Slideshow Transcript

1. Slide 1: The Teacher Researcher Action Research Explained Thanks to Fiona Grant for a lot of the content in this presentation
2. Slide 2: Taking the time to reflect critically on the things we are doing in our classrooms is perhaps the most effective thing we can do to ensure that what we are doing is having the desired outcomes, and is changing our practice in the ways we want it to.\" (Wenmoth, 2007)
3. Slide 3: To challenge and/or confirm our beliefs and assumptions as teachers To contribute to the To have time to talk and knowledge pool in our share with colleagues schools, our cluster and about teaching our profession To put teachers in the So teachers can focus on ‘learner’ situation where what interests them as they are also engaged in teachers at a level inquiry appropriate to them
4. Slide 4: Teacher professional development The Traditional View Workshops and meetings Focus on Teaching not Learning Assumes transition of knowledge from
5. Slide 5: Teacher professional development Through Action Research Class based research Learner has knowledge to build on. Based on learner’s point of view
6. Slide 6: What are you going to do and why? How will you know when you have succeeded? What steps will you take? Have you considered your own skills and the experiences of your students? Will you need extra support? At what time will you complete each phase of the project?
7. Slide 7: One Possible Example Specific In order to raise oral language skills, selected children will each create podcasts about the book of the week using Garageband which will then be published to the class intranet page using iWeb. This will be done every week for a term.
8. Slide 8: Measurable  •Children will be selected for this project based on low attainment using JOST (Junior Oral Language Screening Tool) •They will be tested again after one term and compared to a similar child in another class not involved in the project to judge if this project has been a success.
9. Slide 9: Action Plan 1. Test children considered at risk using JOST. Take the lowest achieving five children to be part of this project. This is mirrored in a class not involved in the project. 2. Children are given time to discuss the book of the week in class and the project children are encouraged to answer key questions about the book and develop vocabulary appropriate for the book. These sessions are recorded as podcasts with children able to re-record as necessary in order to have a good model of themselves to listen back to.
10. Slide 10: 3. Project children listen back to the podcasts and are asked to comment on how well they responded and how clearly you could hear them. Other children are asked to listen and provide feedback. 4. At the end of the term, the children are asked to listen to their very first podcast and their last one and focus in on how they have improved. Their comments are recorded as a podcast (digital assessment object) 5. At the end of the term, the five children involved in the project and the five similar children not involved in the other class are tested using JOST and comparisons made.
11. Slide 11: Realistic  • Only five children involved (though if successful, this could be widened.) • School has agreed to some release time for the testing and analysis • Access to the laptop pod means that more than one podcast can be completed at a time. • This project may be changed to span two terms if it is deemed that one term is not a large enough sample period.
12. Slide 12: Timeframe 1. JOSH testing completed at end of previous term and children chosen. 2. Podcasts to be completed between Monday and Thursday each week with children asked to self-assess and choose a peer to assess on a Friday. 3. JOSH testing at the end of the term to be completed by the end of the Week 9. Final child analysis of how they think they have improved over the term to be completed during the last week of term and recorded as a podcast as part of the project. 4. Results shared at staff meeting at the beginning of the following term with other classes deciding whether or not to begin similar programmes.
13. Slide 14: How can internet resources via a data projector, be used to enhance learning within the Visual Arts curriculum areas?
14. Slide 15: F ocus To view a variety of painting styles including realism, impressionism, expressionism and abstraction. To provide a suitable range of vocabulary to enable children to communicate their ideas about what has been observed. To extend their learning through the physical means of painting.
15. Slide 16: What are effective strategies for using learning objects to enhance my numeracy programme?
16. Slide 17: F ocus Seeking out appropriate and relevant learning objects at Digistore. Building an organized list of learning objects in the eResources section of the school intranet. Developing effective management strategies to make the learning objects an integral part of learning in maths. Supporting children to locate and navigate the right learning objects.
17. Slide 18: How can I provide an extension Mathematics programme for a gifted group of children through with the support of ICT?
18. Slide 19: F ocus Set up a computer enhanced mathematics programme for children working at level 4. Work alongside children to create individual Wikis and links to online resources Each child will reflect on their learning and use teacher-monitored links though their personal Wiki.
19. Slide 20: How can I provide an extension writing programme for a gifted group of children through the use of a wiki?
20. Slide 21: F ocus Set up a computer enhanced writing programme for children working at Level 4. Work alongside children to create individual wikis and links. Each child will reflect on their learning and will use teacher monitored links through their personal wiki
21. Slide 22: How can the digital learning objects be utilised more effectively by students for independent activities during reading time?
22. Slide 23: F ocus To organise the reading digital learning objects so that they can be easily integrated into reading times for groups to use independently and also that they are being used to support the specific learning and teaching.
23. Slide 25: Types Types Structured Observation Anecdotal observation Standardised Interviews Open ended interview Tests Documents and artifacts Questionnaires Research Diaries (using blogs?) Characteristics Characteristics Data may appear as numbers Data appears as words Data takes one form - response is Data may take many forms - field determined by design of collection notes, documents, interview notes, method. tapes etc
24. Slide 26: are we collecting this data? What are we hoping to learn from the data? What are you hoping to learn from using this particular data collection strategy? Is there a match between what we hope to learn and the method we chose?
25. Slide 27: exactly are we collecting? What different sources of data will allow us to learn best about this topic? What previously existing data can we use? How much data do we need to really learn about this topic?
26. Slide 28: are we going to collect the data and for how long? Are there any limitations to collecting the data? What support systems need to be in place to allow for the data collection to occur? Are there ways to build data collection into the normal activities of the classroom?
27. Slide 29: are we going to collect the data and for how long? Have we built into the plan collecting data at more than one point in time? Are there strategies we can use to easily observe and record data during class? Can you afford the time to gather and record data using the strategies you have selected?
28. Slide 30: is going to collect the data? Are there data which can be generated by students? Is there a colleague who can observe in your room or a student teacher who can assist with data collection? What can you do yourself without it being too overwhelming?
29. Slide 31: will data be collected and displayed? How will you collect and display the qualitative data/the quantitative data? What plan do you have for analysing the data? To whom will you present what you have learned?
30. Slide 33: Guidelines Some ideas to include in your report: Name and background information, school, level Your question and why you selected it. You might include a statement about why this is important to you and your educational philosophy if relative. How you collected and organised data and the results. Dates, themes etc List of references if you used any. Feedback on challenges at any stage of the process
31. Slide 34: Guidelines Some ideas to include in your report: Changes you've gone through during the process including insights. Conclusions – what have you found out and your interpretations Reflections on assumptions that you might have made prior to or during the study Feelings, intuitions not encountered in the study
32. Slide 35: Guidelines Some ideas to include in your report: Future directions: What recommendations would you make to colleagues? Have you formulated new questions? Do you have any ideas for implementing change in your practice? Reflection on the action research process that is separate from the topic
33. Slide 36: Make a video of the process and post to Post presentations online to Slideshare TeacherTube or Authorstream for others to view Use a blog for reflection during the Perhaps have ‘Cluster Shares’ project and to share results. afternoons at different schools.
34. Slide 38: Teachers need: Necessity for Change See for themselves
35. Slide 39: Teachers need to be: Supported
36. Slide 40: Teachers need: that things work
37. Slide 41: Teachers need: Time out from the classroom
38. Slide 42: Teachers need: Encouragement and Interest From management
39. Slide 43: Teachers need: QuickTimeﾪ and a TIFF (Uncompressed) decompressor are needed to see this picture.
40. Slide 44: Advice for schools includes using: In-class Modelling To reduce teacher frustration and support them
41. Slide 45: Advice for schools includes to have: Support Structures in Place
42. Slide 46: Advice for schools includes to link between: Staff Appraisal Action Research Projects
43. Slide 47: Advice for schools includes: For staff to read materials related to their project
44. Slide 48: Advice for schools includes: ICT Action Research Staff meetin g Scheduling meetings to share and discuss projects
45. Slide 49: Advice for schools includes for management to: Expect teacher reflection (electronic where possible)
46. Slide 50: Im be p tte ro Benefits include: r s ved tu te de ac nt hi ou ng Im tc an du pr om d e ov to e es ev d t id ea en ch ce er ba co se nf d ide te n ac ce hin g
47. Slide 51: While teachers hold initial concerns about additional work involved in action research projects, these tend to dissolve as teachers realise the benefits these projects have on their practice and the enjoyment of their profession.