ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
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Building research pdf
1. Building the Bigger
Picture ofTeaching-
Research Nexus on
Learning Experiences
Crisanto A. Daing, Ph.D
Associate Dean, College of Arts and Sciences
Graduate School Professor
Our Lady of Fatima University, Philippines
2. âś“Acknowledge the impact of the teaching-research nexus
on student learning and teaching practice
Intended Learning Outcomes (ILO’s)
âś“Differentiate teacher research from action research and
classroom research
âś“Appreciate the significance of research in improving
teaching and learning practices
3. How can I encourage more parental support?
How can I make my students enjoy learning?
How can I make my classroom more
interesting to my students?
How can I adapt an already demanding
curriculum to better meet the specific needs of
my students in the class?
4. How can content, strategies, and learning
activities be varied to help students?
What kind of method works best with certain
types of students?
How can teachers encourage students to
think about important issues?
How can subject matter e better presented to
promote understanding?
6. What is Research?
âś“It is a studious or a diligent search.
âś“It is an investigation or
experimentation aimed at the
interpretation of facts, revision of
accepted theories or laws in the light
of new facts
7. What is Action Research?
âś“A family of research methodologies
which pursue an action (or CHANGE)
and research (UNDERSTANDING) at
the same time
âś“It is an inquiry or research in the
context of focused efforts to improve
the quality of a PRACTICE.
8. What is Action Research?
âś“It has the potential to generate
genuine and sustained improvements
in schools.
âś“It is an actual research method.
9. WHY Action Research?
âś“ gives educators more opportunities
to reflect on and assess their
teaching
âś“ to explore and test new ideas,
methods and materials
âś“ assess how effective the new
approaches are
10. WHY Action Research?
âś“ to share feedback with fellow team
members
âś“ to make decisions about which new
approaches to include in the practice
11. What is a Teacher Research?
âś“It is defined byWHO conducts the
research
✓Evans et al., (2017) - BuildingTeachers’ Research
Literacy: Integrating Practice and Research
Teachers need to know, not only, to locate
and critically use research evidence but also
on how to actively engage in research
12. What is a Teacher Research?
✓Evans et al., (2017) - BuildingTeachers’ Research
Literacy: Integrating Practice and Research
Engage in research with your pupils as an
integral part of their practice
Research should not be seen as a separate
entity but an integral part of being a teacher
professional
13. What is a Teacher Research?
âś“According to Brindley, it is often connected with
teacher development and empowerment
By investigating the teaching and learning
processes in the classroom, we learn more
about the craft and the science of teaching so
that me may improve our work as teachers.
14. What is a Classroom Research?
âś“It is defined by the setting or place in which the
data are collected.
Bridget Long defined classroom research as all or
part of whose data are derived from the
observation or measurement of the classroom
performance of teachers and students.
15. What is a Classroom Research?
âś“According to Allwright, classroom research
concentrates on the inputs to the classroom (the
syllabus, teaching materials) or the outputs
(learners’ scores, performances, etc.
16. Basic Assumptions Underlying Research
âś“Those undertaking research must be informed
individuals capable of identifying problems that
need to be solved.
âś“The ones involved must be seriously committed to
solving the problems and improving the
performance.
âś“The participants/respondents must engage in the
research systematically.
17. Six Positive Influences of Teacher-Research
Builds a knowledge
base
Learns about
research
Improves classroom
instruction
Source: Journal of Curriculum and
Instruction, January 2009
18. Six Positive Influences of Teacher-Research
Connects with other
teachers and colleagues
Brings about change
Gains new understanding
of students
Source: Journal of Curriculum and
Instruction, January 2009
20. Action Research Designs
Practical AR
Involving Individual orTeam based inquiry
Focusing onTeacher Development and
Student Learning
Implementing a Plan of Action
Leading to the teacher as researcher
21. The Research Spiral
-Mills, 2000
Analyze and
Interpret
Data
Collect
Data
Identify an
area of
focus
Develop an
Action Plan
22. Action Research Designs
Participatory AR
Emphasizing equal collaboration
Focusing on “life enhancing changes”
Resulting in the emancipated researcher
23. Key Characteristics of Action Research
A Practical Focus
The teacher-researcher’s own practices
Collaboration
Dynamic Process
A Plan of Action
Sharing Research
24. Practical Focus
A problem that will have
immediate benefits for:
A single teacher
Schools
Communities
25. Study of the teacher-researcher’s own
practices
Self-
Reflective
28. A Plan of Action
Involves a few individuals
or the whole community
Presenting data to
stakeholders, establishing
a pilot program, exploring
new practices
29. Sharing Research
âś“Group of stakeholders
âś“Local Schools,
Educational personnel
âś“Individuals or groups
who can promote change
31. The Oral Communication Teacher (teacher-
researcher) is interested to know why the
students in the classroom (classroom
research) have difficulties in the correct
pronunciation of words in English. Hence,
he asks the students, one by one, to read a
passage and records common errors in
pronunciation (action research).
38. 10 Coping Strategies
1. Don’t give up!
2. Enlist the help of colleagues.
3. Keep a positive attitude.
4. Be prepared to compromise.
5. Be generous.
Jean McNiff, Action Research Principles and Practice, 1998
39. 10 Coping Strategies
6. Go public!
7. Join a local action research group.
8. Establish a reputation of success.
9. Publish reports in journals.
10. Have faith in your own knowledge.
Jean McNiff, Action Research Principles and Practice, 1998
40. Crisanto A. Daing 09285545644 crisdaing@yahoo.com
Crisanto A. Daing Crisanto A. Daing