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OER4Schools/Programme review and action research: Difference between revisions
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, 10 years ago→Final ACTIVITY: Preparing a presentation
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|title=Programme review and action research | |title=Programme review and action research | ||
|session=6.1 | |session=6.1 | ||
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
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The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other | The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other methods to achieve the objectives of learning and teaching i.e. I could emphasise more during conclusion and give home work or give remedial work sometimes as peer assessment. | ||
What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards. | What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards. | ||
This activity applies to all subjects whether using ICT or non-ICT. | This activity applies to all subjects whether using ICT or non-ICT. | ||
The only challenges usually | The only challenges are usually that those who don’t understand concepts fast then feel shy to show the red card. However, they are encouraged. In all it is a very good activity to use when learning and teaching. | ||
Judith | Judith | ||
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I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities. | I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities. | ||
The lesson was introduced by asking the learners to say the meanings of the traffic | The lesson was introduced by asking the learners to say the meanings of the traffic lights found on the roads. Thereafter the class monitors helped me to share out the traffic lights. Each learners were given three different traffic lights with different colours. Then I explained to the learners how to use them. I ask the learners to say why the bible was written in different types. The learners flashed out the traffic lights and I pointed to a learner who had lifted the orange light so that he can be free to express himself and to my surprise he gave a correct answer. I ask the second question and learners lifted different types of colours this time around. I pointed out the ones with red. I wanted to find out what they did not understand. | ||
Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things. | Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things. | ||
I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed. | I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed. | ||
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= Reflective educators in times of change = | = Reflective educators in times of change = | ||
In their book Change in Schools (1987), Hall and Hord wrote about the concerns of teachers who face the challenge of trying out new practices in their classroom. They found that when asked to change their practices, they are concerned first about themselves (‘Can I carry out the new practice?’), later they become concerned with others (‘Will my students react well? What will their parents say?) and finally they become concerned with the results (‘Will the new practice really lead to better teaching and learning experiences?’). | In their book ''Change in Schools'' (1987), Hall and Hord wrote about the concerns of teachers who face the challenge of trying out new practices in their classroom. They found that when asked to change their practices, they are concerned first about themselves (‘Can I carry out the new practice?’), later they become concerned with others (‘Will my students react well? What will their parents say?) and finally they become concerned with the results (‘Will the new practice really lead to better teaching and learning experiences?’). | ||
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Note that the above questions were devised by the OER4schools team and are not part of the original article. | |||
{{activity|tpr| on the questions|10 }} Find another partner for this activity. Think about these questions that Hall and Hord have proposed. Do you agree they are relevant to you and if so, at what stage do you think you are now? What would be the implications for your other colleagues in the school? What are your teaching beliefs and goals now that you could be a different teacher (or the same!) from before you have gone through this OER4Schools programme? Share your thoughts with your partner. | {{activity|tpr| on the questions|10 }} Find another partner for this activity. Think about these questions that Hall and Hord have proposed. Do you agree they are relevant to you and if so, at what stage do you think you are now? What would be the implications for your other colleagues in the school? What are your teaching beliefs and goals now that you could be a different teacher (or the same!) from before you have gone through this OER4Schools programme? Share your thoughts with your partner. | ||
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= | = Action research (AR): a brief introduction = | ||
Listen to a Zambian teacher talking about a mathematics research project that she was involved with: | Listen to a Zambian teacher talking about a mathematics research project that she was involved with: | ||
{{: Video/Priscillah speaking about her research.mp3 }} | {{: Video/Priscillah speaking about her research.mp3 }} | ||
<div style="clear: both;"></div> | <div style="clear: both;"></div> | ||
{{activity|wcd| on action research|10 }} | {{activity|wcd| on action research|10 }} | ||
As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research''' (AR). Take about 5 minutes to read the text below and discuss briefly as a group the questions below: | As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research''' (AR). Take about 5 minutes to read the text below and discuss briefly as a group the questions below: | ||
* ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram under 'Background Reading' below). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | * ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram under 'Background Reading' below). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | ||
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{{:OER4Schools/ICT/include}} | {{:OER4Schools/ICT/include}} | ||
=Final | =Final activity: Preparing a presentation = | ||
{{activity|stgw| on preparing a presentation|15 }} As a final task in this unit (and the programme!), we would like you to work in a group of 3-4 participants to plan for a '''5 minutes''' presentation on the highlights of your learning journey in the OER4Schools programme. You will be delivering this presentation on another day (to be determined at a later date). You will use the remaining time to plan for this presentation. You should ensure that everyone gets to share their views and to plan for a presentation that will really represent the group’s shared vision of the professional learning that has taken place and the follow-ups next year. | {{activity|stgw| on preparing a presentation|15 }} As a final task in this unit (and the programme!), we would like you to work in a group of 3-4 participants to plan for a '''5 minutes''' presentation on the highlights of your learning journey in the OER4Schools programme. You will be delivering this presentation on another day (to be determined at a later date). You will use the remaining time to plan for this presentation. You should ensure that everyone gets to share their views and to plan for a presentation that will really represent the group’s shared vision of the professional learning that has taken place and the follow-ups next year. | ||
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Whatever you choose to include in your group presentation, bear the following points in mind: | Whatever you choose to include in your group presentation, bear the following points in mind: | ||
* | * It should not describe theory only, but instead give '''concrete lesson examples of theory applied to practice.''' | ||
* | * Play to the strengths of your various group members and deliver a presentation that will provide a flavour of what the OER4Schools programme has been like for the next cohort of teachers or to any other observers | ||
* | * The presentation should be no more than '''5 minutes long''' - so you need to choose wisely what you would like to include! | ||
* | * It should be a short sequence that is presented by a number of speakers (no more than 3), each speaking for no more than 1-2 minutes (time it in advance to ensure you do not overrun!) | ||
* | * It is a whole group presentation so all members of the group should be involved in its preparation, even if they are not speaking on the day | ||
* | * Be prepared to answer questions from audience at the end of the presentation | ||
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* Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Teacher leadership and professional development: perspectives, connections and prospects, 38(2), 205-227. doi: 10.1080/19415257.2012.657861 | * Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Teacher leadership and professional development: perspectives, connections and prospects, 38(2), 205-227. doi: 10.1080/19415257.2012.657861 | ||
* Hall, G.E. and Hord, S.B.,(1987). Change in Schools: Facilitating the Process. Albany, NY: State University of New York Press | * Hall, G.E. and Hord, S.B.,(1987). Change in Schools: Facilitating the Process. Albany, NY: State University of New York Press | ||
* Maddock,M.,Peacock,A., Hart,S., and Drummond,M.-J.,(2012). Creating Learning Without Limits, Maidenhead: Open University Press. | * Maddock, M., Peacock, A., Hart, S., and Drummond, M.-J., (2012). Creating Learning Without Limits, Maidenhead: Open University Press. | ||
* Schmuck, R.A., (2006). Practical Action Research for Change.California: Corwin Press | * Schmuck, R.A., (2006). Practical Action Research for Change. California: Corwin Press | ||
* Wadsworth, Y. (1998). What is Participatory Action Research? Action Research International, Paper 2. | * Wadsworth, Y. (1998). What is Participatory Action Research? Action Research International, Paper 2. | ||
* ‘The International Teacher Leadership project’ a case of international action research, a paper presented at CARN 2009, the 33rd conference of the Collaborative Action Research Network Athens, Greece 30th October - 1st November 2009 | * ‘The International Teacher Leadership project’ a case of international action research, a paper presented at CARN 2009, the 33rd conference of the Collaborative Action Research Network Athens, Greece 30th October - 1st November 2009 | ||
