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{{OER4S}} | {{OER4S}} | ||
= Homework = | = Homework = | ||
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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?’). | ||
Focus on Self Focus on Others Focus on Results | |||
Can I change my practice? | {| style="border-spacing:0;" | ||
Do I feel comfortable with the new practice? What are others’ nonverbal and verbal reactions to my new practice? What lasting effects have I had on my students? | | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Focus on Self''' | ||
Is this what my career will be about? (by constantly adapting, changing and learning new practices) Are they generally positive or negative towards my new practice? What long-lasting contributions can my students make to improve the community, country and the world? | | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Focus on Others''' | ||
Is this congruent with my beliefs and goals of teaching? How does it mesh with beliefs, practices and expectations in my school and community?* What long-lasting contribtions can I make to improve the community, country and the world?* | | style="border:0.035cm solid #000000;padding:0.176cm;"| '''Focus on Results''' | ||
|- | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Can I change my practice? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What do the others think of my new practice? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What can my students do now as a consequence of my new practice? | |||
|- | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Do I feel comfortable with the new practice? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What are others’ nonverbal and verbal reactions to my new practice? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What lasting effects have I had on my students? | |||
|- | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Is this what my career will be about? (by constantly adapting, changing and learning new practices) | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Are they generally positive or negative towards my new practice? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What long-lasting contributions can my students make to improve the community, country and the world? | |||
|- | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Is this congruent with my beliefs and goals of teaching? | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| How does it mesh with beliefs, practices and expectations in my school and community?* | |||
| style="border:0.035cm solid #000000;padding:0.176cm;"| What long-lasting contribtions can I make to improve the community, country and the world?* | |||
|} | |||
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‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’ | ‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’ | ||
Could you see yourself in a particular teacher leadership role? You may realise you have different strength of ‘leadership’ which may not reside in one role. This is the role(s) that we would like you to consider as you embark on your action research at the end of these workshops. | Could you see yourself in a particular teacher leadership role? You may realise you have different strength of ‘leadership’ which may not reside in one role. This is the role(s) that we would like you to consider as you embark on your action research at the end of these workshops. | ||
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The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process that teachers are actively involved in making decisions of investigation and evaluation. | The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process that teachers are actively involved in making decisions of investigation and evaluation. | ||
[[Image: 6.3 diagram 1.png]] | |||
[[Image: 6.3 diagram 2.png]] | |||
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What kind of support will you need to carry out action research? What methods will you use to collect evidence? What are your main concerns about using action research? | What kind of support will you need to carry out action research? What methods will you use to collect evidence? What are your main concerns about using action research? | ||
=Final ACTIVITY: Preparing a presentation = | |||
(15 mins) | (15 mins) | ||
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{{ednote|text | {{ednote|text= | ||
The facilitator should be prepared to provide a short introduction to the presentation, speaking briefly about what his/her role has been throughout the course and perhaps to field questions at the end of the presentation. | The facilitator should be prepared to provide a short introduction to the presentation, speaking briefly about what his/her role has been throughout the course and perhaps to field questions at the end of the presentation. | ||
}} | }} | ||
=Final Homework: Preparing a presentation = | |||
The final homework involves you working as a group to prepare for the final presentation. We expect that you should be meeting at least once or twice before the presentation to discuss the final details of ‘who says what’ and/or ‘who does what’. We also encourage you to make use of relevant materials to accompany your presentations (e.g. charts, students’ works, pictures etc). Think of the possibilities of making use of creative means (e.g. artwork, songs/music, dance presentation, role-play or a skit) to put across your ideas. '''But remember you only have 5 minutes!''' | The final homework involves you working as a group to prepare for the final presentation. We expect that you should be meeting at least once or twice before the presentation to discuss the final details of ‘who says what’ and/or ‘who does what’. We also encourage you to make use of relevant materials to accompany your presentations (e.g. charts, students’ works, pictures etc). Think of the possibilities of making use of creative means (e.g. artwork, songs/music, dance presentation, role-play or a skit) to put across your ideas. '''But remember you only have 5 minutes!''' | ||
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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 | |||
