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.

    I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
  • Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.

    I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
  • Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.

    I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
  • After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
  • After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
  • After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
  • After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
  • Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
  • Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
  • Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
  • The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.

    For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.

    Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
  • The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.

    For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.

    Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
  • The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.

    For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.

    Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
  • The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.

    For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.

    Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.

  • Transcript of "Tony Lall-Chopra: AR Proposal"

    1. 1. If I create an opportunity for students to contribute to, and design, a glossary of tools and equipment in common usage will I have facilitated their passage into a community of practise and a deeper approach to learning?
    2. 2. introduction
    3. 3. learning & teaching issues
    4. 4. learning & teaching issues peer learning
    5. 5. learning & teaching issues peer learning community of practice
    6. 6. learning & teaching issues peer learning community of practice teacher as facilitator
    7. 7. learning & teaching issues peer learning community of practice teacher as facilitator level three approach
    8. 8. The intervention
    9. 9. The intervention Collaborative approach to a specific task
    10. 10. The intervention Collaborative approach to a specific task Group sessions
    11. 11. The intervention Collaborative approach to a specific task Group sessions interaction between english and non-english speaking students
    12. 12. The intervention Collaborative approach to a specific task Group sessions interaction between english and non-english speaking students Two-way dialogue between students and teacher
    13. 13. The intervention Collaborative approach to a specific task Group sessions interaction between english and non-english speaking students Two-way dialogue between students and teacher
    14. 14. group sessions
    15. 15. group sessions Initial discussion on rationale behind the intervention
    16. 16. group sessions Initial discussion on rationale behind the intervention group problem solving
    17. 17. group sessions Initial discussion on rationale behind the intervention group problem solving producing a glossary of tools and equipment
    18. 18. group sessions Initial discussion on rationale behind the intervention group problem solving producing a glossary of tools and equipment content, format, lanuage and timescales
    19. 19. group sessions
    20. 20. group sessions after information gathering
    21. 21. group sessions after information gathering value of exercise so far / short survey
    22. 22. group sessions after information gathering value of exercise so far / short survey assessment of teacher participation
    23. 23. group sessions after information gathering value of exercise so far / short survey assessment of teacher participation additional suggestions leading to production (changes in format etc)
    24. 24. Teacher Activity
    25. 25. Teacher Activity teacher produces glossary and distributes to group
    26. 26. Teacher Activity teacher produces glossary and distributes to group Group is asked to complete journal whilst using the glossary
    27. 27. Teacher Activity teacher produces glossary and distributes to group Group is asked to complete journal whilst using the glossary journal results are collated and distributed to students (at regular intervals to be decided by group)
    28. 28. desired outcome
    29. 29. desired outcome students achieving autonomy
    30. 30. desired outcome students achieving autonomy de-marginalisation of non-english speaking students
    31. 31. desired outcome students achieving autonomy de-marginalisation of non-english speaking students Teacher development / transformative teaching
    32. 32. desired outcome students achieving autonomy de-marginalisation of non-english speaking students Teacher development / transformative teaching future use of format / does collaboration work?
    33. 33. Fin
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