This document provides information about teacher research projects and activities taking place in January. It encourages teachers to choose a research method and focus for their project. Teachers will spend 15 minutes per week developing their practice through evaluative blogging, triad coaching, practitioner enquiry, learning from research, or practitioner research. They are asked to select their top two choices for a method and provide a focus area by returning a form by November 17th.

1. CHOOSE a table and sit down.
If your table of choice is full?
In 15 minutes time you will move to a second table.
• “How does learning vocabulary as an autonomous habit affect students learning experience?”
Teacher A (Teaching Leaders, Action Research with Zoe Elder, MA)
• “What time efficient strategies encourage our students to respond well to feedback?”
Teacher B (MA)
• “Can a literacy focused approach accelerate progress of students in KS3 Science?” Teacher C (MA)
• “What impact do early exam entry and one year courses have on teaching, learning and student
motivation?” Teacher D (Masters in Teaching and Learning)
• “What impact does coaching have on teaching and learning?” Teacher E (NPQML and LPSLBA)
• “How do we close the gap with Somali girls? “ Teacher F (NPQSL)
• “What are the best teaching strategies for students with BESD and very challenging behaviour?
Teacher G (Teach First)
• “What makes great teaching?” Teacher H (Lead Practitioner)
• “How can we make best use of what is currently known about Neuroscience to improve learning
and teaching?” Teachers I and J (Neuroscience in the classroom, Learnus)
• “Evaluating Art electronic feedback and its possible implications for a high school.” Teacher K (MA
in Ed leadership)
• “Designing a Research Study”
Teacher L (PGDip, Doctoral Training Centre for the Social Sciences)
• “How effectively has the English Language iGCSE course been led and implemented at GHS
throughout the academic year of 2013-2014?” Teacher M (Teaching Leaders, MA)

2. Researching teachers ?

3. Are we letting Mr R and crew
experiment on us in the
lab…?

4. Are we letting Mr Rugg and
crew experiment on us in the
lab…?

5. Trying to avoid being zombies
• What works?
• Why?
• What doesn’t work?
• Why?

6. Trying to avoid being zombies
• What works?
• Why?
• What doesn’t work?
• Why?
Researching teachers
work smarter, not harder

7. Why researching teachers ?
Beware the
EXPERT
voice

8. Why researching teachers ?
Some
interventions
do more
HARM
than
GOOD

9. Why researching teachers ?
Can we trust that educational research
identifies what works for
our classroom?

10. How can I be a researching
teacher?
Launch – November
Choose a METHOD and a FOCUS
Group planning – mid Jan
Month of Enlightenment – January
Group reflection – mid Feb
Teachmeet – summer term
Showcase – September 2015

11. January
Month of enlightenment
Evaluative
blogging
Triad coaching
Practitioner
Enquiry
Learning from
Research
Practitioner
Research
Choose a class for your
reflection, enquiry or
research
Spend from 15 minutes a
week developing your
practice
You will choose a METHOD
and a FOCUS

12. Evaluative blogging
See VLE
Inspiring
Teachers
for
examples

13. Triad coaching
Work with two
colleagues in
peer
observation &
feedback,
with the third
colleague
reflecting on
quality of
feedback

14. Practitioner Enquiry
Step in to
ACTION
RESEARCH.
Learn methods
to research in
your own
classroom and
get answers to
a question
about your
practice

15. Learning from Research
READ some of
the latest
education
research for
your subject,
see what the
experts are
saying. Try it in
your classroom.

16. Practitioner Research
Studying for an
MA, recently
completed an MA
or planning to next
year?
Apply research
methods to write
an article for the
first ever
Greenford Journal,
launch Sep 2015

17. What do you need to do now?
Choose a METHOD
(choice 1 and 2)
Choose a FOCUS
Complete yellow sheet
& return to J Enright’s
pigeonhole by
Monday 17th Nov

18. Researching teachers ?