The document discusses using action research and inquiry processes to embed literacy and numeracy skills. It provides examples of individual teacher projects from 2010-2011 that addressed issues like numeracy, writing skills, and reading comprehension. The projects involved observing issues, planning and testing interventions, and reflecting on results. Interviews found the processes helped teachers think more strategically and engage in "research on training wheels." Students reported the interventions as helpful. The discussion concludes the approaches helped teachers reflect and focus on practice while growing research capability.
How collaboration improves preservice teachers’ reflection: A case studygrintie
Comunicación presentada en el simposium "Teachers’ reflection as a collaborative process" en el congreso EARLI 2017, Tampere (Finlandia), 30 agosto - 2 setiembre de 2017.
Learning Walks using the 5 Dimensions of Teaching and Learning Instructional ...Dr. Marci Shepard
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.
How collaboration improves preservice teachers’ reflection: A case studygrintie
Comunicación presentada en el simposium "Teachers’ reflection as a collaborative process" en el congreso EARLI 2017, Tampere (Finlandia), 30 agosto - 2 setiembre de 2017.
Learning Walks using the 5 Dimensions of Teaching and Learning Instructional ...Dr. Marci Shepard
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Online Course Design for Active Learning within the UDL FrameworkSandra Annette Rogers
2019 Keynote presentation to the faculty and staff at the University of Houston for their Innovative Teaching and Learning at a Distance (ITLD) Conference
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Online Course Design for Active Learning within the UDL FrameworkSandra Annette Rogers
2019 Keynote presentation to the faculty and staff at the University of Houston for their Innovative Teaching and Learning at a Distance (ITLD) Conference
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
NTLTC 2011 - researching strategies and interventions - embedding literacy and numeracy
1. Researching
strategies and interventions:
Action research and enquiry
processes as vehicle for
embedding
literacy and numeracy
Learning through research is a personal journey of
discovery
(Brew, 2003)
2. Your task
What are your questions regarding using action research and enquiry
processes to reflect on your teaching/for your own PD?
What do you thinkcan bepotential issues with this approach?
Take a moment to think about the questions, then turn to the person next to
you and discuss…
3. From “informed prescription” to
“informed professional judgement”
(Fullan, 2003, p.6)
Reflection enables teachers to systematically inquire into their own
practices and processes. Both are central for transforming educational
practices (Brookfied, 1995).
Related questions:
•How do we define ‘sustainable’?
•What are we trying to change or transform?
•Can it be changed by applying action research
+ enquiry processes?
•What are the exact actions of teachers that
cause the transformation?
Academic staff development is essential for the implementation of
educational change (Duke, 2004)
4. Action research and enquiry
processes for embedding work
Reflect
Reflect Reflect + Plan Diagnos
+ evaluate Determine e
success of issue +
evaluat intervention intervention
e
Observe
Observe Act
how Implement Intervene
Test intervention intervention
addresses
issue
Authored by
Schwenger, Steps of action research +
2010
embedding cycle
5. 2010 Individual projects
Meta-evaluation/Impact study How can action research and enquiry
support change initiatives for teaching
staff and lead to sustainable change?
Electrotechnology Numeracy Place value
Animal Care Terminology
Library Listening + accessibility of library
vodcasts
Foundation Studies Nursing Writing reports
Automotive Technology Writing skills
Music Reading of discipline texts
6. 2011 Examples of individual projects
Meta-evaluation/Impact study How can action research and enquiry
support change initiatives for teaching
staff and lead to sustainable change?
Languages Speaking English outside the classroom
Library Information literacy: increasing distance
learning students‟ engagement with
library resources
Business and Self-paced Moodle learning module re
Computing/Business reading of discipline texts/reading
comprehension
Music Reading comprehension
Te Puna Ako Learning Centre E-learning: paraphrasing
7. Design 2010
April
Email
contact
One year Impact May
Initial
later …
study interview
October
Final
interview
8. Snapshot –before the initial
interview
Howdothe participants feel after the first action
research workshop (reconnaissance)? What are their
thoughts on the process of setting up an action
research project so far?
Can they identify with any of the given roles?
The students have different perceptions … “whereas I
see myself as teaching them how to learn and
continue to learn!”
9. Initial interview
Themes that emerged …
L+ T approaches Engaged and experienced in
providing tertiary learning
Tertiary teaching or LLN
PD that has
Gains hoped for influenced teach. qualification influential
approach
No one used formal AR
process
Gains: Receiving feedback +
be a more effective teacher
Identified (3); student gains (2);
AR in the past
issue/intervention
measure value (1)
10. Final interview 2010
How has the
process affected
Anticipated long-
Personal AR Success of teaching + thinking
term changes in
experiences intervention about
approaches
teaching/themselve
s as teachers
11. Voices of the teachers: personal AR
experience
“Ongoing nature gives more time to reflect – commitment to meet
again.”
“One of the most valuable projects I could have been involved in.”
“It has given me the opportunity to think more strategically about what
we are doing and why.”
Useful to engage in research – “research on training wheels”.
Everybody mentioned that they would like to publish and present at
conferences (has already happened).
12. Voices of the teachers: downsides
“Not easy to find time and enthusiasm of teachers.”
“Had to redo my plans. ”
“Things did not work out as I thought.”
“Not much support later on in project.”
“Is research by teachers seen as valid and vital by institute?”
“AR is not recognised as professional development at Unitec.”
13. Voices of the teachers: student
evaluation
All projects have had a student evaluation aspect included.
Students were surveyed to capture their opinions on the
intervention.
All teachers reported that the interventions were considered
successful, helpful or useful by students.
Changes in skill levels were captured by the National Assessment
Tool, or through assignments and tests.
14. Voices of the
“It made me „gear teachers:
up‟ my awareness of “Other professional
my teaching in a changes for their development
way that I might not
otherwise have
teaching initiatives are on the
side. Action research
encountered.” sits alongside the
teaching and is part
of the process.”
“It made me much
more focused on
evidence to support
my reflections and
to provide a more
unbiased view of
need for changes to
teaching and
learning.”
15. Voices of the teachers: long-term
changes for teaching
“I will focus more on the dialogue with academic writing
issues. I see myself as making the path clear for
students to position themselves in the academic
game.”
“It has helped me to accept that teaching is interminally
challenging and that there are no quick fixes.”
“Teach – reflect – amend. Feedback = raised flags.”
16. Discussion of outcomes
Interventions were based on discipline-specific,
explicit activities, developed after considering
students‟ needs. Students‟ progress + feedback
was captured.
Enhanced thinking
The researcher-practitioners have systematically
investigated their own practices and processes
by reflecting and focusing on one particular issue
(Brookfield, 1995).
Action research and enquiry processes have
helped teachers to reflect and focus on their
teaching practice as well as grow research
capability.
It has been a successful initiative for embedding
literacy and numeracy, with explicit and specific
interventions being designed, implemented and
evaluated.
17. Design 2011
April
• Initial questionnaire
May
• Initial focus groups
• Monthly email prompts
Oct
• Final questionnaire
Nov
• Final focus groups
Editor's Notes
How can action research and enquiry processes support educational change? Can these processes lead to sustainable change? How can they support embedding literacy and numeracy in tertiary education?
Achieving sustainable change through academic development has been a main concern for the team, given the project’s limited lifetime. How? Research shows that a number of aspects support successful academic development and that it can be provided through different models. Theory and praxis need to be well-combined. Opportunities for knowledge building and sharing and on-going discussion between participants as well as time for trialling, practising and reflecting are vital components for academic development work (McKenzie & Turbill, 1999). 2009 research project identified that AR would be a good fit, also because the AR and enquiry cycle reflects the academic staff development processes with its “continuos practice, reflection, and fine-tuning” (Duke, 2004, p. 171).Concerns and questions we have:
The teaching staff are researching their own teaching practice and the effectiveness of a specific intervention for a previously determined issue their students are facing. For each individual research project, the tutors have identified a course-related issue that students find difficult. The second step has been to develop an intervention that then is implemented. Following the steps of the AR cycle, the tutors then observe and then evaluate the success of the intervention. The steps of the embedding cycle are very similar to the action research and enquiry cycle. It enables teaching staff to enhance their research capability whilst working on aspects relevant to their teaching and learning practices (Piggot-Irvine, 2009).
The AR projects at Unitec take place at certificate-level in Electrotechnology, library, Animal Care, Foundation Studies Nursing, Automotive Technology, Music. AR projects are concerned with learning of terminology, listening + finding information, reading, numeracy and different aspects of writing .
The AR projects at Unitec are mostly at certificate-level.
Before the initial interview, a snapshot was taken of the first impressions of participants – how they are feeling after the first AR workshop (reconnaissance) and to hear their thoughts on two questions prior to the initial interview: impressions on process and if they can identify with any of the given roles – five of seven replied: four positive, one mixed but support acknowledged by all. Facilitator (3), learning guide (2), …
Before the initial interview, a snapshot was taken of the first impressions of participants– five of seven replied: four positive, one mixed but support acknowledged by all. Facilitator (3), learning guide (2), …
Teacher engagementTeachers are experienced in providing tertiary learning and interested in enhancing their practice. Approach to teaching changes, depending on environment (3). “a two-way conversation”, “anti-transmission”, “end goal student autonomy” Everybody responded that either a tertiary teaching qualification or a literacy/numeracy/language teaching qualification has changed their approach to teaching in the pastNo one has previously used formal action research processes. Three p have used similar processes in the past.Gains hoped forGetting feedback, being a more effective teacher (3) Student gains (2) Measure value (1)
All participants reported positive experiences in the final interview.
Capturing sts’ feedback was vital, it also helped to enhance the evidence base and triangulate the dataAll teachers involved already had an awareness and interest in embedding LLN as well as a feeling that LLN supports their students’ overall study success However, the final interviews show that they have enhanced their thinking about their students’ learning and their own teaching. This has happened by planning, implementing an intervention, observing its results and evaluating its effects as well as by observing students’ learning in more detail (Gusky, 1986). The participants talked about their negative experiences and this has been used to improve the set-up in 2011where possible. Institutional aspects are being addressed in a structured way and its progress is being monitored by the Academic Literacies Team They have developed an enquiry stance where the investigation has become a mode of action (Brookfield, 1995; Rust, 2009).