action research for personal development workshop at bangkok university, 8 august 2009 richard...

Action Research for Personal DevelopmentWorkshop at Bangkok University, 8 August 2009

Richard Watson ToddKing Mongkut’s University of Technology Thonburi

©2009 Richard Watson Todd

A quick survey

Have you conducted any research within the last year?

Have you changed your teaching because of research within the last year?


What is research?

“Research is an attempt to understand something better through the systematic and formal collection and analysis of empirical data” (Shanahan, 2002: 10)

– research is not ‘proving’ something– research is not necessarily changing something

– research is UNDERSTANDING


Why do research? “Research is valuable because it offers mor

e than results. It provides grounds for thinking more deeply about what is being studied” (Shanahan, 2002: 15)

Uses of research– To identify or understand problems– To increase our understanding of how things w

ork– To lead to reflection


What is action research?

Classroom research by teachers (Hopkins, 1985)

Practical research (Wallace, 1991)

Anything teachers do to collect data (Robinson, 1991)

Informal research (Brown, 1994)

Research with the goal of developing the situation and the researcher (Somekh, 1993)


Action research and formal research Action research

– exploratory

– context-specific

– emphasis on insightfulness

Formal research– predetermined expectat

ions

– generalisable

– emphasis on validity and reliability


Goals of action research

Deeper understanding of a specific context Greater awareness by teacher-researcher

NOT– Testing solutions– Objective findings– Widely applicable theory


Stages in action research

Deciding on the focus - an area you want to understand more deeply (not necessarily a problem)

Deciding on the type of data that sheds light on the focus

Organising collection of the data Analysing the data Reflecting on the findings for personal developme

nt


Typical areas of action research

Teacher talk Interaction between teacher and students Student talk Student behaviour on tasks Student attitudes and beliefs


Typical instruments used in action research Recordings

– Video– Audio

Student work (including tests) Diaries Questionnaires


Case study 1

Ajarn Somchai has noticed that, when he assigns students to work in groups of 4, in many of the groups, two of the students do all of the work on the task, while the other two students sleep, chat or surreptitiously check text messages on their mobile phones. He is concerned about this situation.


Case study 1

Ajarn Somchai’s choices:– Compare the effects of different solutions to the

problem (e.g. assigning roles in groupwork)– Investigate why some students don’t participate

in groupwork


Case study 1

Possible reasons for groupwork problems– Nature of groupwork task– Motivation of students– Group dynamics of groups


Case study 1

Finding out reasons– Asking students (diaries, questionnaires, intervi

ews) about:• their performance in groupwork

• their attitudes towards groupwork

• reasons for their behaviours

– Varying groupwork tasks and examining effects• using different types of tasks

• reorganising groups©2009 Richard Watson

Todd

Case study 1

From asking students– data is qualitative– analysis focuses on critical points for insightful

ness For varying groupwork tasks

– data comes from teacher notes of what students do

– analysis is informal and subjective


Case study 2

Ajarn Somying is worried about her explanations of grammar points in the classroom. Whenever she explains a grammar point, the students all nod as if they understand, but later they make lots of mistakes and ask her to explain the grammar point again in Thai.


Case study 2

Ajarn Somying’s choices– implementing a solution (e.g. using concept che

cking to see if students are following her explanations)

– examining her explanations


Case study 2

Looking for possible reasons before implementing a solution– Record 2 or 3 explanations– Listen and see if the explanations are clear and logi

cal– Ask a colleague to evaluate the explanations

– Is the problem her explanation or the students’ understanding?


Case study 2

If the problem is in the explanation– look at planning explanations?– prepare explanation handouts?– other interventions?

– Informally monitor effects of intervention


Case study 2

If the problem is not in her explanations– ask students why they have difficulties?– use concept checking?

– Adapt explanations based on findings


Case study 3

Instead of following the matching exercise testing students’ learning of vocabulary suggested in the course materials, Ajarn Somsak decided to ask students to write a wildly creative story which needed to include at least 8 of the words. He was surprised that students were highly motivated and produced interesting stories that used the words well. He would like to know why this activity was so successful.


Case study 3

Goal: to gain a deeper understanding of the reasons for the success of the story activity.

Method: ask students– diaries?– interviews?– open questionnaires?


Case study 3

With no predicted reasons for the success of the activity, data collection needs to be open-ended

Data is qualitative and analysed subjectively for critical issues


Task

What about you? Make a plan for conducting action research– Identify an area of interest– Think about what information you need– How will you collect the information?– What data will you get?– How will you analyse the data?– How will the research help you develop?


action research for personal development workshop at bangkok university, 8 august 2009 richard...

Documents

classroom research

practical research wallace

informal research brown

action researchdeciding

students dont

formal collection

data robinson

type of data