1. Workshop 2

2. AGENDA FOR THE DAY
 Reflect
 Share
 Justify
 Select
 Narrow down

3. “If we begin with certainties, we shall
end up in doubt. But if we begin with
doubts and we are patient with them, we
shall end in certainties.”
Sir Francis Bacon

4. EXERCISE 1
Based on the research reports you read, please
answer the following questions. Try not to look at the
article:
 Where was the research project conducted?
 Why do you think this project was within their locus
control?
 How can you tell if the teacher is passionate about
the research topic?
 What practices did students improve after the
project, if any?How can it be evidenced?

5. EXERCISE 2
 Taking into account the problems you identified,
please use the chart to reflect upon them. (chart)
 Share your chart with a person in the room

6. EXERCISE 3
 Based on the analysis made in the chart. Select the
one that you find more appealing
 Talk to the person next to you about the problem
you selected.
 Paraphrase your partner’s problem to the whole
group.

7. EXERCISE 4
Look at the reflective memo sample and identify its
components based on the outline suggested by
Barbara Noel.

8. EXERCISE 5
Based on the problem you selected, answer the following
questions. (worksheet)
 Who do you plan to help with this research project?
 When do you plan to do it? Take into account the
following information
Special program and KTP (1 semester)
Adult English Program (three monhts)
 What is it that you are going to do that might help your
students?
 Have you thought of instruments, strategies or tools
you would like to implement?

9. HOMEWORK
Now that you have selected your problem and
learned about the steps to write a reflective
memo, draft your reflective memo and bring it
next session.
Remember to start looking for literature that
can
help you enrich your knowledge about the
issue.

10. SOURCES
BURNS, A. (2001). Collaborative Action Research for English Language
Teachers. Cambridge Language Teaching Library. Cambridge: Cambridge
University Press.
BURTON, J. (2001). Action Research. Case studies in TESOL Practices
Series, 13-19.
MILLS, G (2003). Action research, A guide for the teacher researcher. Merill
Prentice Hall: Upper Saddle River, New Jersey.
NOEL, B (2011) Action Research Workshops. Centro Colombo Americano.
Bogota.
NUÑEZ AND TELLEZ (2012). Action Research Workshops. Externado
University. Bogota.
RIVERA, M. (2011) improving writing through stages. How, A Colombian
Journal for Teachers of English, 18, 11-23