Day 3 action research movie bridgewater


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Day 3 action research movie bridgewater

  1. 1. Teacher Action Research Information found at: NEFSTEM The Northeast Florida Science, Technology, and Mathematics Center for Education
  2. 2. Introduction
  3. 3. Definition <ul><li>Systematic inquiry </li></ul><ul><li>Teacher researchers, principals, counselors, other stakeholders </li></ul><ul><li>How the school operates </li></ul><ul><li>How they teach </li></ul><ul><li>How well students learn </li></ul><ul><li>Goals – gaining insights, reflective practice, positive changes, improving student acheivement </li></ul>
  4. 4. Purpose <ul><li>strategic problem solving for specific educational challenges; </li></ul><ul><li>positive communication between administrators and teachers; </li></ul><ul><li>empowerment of teachers and administrators; </li></ul><ul><li>increased professional satisfaction; </li></ul><ul><li>flexible, solution-oriented thinking; </li></ul><ul><li>increased professional motivation to improve practice; </li></ul><ul><li>increased collegiality, on-going inquiry, self-reflection, and decision making skills; </li></ul><ul><li>increased expectations for student learning; </li></ul><ul><li>increased expectations for self-improvement </li></ul>
  5. 5. Principles <ul><li>Action research increases human understanding. </li></ul><ul><li>It is concern to improve quality of human action and practice. </li></ul><ul><li>The focus is on the immediate concern to practitioners </li></ul><ul><li>Action research is collaborative. It implies a shared community of discourse between insiders and outsiders and those practitioners are not merely treated as clients but as co-investigators. </li></ul><ul><li>It is conducted in a natural setting where the problem is encountered. </li></ul><ul><li>Action research is participatory in nature. Those affected participate in research and implementation of preferred solutions. </li></ul><ul><li>It focuses on the case or a single unit. Action research examines a single case and a sample population, for instance, the classroom or the school. </li></ul>
  6. 6. <ul><li>There is no attempt to control setting variables. </li></ul><ul><li>The problem, aims, and methodology may shift as inquiry proceeds. Action research does not consider problems as fixed. </li></ul><ul><li>Action research is evaluative-reflective. </li></ul><ul><li>It is scientific. By stating problems, formulate action hypotheses the action researcher exercises rigorous scientific principles of procedures. </li></ul><ul><li>Usefulness or utility value should be shared among the participants. </li></ul><ul><li>Dialogue and discourse-based nature. In action research understanding can only be achieved through unconstrained dialogue with project participants. </li></ul><ul><li>Action research is critical. Critique is a pivotal aspect of the process and an important step towards understanding interpretation and emancipation. </li></ul>
  7. 7. Teacher Leaders? <ul><li>What’s your leadership style? - Inventory </li></ul><ul><li>Do you have to be a teacher leader to do action research? </li></ul><ul><li>Depends how you intend to use your results. </li></ul><ul><li>Collaboration vs. Expert / Leader model </li></ul>
  8. 8. Article <ul><li>After reading the article, “The Reflective Teacher: An Action Research Primer” by Diane Painter, </li></ul><ul><li>Discuss what the key ideas were? </li></ul><ul><li>Realistic? </li></ul><ul><li>Something familiar / strange? </li></ul>
  9. 9. Preparation
  10. 10. Preparation Phase Interviews
  11. 12. Preparation Process <ul><li>Reflect </li></ul><ul><li>Identify </li></ul><ul><li>Learn </li></ul><ul><li>Brainstorm </li></ul><ul><li>Solution </li></ul><ul><li>Focus </li></ul>Go to the NEFSTEM website and read through and discuss the preparation process.
  12. 13. Planning
  13. 14. Action Research Create the Plan
  14. 15. Develop a Strategy <ul><li>Outline specific activities needed to solve the problem. </li></ul><ul><li>Tools to use: </li></ul><ul><ul><li>Think-Pair-Share </li></ul></ul><ul><ul><ul><li>List problems </li></ul></ul></ul><ul><ul><ul><li>Identify strategies to solve problems </li></ul></ul></ul><ul><ul><ul><li>Compare and discuss alternative solutions </li></ul></ul></ul><ul><ul><ul><li>Jointly develop best solution </li></ul></ul></ul>
  15. 16. Identify Resources <ul><li>What do you need to solve the problem? </li></ul><ul><li>What resources do you have available? </li></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Information </li></ul></ul><ul><ul><li>Assistance </li></ul></ul><ul><li>Remember to identify materials in your plan. </li></ul>
  16. 17. Identify Obstacles <ul><li>Are there obstacles that would prevent your project from success? </li></ul><ul><li>It is important to identify obstacles early. </li></ul><ul><li>If obstacles are insurmountable, you will need to select another solution. </li></ul>
  17. 18. Create a Timeline <ul><li>When can you reasonably accomplish the steps of the plan? </li></ul><ul><li>It is important that you plan your project so that resources will be available. </li></ul><ul><li>Tools </li></ul><ul><ul><li>Microsoft PowerPoint Timeline </li></ul></ul><ul><ul><li>Microsoft Excel Timeline </li></ul></ul><ul><ul><li>Microsoft Word Planner </li></ul></ul>
  18. 19. Gather Resources <ul><li>Gather the resources you identified in your plan. </li></ul><ul><li>Make sure that the materials will be available when you need them. </li></ul><ul><li>If needed, schedule a time with those that can provide assistance. </li></ul>
  19. 20. Evidence of Success <ul><li>How will you measure success? </li></ul><ul><li>How will you know if you have succeeded? </li></ul><ul><li>Identify the evidence to be used for success. </li></ul><ul><ul><li>Assessment system </li></ul></ul><ul><ul><li>Evaluation system </li></ul></ul>
  20. 21. Action Research Action
  21. 22. Action
  22. 23. Pre-Assess (if appropriate) <ul><li>Before enacting your plan, gather data and information about the population you are teaching. </li></ul><ul><li>Some possible pre-assessment strategies may include: </li></ul><ul><ul><li>Pre-tests </li></ul></ul><ul><ul><ul><li>an evaluation of students prior to instruction to determine what level of knowledge, skill or aptitude they are bringing to instruction </li></ul></ul></ul><ul><ul><li>Student interviews </li></ul></ul><ul><ul><ul><li>allow the teacher to ask the student questions to determine their present knowledge or aptitude level prior to instruction </li></ul></ul></ul><ul><ul><li>Teacher observations </li></ul></ul><ul><ul><ul><li>collect information, i.e. prior knowledge of the group </li></ul></ul></ul>
  23. 24. Enact the plan – Use the strategy <ul><li>Pre-determined group of learners </li></ul><ul><li>Implemented over an extended period of time </li></ul><ul><ul><li>At least four to six weeks of implementation </li></ul></ul><ul><li>During implementation </li></ul><ul><ul><li>record observations of student behavior, reactions and progress </li></ul></ul><ul><ul><ul><li>Written notes including positive & negative aspects </li></ul></ul></ul><ul><ul><ul><li>Anecdotal records </li></ul></ul></ul><ul><ul><ul><li>Video and audio recordings </li></ul></ul></ul><ul><ul><ul><ul><li>Teacher </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Students </li></ul></ul></ul></ul>
  24. 25. Measure the effect of the strategy – Collect Data <ul><li>Posttest/formal assessment </li></ul><ul><ul><li>Measure gains in student knowledge after the implementation process </li></ul></ul><ul><li>Student interviews </li></ul><ul><ul><li>Determine if the student has mastered course or unit objectives </li></ul></ul><ul><li>student portfolios </li></ul><ul><ul><li>Electronic/paper collection of student work samples used for evaluation </li></ul></ul><ul><li>Reviewing video footage </li></ul><ul><ul><li>Self assessment </li></ul></ul><ul><ul><ul><li>Effective/non-effective plan </li></ul></ul></ul><ul><ul><ul><li>Improvements/changes </li></ul></ul></ul>
  25. 26. Action Phase Interviews
  26. 27. Action Research Results
  27. 28. Results
  28. 29. Analyze the Results <ul><li>Select a statistical method to determine differences. </li></ul><ul><ul><li>Averages </li></ul></ul><ul><ul><li>Correlations </li></ul></ul><ul><ul><li>ANOVAs (analysis of variance between groups) </li></ul></ul>
  29. 30. Interpret the Results <ul><li>Was the research successful? </li></ul><ul><ul><li>If the research was successful then add it to your teaching. </li></ul></ul><ul><li>Was it unsuccessful? </li></ul><ul><ul><li>If it was unsuccessful then move on to the next step. </li></ul></ul>
  30. 31. Make Adjustments to Your Teaching Practice <ul><li>Make adjustments to your teaching practices by disseminating the results into what has been learned, what has been gained, and what needs improvement. </li></ul>
  31. 32. Share Your Results <ul><li>Publish your results with an educational journal </li></ul><ul><li>Give lectures or conferences on Action Research </li></ul><ul><li>Create a blog or a website </li></ul><ul><li>Send your results to a nationally recognized site </li></ul>
  32. 33. Results Phase Interviews
  33. 34. Examples <ul><li> </li></ul>
  34. 35. Proposal <ul><li>Template </li></ul>
  35. 36. Waiting for Superman