12,782
edits
OER4Schools/Programme review and action research: Difference between revisions
From OER in Education
OER4Schools/Programme review and action research (view source)
Revision as of 11:35, 16 October 2012
, 13 years ago→Introduction to Action Research
| Line 194: | Line 194: | ||
1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | 1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | ||
E.g. ''A group of teachers came together to discuss on their observations that their grade three students cannot master the multiplication skills, despite their best attempts at explaining to them the concept. They reflected on their teaching method which was essentially writing down the multiplication table on the board. No other teaching resources or materials were used.'' | * E.g. ''A group of teachers came together to discuss on their observations that their grade three students cannot master the multiplication skills, despite their best attempts at explaining to them the concept. They reflected on their teaching method which was essentially writing down the multiplication table on the board. No other teaching resources or materials were used.'' | ||
2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students. | 2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students. | ||
E.g. ''Teachers search on the internet for articles on why students have problems learning multiplications and found out that students at year three needs to play with concrete materials in learning multiplication before they can think about the symbolic meaning of symbolic representations like the ‘multiplication table’. They brought small plastic containers and paper clips. They decided that they will get students to explain a multiplication operation, such as 3 x 4 through placing paper clips into the containers. They would like the students to think of the x in a multiplication problem as meaning "groups of." So 3 x 4 is "3 groups of 4." '' | * E.g. ''Teachers search on the internet for articles on why students have problems learning multiplications and found out that students at year three needs to play with concrete materials in learning multiplication before they can think about the symbolic meaning of symbolic representations like the ‘multiplication table’. They brought small plastic containers and paper clips. They decided that they will get students to explain a multiplication operation, such as 3 x 4 through placing paper clips into the containers. They would like the students to think of the x in a multiplication problem as meaning "groups of." So 3 x 4 is "3 groups of 4." '' | ||
3. Teachers investigate and identify a suitable data collection method to track students’ learning. | 3. Teachers investigate and identify a suitable data collection method to track students’ learning. | ||
E.g. ''Teachers produce suitable worksheet and design task for students to try out the materials and explain the multiplication operations. They observe the interactions of the students and how they play with the material. At the end of the lesson, they asked students to complete a small quiz on multiplication. '' | * E.g. ''Teachers produce suitable worksheet and design task for students to try out the materials and explain the multiplication operations. They observe the interactions of the students and how they play with the material. At the end of the lesson, they asked students to complete a small quiz on multiplication. '' | ||
4. The teachers analyse what the data mean. | 4. The teachers analyse what the data mean. | ||
E.g. ''Teachers discussed on what they have observed in the students’ interactions. They compare the results of the quiz with the students’ initial results (prior to the lesson). '' | * E.g. ''Teachers discussed on what they have observed in the students’ interactions. They compare the results of the quiz with the students’ initial results (prior to the lesson). '' | ||
5. Reflect and identify ways of improving practice. | 5. Reflect and identify ways of improving practice. | ||
E.g. ''Teachers observed that only some of the students were able to correctly explain the concept of multiplication using the materials. They observed that these students were more successful in attempting the quiz. The rest of the students seem to be lost and were simply following what their peers were telling them to do and write. This second group of students did not make any improvement from their earlier results. '' | * E.g. ''Teachers observed that only some of the students were able to correctly explain the concept of multiplication using the materials. They observed that these students were more successful in attempting the quiz. The rest of the students seem to be lost and were simply following what their peers were telling them to do and write. This second group of students did not make any improvement from their earlier results. '' | ||
6. Fine-tune the practice or try a different new practice. | 6. Fine-tune the practice or try a different new practice. | ||
E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written mutliplcation work on their own. They designed more hands-on activities for the slower-learner group.'' | * E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written mutliplcation work on their own. They designed more hands-on activities for the slower-learner group.'' | ||
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. | ||
| Line 227: | Line 226: | ||
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. | ||
{{activity|Whole group discussion} | {{activity|Whole group discussion}} | ||
Think about a new teaching and learning practice that you have learnt in these past months. How will participatory action research support your ongoing learning and updating of this new practice? | Think about a new teaching and learning practice that you have learnt in these past months. How will participatory action research support your ongoing learning and updating of this new practice? | ||
OR | OR | ||
