The Teacher

Researcher
Action Research Explained
Thanks to Fiona Grant for a lot of the content in this
presentation
 Taking the time to reflect
critically on the things we are
doing in our classrooms is
perhaps the most effective thing
we can do to ensure that what
we are doing is having the
desired outcomes, and is
changing our practice in the
ways we want it to."
(Wenmoth, 2007)
 To challenge and/or
confirm our beliefs and
assumptions as
teachers

To contribute to the To have time to talk and

knowledge pool in our share with colleagues
schools, our cluster about teaching
and our profession

To put teachers in the So teachers can focus

‘learner’ situation where on what interests them
they are also engaged in as teachers at a level
inquiry appropriate to them
Teacher professional development
The Traditional View

Workshops
and Focus on
meetings Teaching
not Learning
Assumes
transition of
 Teacher professional development
Through Action Research

Class based
research
Learner has knowledge to build on.
Based on learner’s point of view
What are you going to do and why?
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?
 One Possible Example

Specific
In order to raise oral language skills,
selected children will each create
podcasts about the book of the week
using Garageband which will then be
published to the class intranet page
using iWeb. This will be done every
week for a term.
Measurable
 Children will be selected for this project
based on low attainment using JOST
(Junior Oral Language Screening Tool)
 They will be tested again after one term
and compared to a similar child in another
class not involved in the project to judge if
this project has been a success.
Action Plan
1. Test children considered at risk using JOST. Take
the lowest achieving five children to be part of this
project. This is mirrored in a class not involved in the
project.

2. Children are given time to discuss the book of the

week in class and the project children are
encouraged to answer key questions about the book
and develop vocabulary appropriate for the book.
These sessions are recorded as podcasts with
children able to re-record as necessary in order to
have a good model of themselves to listen back to.
3. Project children listen back to the podcasts and are
asked to comment on how well they responded and
how clearly you could hear them. Other children are
asked to listen and provide feedback.

4. At the end of the term, the children are asked to

listen to their very first podcast and their last one and
focus in on how they have improved. Their comments
are recorded as a podcast (digital assessment object)

5. At the end of the term, the five children involved in

the project and the five similar children not involved in
the other class are tested using JOST and
comparisons made.
Realistic
 Only five children involved (though if successful,
this could be widened.)
• School has agreed to some release time for the
testing and analysis
• Access to the laptop pod means that more than
one podcast can be completed at a time.
• This project may be changed to span two terms if it
is deemed that one term is not a large enough
sample period.
Timeframe
1. JOSH testing completed at end of previous term and
children chosen.

2. Podcasts to be completed between Monday and

Thursday each week with children asked to self-assess and
choose a peer to assess on a Friday.

3. JOSH testing at the end of the term to be completed by

the end of the Week 9. Final child analysis of how they think
they have improved over the term to be completed during the
last week of term and recorded as a podcast as part of the
project.

4. Results shared at staff meeting at the beginning of the

following term with other classes deciding whether or not to
begin similar programmes.
How can internet resources via a data
projector, be used to enhance
learning within the Visual Arts
curriculum areas?
 F ocus

To view a variety of painting styles including

realism, impressionism, expressionism and
abstraction.
To provide a suitable range of vocabulary to
enable children to communicate their ideas
about what has been observed.
To extend their learning through the physical
means of painting.
What are effective strategies for using
learning objects to enhance my
numeracy programme?
 F ocus

Seeking out appropriate and relevant learning

objects at Digistore. Building an organized list
of learning objects in the eResources section
of the school intranet. Developing effective
management strategies to make the learning
objects an integral part of learning in maths.
Supporting children to locate and navigate the
right learning objects.
How can I provide an extension
Mathematics programme for a gifted
group of children through with the
support of ICT?
 F ocus

Set up a computer enhanced mathematics

programme for children working at level 4.
Work alongside children to create individual
Wikis and links to online resources
Each child will reflect on their learning and
use teacher-monitored links though their
personal Wiki.
How can I provide an extension
writing programme for a gifted group
of children through the use of a wiki?
 F ocus

Set up a computer enhanced writing

programme for children working at Level 4.
Work alongside children to create individual
wikis and links.
Each child will reflect on their learning and
will use teacher monitored links through their
personal wiki
How can the digital learning objects
be utilised more effectively by
students for independent activities
during reading time?
 F ocus

To organise the reading digital learning

objects so that they can be easily integrated
into reading times for groups to use
independently and also that they are being
used to support the specific learning and
teaching.
 Types Types
Structured Observation Anecdotal observation
Standardised Interviews Open ended interview
Tests Documents and artifacts
Questionnaires Research Diaries (using blogs?)

Characteristics Characteristics
Data may appear as numbers Data appears as words
Data takes one form - response Data may take many forms - field
is determined by design of notes, documents, interview
collection method. notes, tapes etc
 are we collecting this data?

What are we hoping to learn from the data?

What are you hoping to learn from using this
particular data collection strategy?
Is there a match between what we hope to learn and
the method we chose?
 exactly are we collecting?

What different sources of data will allow us to learn best

about this topic?
What previously existing data can we use?
How much data do we need to really learn about this
topic?
 are we going to collect the data
and for how long?

Are there any limitations to collecting the data?

What support systems need to be in place to allow for the
data collection to occur?
Are there ways to build data collection into the normal
activities of the classroom?
 are we going to collect the data
and for how long?

Have we built into the plan collecting data at more than

one point in time?
Are there strategies we can use to easily observe and
record data during class?
Can you afford the time to gather and record data using the
strategies you have selected?
 is going to collect the data?

Are there data which can be generated by students?

Is there a colleague who can observe in your room or
a student teacher who can assist with data collection?
What can you do yourself without it being too
overwhelming?
 will data be collected and displayed?

How will you collect and display the qualitative

data/the quantitative data?
What plan do you have for analysing the data?
To whom will you present what you have
learned?
 Guidelines
Some ideas to include in your report:

Name and background information, school, level

Your question and why you selected it. You might include
a statement about why this is important to you and your
educational philosophy if relative.

How you collected and organised data and the results.

Dates, themes etc

List of references if you used any.

Feedback on challenges at any stage of the process

 Guidelines
Some ideas to include in your report:

Changes you've gone through during the process

including insights.

Conclusions – what have you found out and your

interpretations

Reflections on assumptions that you might have

made prior to or during the study

Feelings, intuitions not encountered in the study

 Guidelines
Some ideas to include in your report:

Future directions:
What recommendations would you make to
colleagues?
Have you formulated new questions?
Do you have any ideas for implementing change in
your practice?

Reflection on the action research process that is

separate from the topic
 Post presentations online to Make a video of the process and
Slideshare or Authorstream for post to TeacherTube
others to view

Use a blog for reflection during the Perhaps have ‘Cluster Shares’
project and to share results. afternoons at different schools.
Teachers need:

Necessity for Change

See for themselves

Teachers need to be:

Supported
Teachers need:

that things work

Teachers need:

Time out from the

classroom
Teachers need:
Encouragement and Interest

From management
Teachers need:

QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Advice for schools includes using:

In-class Modelling

To reduce teacher frustration

and support them
Advice for schools includes to
have:

Support Structures in
Place
Advice for schools includes to link
between:

Staff
Appraisal

Action
Research
Projects
Advice for schools includes:

For staff to read materials related

to their project
Advice for schools
includes:

Scheduling meetings to share

and discuss projects
Advice for schools includes for
management to:

Expect teacher reflection

(electronic where possible)
Benefits include:
 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.