2. Why do this?
When you write, you think and reflect on your thoughts
and actions
Looking at what, how and why we teach
Developing a Reflexive approach to you teaching
Actively improving how you teach using a Action
Research Approach
3. Reflective VS Reflexive
Reflective – looking at what you have done… “Good
lesson/unit kids did well on the assessment”
Something that we do all the time, we think about our
work and assess it as we see it within the light of our
experience
4. Reflective VS Reflexive
Reflexive - The researcher as a reflexive subject is
embedded within the world, the embedded-ness of the
subject and his reflexive subjectivity is [his] lived
experience, “much like Heidegger’s spatio-temporally
constituted Da-sein” (Han, 2010, p. 205). Emerging
from [his] lived experience is a reflexive sensibility as
the researcher struggles “to understand how we lay
claim to know something worth acting upon” (Holland
1999, p. 464). The thing worth acting upon was the
researcher’s subjective and objective construction of self
which was constantly recreated in “an ongoing process
of negotiation” (Lopes, 2009, p. 465)
5. Action Research
action research concerns actors – those people carrying
out their professional actions from day to day - and its
purpose is to understand and to improve those actions.
It is about trying to understand professional action from
the inside; as a result, it is research that is carried out
by practitioners on their own practice, not (as in other
forms of research), done by someone on somebody
else’s practice.
Action research in education is grounded in the working
lives of teachers, as they experience them.
6. Types of Action Research
http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
7. Doing Action Research
research in action
by using
action as a tool for research
with the process being driven by a dialogue between the
elements of:
action and the intentions behind action OR
practice and the values behind practice
http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htm
9. So how do I get started?
Pick your spot in the sun
Read what others have written, Google Scholar, Online
journals, look at the bibliography and draw ideas from this
High Light, underline while you read and draw upon these
syn·the·sis
noun, plural syn·the·ses [sin-thuh-seez]
1.the combining of the constituent elements of separate
material or abstract entities into a single or unified
entity ( opposed to analysis, ) the separating of any
material or abstract entity into its constituent elements.
10. So how do I get started?
a·nal·y·sis [uh-nal-uh-sis]
noun, plural -ses [-seez]
1. the separating of any material or abstract entity into
its constituent elements ( opposed to synthesis).
2. this process as a method of studying the nature of
something or of determining its essential features and
their relations: the grammatical analysis of a sentence.
3. a presentation, usually in writing, of the results of
this process: The paper published an analysis of the
political situation.
4. a philosophical method of exhibiting complex concepts
or propositions as compounds or functions of more basic
ones
11. The Analysis-Synthesis Bridge
Model
http://www.dubberly.com/articles/interactions-the-analysis-synthesis-bridge-model.html
12. The frame work – Using
PowerPoint
Each point or key idea create a slide for, this is the
heading of your slide
Sub-headings used to support your main heading/idea
Repeat this process, until you feel you are finished
13. The frame work – Using
PowerPoint
Each slide treat as a paragraph, flesh out the text
Try to keep it to one no more than two paragraphs per
slide
14. References
http://www.dubberly.com/articles/interactions-the-
analysis-synthesis-bridge-model.html
HAN, S. (2010). Theorizing new media: reflexivity,
knowledge, and the web 2.0. Sociological Inquiry, 80(2),
pp. 200-213.
HOLLAND, R. (1999). Reflexivity, Human Relations,
52(4), pp. 463-484.
http://www.edu.plymouth.ac.uk/RESINED/actionresearc
h/arhome.htm
http://www.lab.brown.edu/pubs/themes_ed/act_researc
h.pdf
