The Teacher ResearcherAction Research Explained

The aim of ‘conventional’ research is generally to answer

the question “What is happening here?” whilst the aim of action

research is to answer the question “How can I improve

what is happening here?”

Taking the time to reflect Taking the time to reflect critically on the things we critically on the things we

are doing in our are doing in our classrooms is perhaps the classrooms is perhaps the most effective thing we can most effective thing we can do to ensure that what we do to ensure that what we

are doing is having the are doing is having the desired outcomes, and is desired outcomes, and is changing our practice in changing our practice in the ways we want it to." the ways we want it to."

(Wenmoth, 2007)(Wenmoth, 2007)

So teachers can So teachers can focus on what focus on what interests them interests them

as teachers at a as teachers at a level level

appropriate to appropriate to themthem

To put teachers in To put teachers in the ‘learner’ the ‘learner’

situation where situation where they are also they are also engaged in engaged in

inquiryinquiry

To challenge To challenge and/or confirm and/or confirm our beliefs and our beliefs and assumptions as assumptions as

teachersteachersTo have time to To have time to talk and share talk and share with colleagues with colleagues about teachingabout teaching

To contribute to To contribute to the knowledge the knowledge

pool in our pool in our schools, our schools, our

cluster and our cluster and our professionprofession

Teacher Proffessional Development

Workshops and

meetings Focus on Teaching not Learning

Assumes transition of knowledge from ‘Expert’

Class based research

Learner has knowledge to build on.

Based on learner’s point of view

The Traditional ViewThrough Action Research

How can internet resources via a data projector, be used to enhance learning within the Visual Arts curriculum areas?

What are effective strategies for using learning objects to enhance my numeracy programme?

How can I provide an extension Mathematics programme for a gifted group of children through with the support of ICT?

How can I provide an extension writing programme for a gifted group of children through the use of a wiki?

From facilitator

From lead

teacher

From EPIC

database

From theworld wide

web

Did I achieve my

desiredoutcome?

Based on my experiences

and evidence, how can I adapt my

idea to improve

outcomes?

This is in essence a This is in essence a form of teacher inquiry.form of teacher inquiry.

Shouldn’t we ask that Shouldn’t we ask that our teachers as well as our teachers as well as

ourourchildren have inquiring children have inquiring

minds?minds?

What are you going to do and why?How do you know what ‘good practice’ is?

How will you know when you have

succeeded?What steps will you take?

Have you considered your own skills and the experiences of your students? Will you need extra support?At what time will you complete each phase of the project? Have you allowed time for reflection and review to inform next phase?

Readings

Data collection

Start from needs of children rather than the ICT tool

Analysing practice

Reporting back

Some Ideas

Word Documents

Presentation - Powerpoint/Keynote

Blog

Wiki

Movie

Your Choice!

One Possible way to structure it...

Start of Term 1

Discuss ideas with Discuss ideas with teachers at same teachers at same level from other level from other

schools.schools.

Review some Review some reading material reading material

related to ICT and related to ICT and age groupage group

Decide on possible Decide on possible idea to trial in idea to trial in

classroom.classroom.

Do some PD on Do some PD on action research.action research.

Identify Identify other other

teachers teachers with with

similar similar interests.interests.

Begin Begin researchinresearching options g options for action for action

plan.plan.Think about what Think about what

PD would help with PD would help with research.research.

End of Term 2

Discuss any new Discuss any new ideas.ideas.

Share progress so Share progress so far.far.

Share ‘tips and Share ‘tips and tricks’tricks’

Have some Have some examples of work examples of work

to show if to show if appropriate.appropriate.

Talk about Talk about barriers barriers

and and solutionssolutions

Share any Share any interesting interesting

reading reading material.material.

TermFour

Share stories and Share stories and anecdotes from anecdotes from research time.research time.

Each teacher to Each teacher to share the results of share the results of their research in a their research in a

digital formatdigital format

Think ahead to Think ahead to possible possible

collaborations in collaborations in the next year.the next year.

Have samples of Have samples of actual work of actual work of

children to share.children to share.

Celebrate Celebrate the the

success of success of the group the group (maybe a (maybe a

few few drinks?)drinks?)

Digital Digital reports to reports to

be put be put online online where where

appropriatappropriate.e.

While teachers hold initial concerns about additional work

involved in action research projects, these tend to dissolve as teachers realise the benefits these projects have on their practice and the enjoyment of their profession.