Action research is a process by which practitioners study their own problems scientifically to guide, correct, and evaluate their decisions and actions. It involves performing an action, reflecting on what happened, and using this information to plan the next action. This refining process gives the researcher an understanding of what is occurring. Some benefits of action research include giving the researcher an opportunity to reflect and improve their practice, putting them in control of their practice, and providing authentic practice-based knowledge. It also allows working with others to plan, act, observe, and reflect more systematically. Action research helps make sense of gaps between theory and practice and leads to progress as a teacher through inquiry into their own practice.

1. Improve one’s
Practice by
evaluating it, learning
from it, from the effective
practice of others and from
evidence. Be motivated and
take increasing responsibility
for participating in a
meaningful and continuous
process of professional
development that results
in the enhancement
of student learning.

2. Action Research
is the
process by which
practitioners attempt
to study their
problems
scientifically in order
to guide, correct, and
evaluate their
decisions and actions
(Corey, 1953)

3. Motivation
-literature
-developments
-school visits
-peer
observation
-student work

4. The questions asked by
students can be a good
indicator of their
understandings or prior
knowledge about a topic (Bell,
1993; Biddulph, 1990), as well
as revealing any misconceptions
or misunderstandings they may
have. Moreover, students'
questions can also indicate
what the students want to
know (Elstgeest, 1985; Harlen,
1992).

5. How
do I develop
my
questioning
skills while
facilitating
learning in my
classes?

6. Levels of AR
• Individual Teachers:
– Focuses on changes in one
classroom e.g. classroom
management, instructional
strategies, use of materials..
• Groups of teachers with similar
concerns:
– Focuses on changes in one or more
classrooms, grade, team or
department having the same
problem.
• Institutional (School) Level
– Focuses on whole school issues
e.g. school improvement,
students’ discipline,
school –parent relationships…

7. How do I develop my questioning skills to facilitate
Goal
learning in my classes
So as to
Objectives
Allow students Enable students Develop critical
to express to develop their thought process
their ideas communication before responding
freely skills to questions
by Through This will involve
Acknowledging all Giving students Probing the
students’ hints where possible students using
Action
responses and and allow the argumentation
writing down students to use any approach to allow
students responses mode of media, explanation and
where possible, gestures, drawing, elaboration of the
provide “wait’ time description etc given responses
Indicators
It will be evident It will be evident It will be evident
through through through
Written/shared Variety of mode Level of responses
responses by of responses given by the
most students students
These will be done in the classroom during the lessons.
A checklist will be maintained which will be filled in from
Timelines
samples of lessons across the year groups.
Before each mid-term break the data will be analyzed to inform
the subsequent half term.
Time-line is Full Year with six cycles two per each trimester

8. Action Research is
a methodology
that combines ‘action’ and
‘research’ together. During
a study, the researcher is
repeating the process of
performing an action,
reflecting on what has
happened and using this
information to plan their
next action. This process of
action research has a refining
effect on action and the
researcher gains an
understanding of what
is going on.
(Dick, 1999)

9. Literature

10. The Plan
Prior to action
Constructed action
Forward looking
Tentative
Should put into
consideration the
possible constraints
Must be flexible

11. Action
Deliberate and controlled
Thoughtful variation of
practice
Guided by the plan but not
completely controlled by it
It involves risk as it happens in
real context
It requires instant decisions
It shows the practitioner at
work – thoughghtful and
constructive

12. Observation
Has the function of
documenting the
effects of action –
(data gathering)
Must be planned
Must be responsive
and open ended
It should focus on the
action, its effects,
and the context
Provides the basis for
reflection

13. Reflection
Retrospective – recall
action as has been
recorded
Seeks to make sense of the
process, problems,
issues, constraints
Should be aided by
discussion among
participants
Has evaluative aspect
Provides the basis for the
revised plan

14. Benefits
it gave me an
opportunity to reflect
on my practice, find out
what needs to be improved
and act to improve it.
It put me in control of my
practice. I understood and
formulated my own theories
on my practice.
The knowledge I got from
AR is practice-based and
more authentic.

15. Benefits
• It gave me the
• opportunity to work
with other
people in their schools
and through this, we got
to know each other.
It made me plan, act,
observe and reflect more
carefully and
systematically than I
would usually do in
everyday life.

16. Benefits
It helped in
making
sense of the
theory-practice
gaps in teaching.
Inquiry into my
practice through AR
has made me to
ultimately progress
as a teacher.