The Teacher Researcher

Action Research ExplainedThanks to Fiona Grant for a lot of the content in this

presentation

Taking the time to reflect critically on the things we are

doing in our classrooms is perhaps the most effective thing we can do to ensure that what

we are doing is having the desired outcomes, and is

changing our practice in the ways we want it to."

(Wenmoth, 2007)

So teachers can So teachers can focus on what focus on what

interests them as interests them as teachers at a level teachers at a level

appropriate to themappropriate to them

To put teachers in the To put teachers in the ‘learner’ situation ‘learner’ situation

where they are also where they are also engaged in inquiryengaged in inquiry

To challenge and/or To challenge and/or confirm our beliefs confirm our beliefs and assumptions as and assumptions as

teachersteachers

To have time to talk To have time to talk and share with and share with

colleagues about colleagues about teachingteaching

To contribute to the To contribute to the knowledge pool in knowledge pool in our schools, our our schools, our cluster and our cluster and our

professionprofession

Teacher professional development The Traditional View

Workshops and

meetingsFocus on Teaching

not Learning Assumes

transition of knowledge from

‘Expert’

Teacher professional development

Through Action Research

Class based research

Learner has knowledge to build on.Based on learner’s point of view

What are you going to do and why?How will you know when you

have succeeded?

What steps will you take?Have you considered your own skills and the experiences of your students? Will you need extra support?

At what time will you complete eachphase of the project?

Specific

In order to raise oral language skills, selected children will each create podcasts about the book of the week using Garageband which will then be published to the class intranet page using iWeb. This will be done every week for a term.

One Possible Example

Measurable

•Children will be selected for this project based on low attainment using JOST (Junior Oral Language Screening Tool)•They will be tested again after one term and compared to a similar child in another class not involved in the project to judge if this project has been a success.

Action Plan1. Test children considered at risk using JOST. Take the lowest achieving five children to be part of this project. This is mirrored in a class not involved in the project.

2. Children are given time to discuss the book of the week in class and the project children are encouraged to answer key questions about the book and develop vocabulary appropriate for the book. These sessions are recorded as podcasts with children able to re-record as necessary in order to have a good model of themselves to listen back to.

3. Project children listen back to the podcasts and are asked to comment on how well they responded and how clearly you could hear them. Other children are asked to listen and provide feedback.

4. At the end of the term, the children are asked to listen to their very first podcast and their last one and focus in on how they have improved. Their comments are recorded as a podcast (digital assessment object)

5. At the end of the term, the five children involved in the project and the five similar children not involved in the other class are tested using JOST and comparisons made.

Realistic

• Only five children involved (though if successful, this could be widened.)• School has agreed to some release time for the testing and analysis• Access to the laptop pod means that more than one podcast can be completed at a time.• This project may be changed to span two terms if it is deemed that one term is not a large enough sample period.

Timeframe

1. JOSH testing completed at end of previous term and children chosen.

2. Podcasts to be completed between Monday and Thursday each week with children asked to self-assess and choose a peer to assess on a Friday.

3. JOSH testing at the end of the term to be completed by the end of the Week 9. Final child analysis of how they think they have improved over the term to be completed during the last week of term and recorded as a podcast as part of the project.

4. Results shared at staff meeting at the beginning of the following term with other classes deciding whether or not to begin similar programmes.

How can internet resources via a data projector, be used to enhance learning within the Visual Arts curriculum areas?

To view a variety of painting styles including realism, impressionism, expressionism and abstraction.To provide a suitable range of vocabulary to enable children to communicate their ideas about what has been observed.To extend their learning through the physical means of painting.

F ocus

What are effective strategies for using learning objects to enhance my numeracy programme?

Seeking out appropriate and relevant learning objects at Digistore. Building an organized list of learning objects in the eResources section of the school intranet. Developing effective management strategies to make the learning objects an integral part of learning in maths. Supporting children to locate and navigate the right learning objects.

F ocus

How can I provide an extension Mathematics programme for a gifted group of children through with the support of ICT?

Set up a computer enhanced mathematics programme for children working at level 4.Work alongside children to create individual Wikis and links to online resourcesEach child will reflect on their learning and use teacher-monitored links though their personal Wiki.

F ocus

How can I provide an extension writing programme for a gifted group of children through the use of a wiki?

Set up a computer enhanced writing programme for children working at Level 4.Work alongside children to create individual wikis and links.Each child will reflect on their learning and will use teacher monitored links through their personal wiki

F ocus

How can the digital learning objects be utilised more effectively by students for independent activities during reading time?

To organise the reading digital learning objects so that they can be easily integrated into reading times for groups to use independently and also that they are being used to support the specific learning and teaching.

F ocus

TypesStructured ObservationStandardised Interviews

TestsQuestionnaires

TypesAnecdotal observationOpen ended interview

Documents and artifactsResearch Diaries (using

blogs?)

CharacteristicsData may appear as

numbersData takes one form -

response is determined by design of collection method.

CharacteristicsData appears as words

Data may take many forms - field notes, documents,

interview notes, tapes etc

What are we hoping to learn from the data?What are you hoping to learn from using this particular data collection strategy?Is there a match between what we hope to learn and the method we chose?

are we collecting this data?

What different sources of data will allow us to learn best about this topic?What previously existing data can we use?How much data do we need to really learn about this topic?

exactly are we collecting?

Are there any limitations to collecting the data?What support systems need to be in place to allow for the data collection to occur?Are there ways to build data collection into the normal activities of the classroom?

are we going to collect the data and for how long?

Have we built into the plan collecting data at more than one point in time?Are there strategies we can use to easily observe and record data during class?Can you afford the time to gather and record data using the strategies you have selected?

are we going to collect the data and for how long?

Are there data which can be generated by students?Is there a colleague who can observe in your room or a student teacher who can assist with data collection?What can you do yourself without it being too overwhelming?

is going to collect the data?

How will you collect and display the qualitative data/the quantitative data?What plan do you have for analysing the data?To whom will you present what you have learned?

will data be collected and displayed?

Name and background information, school, level Your question and why you selected it. You might include a statement about why this is important to you and your educational philosophy if relative.

How you collected and organised data and the results. Dates, themes etc

List of references if you used any.

Feedback on challenges at any stage of the process

GuidelinesSome ideas to include in your report:

GuidelinesSome ideas to include in your report:

Changes you've gone through during the process including insights.

Conclusions – what have you found out and your interpretations

Reflections on assumptions that you might have made prior to or during the study

Feelings, intuitions not encountered in the study

GuidelinesSome ideas to include in your report:

Future directions: What recommendations would you make to colleagues?Have you formulated new questions?Do you have any ideas for implementing change in your practice?

Reflection on the action research process that is separate from the topic

Post presentations online to Slideshare or Authorstream for

others to view

Make a video of the process and post to TeacherTube

Use a blog for reflection during the project and to share results.

Perhaps have ‘Cluster Shares’ afternoons at different schools.

Necessity for Change

Teachers need:

See for themselves

Supported

Teachers need to be:

Teachers need:

that things work

Teachers need:

Time out from the classroom

Teachers need:

Encouragement and Interest

From management

Teachers need:

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Advice for schools includes using:

In-class Modelling

To reduce teacher frustration and support

them

Advice for schools includes to have:

Support Structures in Place

Advice for schools includes to link between:

Action Research Projects

Staff Appraisal

Advice for schools includes:

For staff to read materials related to their project

Advice for schools includes:

ICT Action ResearchStaff meeting

Scheduling meetings to share and discuss projects

Advice for schools includes for management to:

Expect teacher reflection (electronic

where possible)

Benefits include:

Impro

ved t

eachi

ng an

d

bette

r stud

ent o

utcom

es

Impro

ved t

eache

r con

fiden

ce

due t

o evid

ence

based

teach

ing

While teachers hold initial concerns about additional work

involved in action research projects, these tend to dissolve as teachers realise the benefits these projects have on their practice and the enjoyment of their profession.