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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 11:09, 14 August 2013
, 12 years agoadded link to video on lesson study (used already in 1.5)
JanetBlair (talk | contribs) m (fixed this up a bit) |
JanetBlair (talk | contribs) m (added link to video on lesson study (used already in 1.5)) |
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We would like each participant to be prepared to share what '''their partner''' has answered for the third question above. | We would like each participant to be prepared 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. You | 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. You were briefly introduced to lesson study in session 1.5 when you analyses the following video through a Leadership for Learning lens. You can watch the video again now if you have time, this time focusing on the teachers' reflective practices. | ||
{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }} | |||
You will learn about action research in this session. | |||
{{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. | ||
