Seminar III Modular 1A - PowerPoint PPT Presentation

1 / 34
About This Presentation
Title:

Seminar III Modular 1A

Description:

Action research can be done by an one teacher or by a group of teachers who. have a ... Students' standardized test scores, report card grades, attendance, and ... – PowerPoint PPT presentation

Number of Views:26
Avg rating:3.0/5.0
Slides: 35
Provided by: baldwinen
Category:

less

Transcript and Presenter's Notes

Title: Seminar III Modular 1A


1
Seminar III Modular 1A
  • ACTION RESEARCH

2
Professional Development Standard 10
  • 10.1 Teachers know and understand how educational
    research and other methods of inquiry can be used
    as a means for continuous learning,
    self-assessment and development.
  • 10.2 Teachers value and are committed to refining
    practices that address the needs of all students
    and the school community.
  • 10.7 Teachers engage in activities that make the
    school a productive learning climate through
    participation in collegial activities.

3
Focusing Question
  • What role does action research have in my life as
    a teacher?
  • What is action research?
  • What are the steps for conducting action
    research?
  • What are the benefits of action research?
  • How can I apply my knowledge of action research
    to a real life problem?

4
ACTION RESEARCH
  • may be considered one type of professional growth
    options.

5
Action research can be done by an one teacher or
by a group of teachers who have a common
interestor researchquestion.
6
Action Research is classroom based research
which gives the teacher the opportunity to
examine a question he/she may have in relation to
  • Student needs,
  • Classroom performance, or
  • The impact of an instruction method on student
    learning.

7
For example
SITUATION ONE SCHOOLS STORY
  • In a two year suburban intermediate school of 800
    students, a group of teachers noticed that it
    took the first year for students to adjust to
    their new setting and for the staff to come to
    know the needs of the students and the second
    year to get the students ready to move up to the
    middle school as orientation activities began in
    January.
  • They were concerned that the learning needs of
    some children were not being met the best they
    could be.

8
The group of teachers wondered
RESPONSE
  • What would happen if the students stayed with the
    same teacher for two year?
  • If the students looped or stayed with the same
    teacher for two years would it reduce student and
    parent anxiety about coming to a new schoolat
    least for the second year?
  • If students looped would their learning needs
    be met more effectively because the teacher would
    know them at the beginning of the second year?

9
The group of teachers learned as much as they
could about looping
INITIAL SET OF UNDERSTANDINGS
  • They attended a workshop.
  • They read about looping.
  • They visited a school and observed looping in
    action (Keeping students with the same teacher
    for two years.).

10
With this background information, they
hypothesized
FIRST ACTION SETTING THE FOCUS
  • Teachers will be better able to meet student
    needs if students stay with the same teacher for
    two years.
  • Student learning will increase because their
    learning needs will be met earlier than if they
    were to move to a new classroom and teacher in
    the second year.
  • Students will have less anxiety about returning
    to school the second year because the unknown
    has been removed.

11
Then they planned how they could test their idea
(hypotheses)
SECOND ACTION PLANNING
  • They would need permission to loop or stay with
    the same class for two years.
  • Then they would need to collect data that would
    support their ideas, such as, student
    standardized test scores, student and parent
    opinion surveys, report card grades, attendance,
    referrals to Child Study Team, etc.

12
And collected the data to support their idea
(hypotheses)
And COLLECTING DATA
  • At the end of the second year, teachers surveyed
    the students and parents as it related to their
    satisfaction with the program.
  • Students standardized test scores, report card
    grades, attendance, and referrals to Child Study
    Team were also examined.

13
Then they analyzed the data
THIRD ACTION ANALYSING THE DATA
  • Based on the results of the survey, they found
    that both students and parents were satisfied
    with the program and were less anxious about
    returning to fifth grade because they knew the
    teacher.
  • They also found that attendance was greater than
    that for the rest of the school, test scores were
    slightly higher, and Child Study Team referrals
    were lower.

14
And concluded
and DRAWING CONCLUSIONS
  • The looping program was successful because both
    parents and students had a high degree of
    satisfaction with the program and because
    achievement and attendance had shown gains while
    referrals were lessened.

15
The teachers reported their results
FOURTH ACTION REPORTING RESULTS
  • At a staff meeting,
  • In the schools newsletter, and
  • At a conference.

16
And made suggestions.
And MAKING SUGGESTIONS
  • Based on the results of the two year pilot, they
    recommended that the program continue for a
    second cycle.
  • They also recommended that the looping program be
    expanded to include four additional teachers.
  • Finally, they recommended that the expanded
    program be evaluated.

17
Action research questions may focus on.
  • Instructional practices
  • Are all my students participating equally in
    classroom discussions?
  • Student(s) performance in a selected area
  • Why are so many of the second grade students
    identified as being eligible for Basic Skills
    support in language arts when using their score
    on the Metropolitan Achievement Test?
  • Student(s) perception about an activity
  • What do my students think is most difficult when
    doing research?

18
Action research questions may focus on.
cont
  • Student(s) needs
  • What are my students level of readiness when it
    comes to fractions?
  • Doing something differently
  • What would happen if students stayed with their
    teacher for two years?
  • Implementing a new program
  • Does student achievement in math increase with
    the Chicago Math program?

19
The Process
  • Step 1
  • Identify the focus Formulate your hypothesis
  • Step 2
  • Plan your investigation Collect your data
  • Step 3
  • Analyze your data Draw conclusions
  • Step 4
  • Report your results Make suggestions

20
Step 1 Identifying Your Topic
  • Based on your field experience, identify at least
    five areas that are of professional concern to
    you.
  • For example
  • student engagement
  • classroom management
  • parental support
  • integration of technology
  • creating an environment conducive to inclusion
  • Metacognitive Skill-Reflective Thinking

21
Next, select one of the areas or topics to
explore in greater detail.
  • For example,
  • Inclusion

22
Then, use a graphic organizer and brainstorm
everything that you already know about the topic.

Types of Activities
?
classroom meetings
Address Students Needs Maslow
Metacognitive Skill-Monitoring/Evaluating
knowledge
23
Now, take a look at your graphic representation.
  • Are you certain about the relationships of the
    variables?
  • What evidence do you have to support your
    thinking?
  • Are there additional variables or factors that
    need to be considered?
  • Should anything else be added?
  • Do you need to learn anything else about your
    topic?

Metacognitive Skill -Monitoring/Evaluating
knowledge
24
Identify what you still need to learn about you
topic.
Metacognitive Skill-Reflective Thinking
25
What sources would help you?
  • At this point, identify at least ten possible
    sources for finding information on what you have
    just listed as being necessary background
    information for continuing with your research.

Metacognitive Skill - Planning
26
Step 2 Crafting the Questions
  • Using the relationships found in your graphic
    organizer, write your research questions.
  • SAMPLE
  • Will regular morning meetings affect how my
    students treat one another?

Metacognitive Skill - Predicting
27
Step 3 Writing a Problem Statement
  • In about 100 words, write a problem statement
    that describes
  • the problem,
  • who is effected by the problem,
  • what do you think is causing the problem,
  • what you want to happen, and
  • what you propose to do to solve the problem or
    improve the situation?

28
Sample Research Problem Statement
  • Fifth grade students in the School 1 make fun of
    and bully students who have learning differences.
  • I believe this is because both groups lack
    appropriate social skills.
  • I want all my students have the skills that will
    allow them to cooperate with one another, have
    empathy and self-control, and be assertive and
    responsible.
  • To accomplish this, I will begin each day with a
    morning meeting that incorporates group
    activities which encourage cooperation and polite
    conversation.

29
Sample Research Problem Statement
cont
  • Research Questions
  • Will morning meetings affect my students
    attitude toward one another in a positive way?
  • What contributes to the effectiveness of a
    morning meeting activity?
  • Do students transfer skills from morning meeting
    activities to other activities during the day?

30
Monitoring your progress
  • After reading your problem statement, do you
    love what you are doing? Is your research
    important to you?
  • Are research questions clear?
  • If you are working with someone else, do you know
    what each of you will be doing?

Metacognition Reality Check
31
If you answered
  • Yes, continue with Step 4, Designing a Plan for
    Collecting Your Data, in Modular 1B.
  • No, go back to Step 1. (Remember, its no fun
    living with something you dont like or life is
    better if you like what youre doing.)

32
Action research generally has three stages of
development.
  • Doing something differently,
  • Monitoring a new practice,
  • Student(s) performance in a selected area,
  • Student(s) perception about an activity, or
  • Student(s) needs,
  • Evaluating change.

33
In summary, action research
  • Is a response to a situation, such as an
    intervention method,
  • In which the action is some change that is made
  • and greater understanding results from the
    research involved with the change.

34
Benefits of action research as a professional
development option are
  • It is based on the teachers concerns or needs,
  • It can include other teachers,
  • It can take place over one or more years,
  • It can be used to determine the effectiveness of
    a program or practice.
Write a Comment
User Comments (0)
About PowerShow.com