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OER4Schools/Programme review and action research: Difference between revisions
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OER4Schools/Programme review and action research (view source)
Revision as of 11:06, 17 October 2012
, 13 years ago→Reflective educators
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{{ednote|text= | {{ednote|text= Walk around the groups of pairs and try and get a sense of how many of the participants are thinking of the present. More than half the group? Less than half the group? Is it similar or different to a typical classroom situation? Could you have correctly predicted the participants responses by their non-verbal reactions? Reflecting well on students’ learning in the present requires to be sensitive and insightful about the nonverbal reactions of the students. Going back to the LfL principle of ‘focusing on learning’, it will be just as important to study the nonverbal reactions of the students during your class (e.g. facial expression, ‘awake-ness’, looking around) as it is to listen to their verbal reaction. | ||
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{{activity|Think-Pair-Share}} (10 mins) You can develop a keener self-awareness by answering the questions above. Some of them may require a lengthy contemplation and we encourage you to write in your own personal journal – or record using a dictaphone – your thoughts later. | {{activity|Think-Pair-Share}} (10 mins) You can develop a keener self-awareness by answering the questions above. Some of them may require a lengthy contemplation and we encourage you to write in your own personal journal – or record using a dictaphone – your thoughts later. | ||
For the moment, share with your | For the moment, share with your partner on: | ||
# Why did you choose to be a teacher [your past]? | # Why did you choose to be a teacher [your past]? | ||
# What is it about teaching that you really enjoy now [your present]? | # What is it about teaching that you really enjoy now [your present]? | ||
# What classroom practice would you like to improve on in the next few months for yourself (your future)? | # What classroom practice would you like to improve on in the next few months for yourself (your future)? | ||
We will like each participant to share what their partner has answered for the third question above. | |||
Although reflections on the past, present and future are very important skills for a reflective educator, these may not be adequate to solve problems or meet certain challenges in the classrooms. Each of us has a limited capacity to change a practice or to find new practices that will work for ourselves. Your reflections can be significantly enhanced by systematic collection and analysis of data from your students, and working together with the rest of your colleagues. By using a suitable '''research method''', you can move beyond just focusing on yourself, to engage your students and colleagues in deliberation on how to improve their teaching and learning experiences in the classroom. '''Action research''' and '''lesson study''' are two methods that can help you to develop professionally: to improve elements of your practice or to address wider issues beyond an individual’s classroom. | Although reflections on the past, present and future are very important skills for a reflective educator, these may not be adequate to solve problems or meet certain challenges in the classrooms. Each of us has a limited capacity to change a practice or to find new practices that will work for ourselves. Your reflections can be significantly enhanced by systematic collection and analysis of data from your students, and working together with the rest of your colleagues. By using a suitable '''research method''', you can move beyond just focusing on yourself, to engage your students and colleagues in deliberation on how to improve their teaching and learning experiences in the classroom. '''Action research''' and '''lesson study''' are two methods that can help you to develop professionally: to improve elements of your practice or to address wider issues beyond an individual’s classroom. | ||
{{ednote|text= Allow for a brief discussion during the session and record individual responses to the final question as these may form the basis of (an) enquiry/enquires to be conducted at a later date in the form of action research/lesson study. Further details on the methodologies of action research and lesson study are provided for individual reading after the workshop. Encourage participants to think about what is important to them, something that they would like to make a positive change to. Ideas may be wide ranging from overarching concerns such as 'how to increase parental involvement', 'investigating the attitudes to/of girls studying mathematics’, 'how to use more ICT effectively in my classroom', to ideas linked to specific curriculum practices e.g. 'how to teach fractions better', etc. Broader themes such as ‘students as active learners’ or ‘students as individuals’ can also provide the basis for your research. | {{ednote|text= Allow for a brief discussion during the session and '''record individual responses to the final question''' as these may form the basis of (an) enquiry/enquires to be conducted at a later date in the form of action research/lesson study. Further details on the methodologies of action research and lesson study are provided for individual reading after the workshop. Encourage participants to think about what is important to them, something that they would like to make a positive change to. Ideas may be wide ranging from overarching concerns such as 'how to increase parental involvement', 'investigating the attitudes to/of girls studying mathematics’, 'how to use more ICT effectively in my classroom', to ideas linked to specific curriculum practices e.g. 'how to teach fractions better', etc. Broader themes such as ‘students as active learners’ or ‘students as individuals’ can also provide the basis for your research. | ||
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