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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 12:19, 14 August 2013
, 12 years agoadded some more text on lesson study
JanetBlair (talk | contribs) m (added link to video on lesson study (used already in 1.5)) |
JanetBlair (talk | contribs) m (added some more text on lesson study) |
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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 were briefly introduced to lesson study in session 1.5 when 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 analysed the following video through a Leadership for Learning lens. You will learn about action research in this session. You can watch the lesson study video again now if you have time, thinking about the following: | ||
The video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher. | |||
* What techniques did the teachers used to capture details about the lesson as it progressed? Can you think of any other ways you could capture details of the ''study lesson''? | |||
* Are you likely to feel comfortable/uncomfortable talking to other teachers about the progress that students make in their lesson in this context? | |||
* Can you think of any particularly 'sticky' bits of the curriculum that could benefit from the lesson study treatment? Perhaps the students at your school have always struggled with working out averages or percentages in mathematics or a specific concept such as combustion in science? Or maybe you would like the focus of your lesson study to be embedding some of the interactive teaching techniques that you have been learning about on this course? | |||
As you begin to identify, through reflection, the areas of your practise that would benefit from the fine-tuning that lesson study brings, start to formulate your ideas in collaboration with your colleagues. You might find it helpful to think of lesson study in this way - 'it’s about piecing together multiple observations to give something greater than can be achieved by any one individual, no matter how reflective they are.' | |||
{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }} | {{: Video/Lesson Study - Research Lesson and Debrief.mp4 }} | ||
{{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. | ||
