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Day 3 action research movie bridgewater

Day 3 action research movie bridgewater






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    Day 3 action research movie bridgewater Day 3 action research movie bridgewater Presentation Transcript

    • Teacher Action Research Information found at: NEFSTEM The Northeast Florida Science, Technology, and Mathematics Center for Education
    • Introduction
    • Definition
      • Systematic inquiry
      • Teacher researchers, principals, counselors, other stakeholders
      • How the school operates
      • How they teach
      • How well students learn
      • Goals – gaining insights, reflective practice, positive changes, improving student acheivement
    • Purpose
      • strategic problem solving for specific educational challenges;
      • positive communication between administrators and teachers;
      • empowerment of teachers and administrators;
      • increased professional satisfaction;
      • flexible, solution-oriented thinking;
      • increased professional motivation to improve practice;
      • increased collegiality, on-going inquiry, self-reflection, and decision making skills;
      • increased expectations for student learning;
      • increased expectations for self-improvement
    • Principles
      • Action research increases human understanding.
      • It is concern to improve quality of human action and practice.
      • The focus is on the immediate concern to practitioners
      • Action research is collaborative. It implies a shared community of discourse between insiders and outsiders and those practitioners are not merely treated as clients but as co-investigators.
      • It is conducted in a natural setting where the problem is encountered.
      • Action research is participatory in nature. Those affected participate in research and implementation of preferred solutions.
      • It focuses on the case or a single unit. Action research examines a single case and a sample population, for instance, the classroom or the school.
      • There is no attempt to control setting variables.
      • The problem, aims, and methodology may shift as inquiry proceeds. Action research does not consider problems as fixed.
      • Action research is evaluative-reflective.
      • It is scientific. By stating problems, formulate action hypotheses the action researcher exercises rigorous scientific principles of procedures.
      • Usefulness or utility value should be shared among the participants.
      • Dialogue and discourse-based nature. In action research understanding can only be achieved through unconstrained dialogue with project participants.
      • Action research is critical. Critique is a pivotal aspect of the process and an important step towards understanding interpretation and emancipation.
    • Teacher Leaders?
      • What’s your leadership style? - Inventory
      • Do you have to be a teacher leader to do action research?
      • Depends how you intend to use your results.
      • Collaboration vs. Expert / Leader model
    • Article
      • After reading the article, “The Reflective Teacher: An Action Research Primer” by Diane Painter,
      • Discuss what the key ideas were?
      • Realistic?
      • Something familiar / strange?
    • Preparation
    • Preparation Phase Interviews
    • Preparation Process
      • Reflect
      • Identify
      • Learn
      • Brainstorm
      • Solution
      • Focus
      Go to the NEFSTEM website and read through and discuss the preparation process.
    • Planning
    • Action Research Create the Plan
    • Develop a Strategy
      • Outline specific activities needed to solve the problem.
      • Tools to use:
        • Think-Pair-Share
          • List problems
          • Identify strategies to solve problems
          • Compare and discuss alternative solutions
          • Jointly develop best solution
    • Identify Resources
      • What do you need to solve the problem?
      • What resources do you have available?
        • Materials
        • Information
        • Assistance
      • Remember to identify materials in your plan.
    • Identify Obstacles
      • Are there obstacles that would prevent your project from success?
      • It is important to identify obstacles early.
      • If obstacles are insurmountable, you will need to select another solution.
    • Create a Timeline
      • When can you reasonably accomplish the steps of the plan?
      • It is important that you plan your project so that resources will be available.
      • Tools
        • Microsoft PowerPoint Timeline
        • Microsoft Excel Timeline
        • Microsoft Word Planner
    • Gather Resources
      • Gather the resources you identified in your plan.
      • Make sure that the materials will be available when you need them.
      • If needed, schedule a time with those that can provide assistance.
    • Evidence of Success
      • How will you measure success?
      • How will you know if you have succeeded?
      • Identify the evidence to be used for success.
        • Assessment system
        • Evaluation system
    • Action Research Action
    • Action
    • Pre-Assess (if appropriate)
      • Before enacting your plan, gather data and information about the population you are teaching.
      • Some possible pre-assessment strategies may include:
        • Pre-tests
          • an evaluation of students prior to instruction to determine what level of knowledge, skill or aptitude they are bringing to instruction
        • Student interviews
          • allow the teacher to ask the student questions to determine their present knowledge or aptitude level prior to instruction
        • Teacher observations
          • collect information, i.e. prior knowledge of the group
    • Enact the plan – Use the strategy
      • Pre-determined group of learners
      • Implemented over an extended period of time
        • At least four to six weeks of implementation
      • During implementation
        • record observations of student behavior, reactions and progress
          • Written notes including positive & negative aspects
          • Anecdotal records
          • Video and audio recordings
            • Teacher
            • Students
    • Measure the effect of the strategy – Collect Data
      • Posttest/formal assessment
        • Measure gains in student knowledge after the implementation process
      • Student interviews
        • Determine if the student has mastered course or unit objectives
      • student portfolios
        • Electronic/paper collection of student work samples used for evaluation
      • Reviewing video footage
        • Self assessment
          • Effective/non-effective plan
          • Improvements/changes
    • Action Phase Interviews
    • Action Research Results
    • Results
    • Analyze the Results
      • Select a statistical method to determine differences.
        • Averages
        • Correlations
        • ANOVAs (analysis of variance between groups)
    • Interpret the Results
      • Was the research successful?
        • If the research was successful then add it to your teaching.
      • Was it unsuccessful?
        • If it was unsuccessful then move on to the next step.
    • Make Adjustments to Your Teaching Practice
      • Make adjustments to your teaching practices by disseminating the results into what has been learned, what has been gained, and what needs improvement.
    • Share Your Results
      • Publish your results with an educational journal
      • Give lectures or conferences on Action Research
      • Create a blog or a website
      • Send your results to a nationally recognized site
    • Results Phase Interviews
    • Examples
      • http://www.schoolsworld.tv/videos/action-research
    • Proposal
      • Template
    • Waiting for Superman