psychomotor 3h - universiti teknologi mara · teaching certificate (1986) – mpti, jb served itm...

Classroom Action Reasearch 2/7/2010

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DR JJ, ASERG, UiTM, Shah Alam; Feb 2010 1

email: [email protected], [email protected]; Website: http://drjj.uitm.edu.my; HP: +60193551621

Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof. Dr.)

Perak Matriculation College

Gopeng, Feb 5th-6th 2010

““The principle goal of education is to create men who are capableThe principle goal of education is to create men who are capable of of

doing new things, not simply of repeating what other generationsdoing new things, not simply of repeating what other generations have have

done done ---- men who are creative, inventive and discoverers. men who are creative, inventive and discoverers. ““ Jean Piaget Jean Piaget

““The only person who is educated is the one who has learned how The only person who is educated is the one who has learned how

to learn and change.to learn and change.”” Carl RogersCarl Rogers

Me & E. De Bono Me & H. Gardner


� Born & Raised in the state of Hang Jebat…

� Early education at St. David’s, Science Malacca (‘77-’78) & SDAR (Seremban) (’79)

� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) - KSU� Teaching Certificate (1986) – MPTI, JB

� Served ITM – Jan 1987� PhD Physics Education (1991-1994)

� Physics & Education expert• Practiced OBE & Active Learning on his own since 1997.

• Vice-Chair Asian Physics Education Network (ASPEN), UNESCO• Chair for ASPEN, Malaysia

• Nominated for Innovative Teaching & Learning, National & International

• Member, Science Educ. Committee, Academy Science Malaysia since 2005.• Keynote, Plenary and Invited Speaker in Conferences Nationally &

Internationally• Liason officer Between UiTM & JPT on LOKI-based curriculum review

Me with the Director General of UNESCO

COPPA


Developing 3 Domains of Education

PsychomotorDoing, The HandHand, Body

The SKILLS

AffectiveFeeling, The HeartHeartThe CARE, Emotions

CognitiveKnowing, the HeadHeadThe KNOWLEDGEIntellectual Skills

3H

http://drjj.uitm.edu.my




Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Can interpretCan interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Can applyCan apply: effectively use and adapt what we know in diverse contexts.

Have perspectiveHave perspective: see and hear points of view through critical eyes and ears; see the big picture.



Can empathizeCan empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

Have selfHave self--knowledgeknowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and whyunderstanding is so hard


Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Copyright DR JJ, ASERG, UiTM, Shah Alam; Feb 2010 7 Copyright DR JJ, ASERG, UiTM, Shah Alam; Feb 2010 8

Research is the systematic process of collecting and

analyzing information to increase our understanding of the

phenomenon under study.

Research is all about addressing an issue or asking and

answering a question or solving a problem, Research

characteristics are:

Systematic, logical, empirical, reductive, replicable




Learning OutcomesAt the end of this session, participants will be able to:

1. Describe what is action research.2. Explain, with examples, the operational definition of Reflection3. Recite, repeat and discuss the cycle involved in doing action

research.4. Describe, with examples, how to conduct an action research. 5. Write a log of the events unfolding in every module during the

workshop/lecture.6. Reflect and suggest a topic to study.7. Suggest the plan of action.8. Propose the tools of data collection and analysis.


Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010

“We must produce We must produce confident studentsconfident students with a sense of with a sense of balancebalanceand proportionand proportion. While an individual may . While an individual may specialisespecialise in a certainin a certain

area, his or her perspective should be area, his or her perspective should be enrichedenriched by otherby otherexperiences as wellexperiences as well.”

Suggested reading on action research:"Taking Action with Teacher Research" edited by Ellen Meyers and Frances Rust


ACTIVITY….


The difficult thing about doing action research is that you have to override most of what you've learned about research as an activity. In a traditional research culture you begin by framing a question, setting up a situation which might provide some information, collecting data which bears on the question, then writing up results.Action research isn't like that at all. The research activity begins in the middle of whatever The research activity begins in the middle of whatever

it is you're doing it is you're doing —— something happens that you didn't expectsomething happens that you didn't expect

The dilemma in an action research situation is you may not even The dilemma in an action research situation is you may not even realize something realize something

interesting has occurred that you ought to think about unless yointeresting has occurred that you ought to think about unless you're already in the u're already in the

habit of keeping a journal or reflective log. Because teaching, habit of keeping a journal or reflective log. Because teaching, like other activities which like other activities which

occur in and around schools, is so complex, we're accustomed to occur in and around schools, is so complex, we're accustomed to coping with the coping with the

many things demanding our attention at once without really thinkmany things demanding our attention at once without really thinking about them; we ing about them; we

generally don't make a point of recording those moments which sugenerally don't make a point of recording those moments which surprise or perplex us rprise or perplex us

or stand out for some other reason during the course of the dayor stand out for some other reason during the course of the day. So, unless we create for ourselves regular reflective accounts of what's going on, we're not likely to get anywhere.




As Leaphorn advises Chee in Hillerman's novel, Sacred Clown, "I want you to tell me everything — don't leave out stuff you think is trivial." In fact, you won't know what is trivial until patterns begin to emerge, and even then what seems trivial, may turn out to be significant later — you just can't tell.

The hardest part of beginning an action research project is deveThe hardest part of beginning an action research project is developing the discipline to loping the discipline to

keep a written account, of recording on a regular basis the detakeep a written account, of recording on a regular basis the details of what's happening, ils of what's happening,

particularly when you have no idea what you're looking forparticularly when you have no idea what you're looking for. For unlike traditional research, action research begins not with a research question but with the muddle of daily work, with the moments that stand out from the general flow, and unless we record those moments they vanish, unavailable as data for reflection, for discerning some larger pattern of experience. So it's necessary to keep fairly detailed notes. Whether it's a journal, a daily log, critical incidents (Newman, 1987, 1991) jotted on index cards, or more extensive field notes, without a written account, the enterprise cannot proceed.

Source: ACTION RESEARCH:EXPLORING THE TENSIONS OF TEACHING. Judith M. Newman, Ph.D. In: Newman, Judith M. 1998 Tensions of Teaching: Beyond Tips to Critical Reflection. Toronto/New York: Canadian Scholars' Press/Teachers College Press: 1-24.


“…“…teacherteacher--initiated classroom investigationinitiated classroom investigation

seeking to increaseseeking to increase

the teachersthe teachers’’ understandingunderstanding

of classroom teaching and learning,of classroom teaching and learning,

and to bring about changeand to bring about change

in classroom practices.in classroom practices.””

Source: Teachers’ Network (Ministry of Education, Singapore) publication on Learning Circles


Inquiry-based researchconducted by teachers

that follows a process of examining existing practices, implementing new practices,

and evaluating the results,leading to an improvement cycle

that benefits both students and teachers. Also known as: practitioner research, teacher research, site-based

research, and action science.

cs3.wnmu.edu/elearning/a404/support/a404b0_50100.html


�� ““Professionals studying their own practice in order to improve Professionals studying their own practice in order to improve it.it.

�� Applied to teaching, it involves gathering and interpreting Applied to teaching, it involves gathering and interpreting "data" to better understand an aspect of your teaching that "data" to better understand an aspect of your teaching that interests or concerns you. interests or concerns you.

�� An alternative to teachers who have been encouraged to look to An alternative to teachers who have been encouraged to look to others, rather than to themselves and their students, for ways others, rather than to themselves and their students, for ways to improve their teaching. to improve their teaching.

�� Action research is an important recent development in the Action research is an important recent development in the broad territory of "teachers' professional development." broad territory of "teachers' professional development."

Source: Tom Russell, Queen’s University; http://educ.queensu.ca/~russellt/howteach/arguide.htm#arwhy




Kurt Lewin (1940)

Stephen Corey (1950)

Lawrence Stenhouse (1970s)

Carr and Kemmis (1980s to date)

John Elliot (1990s to date)

Donald Schon (1980s)

Jack Whitehead (1970 to date)

Jean McNiff (1990 to date)


A particular way of researching your own learning;A particular way of researching your own learning;

A practical way of looking at your practice in order to check A practical way of looking at your practice in order to check whether it is as you feel it should bewhether it is as you feel it should be……;;

If you feel that your practice needs attention in some way you If you feel that your practice needs attention in some way you will be able to take action to improve it, and then produce will be able to take action to improve it, and then produce evidence to show in what way the practice has improved.evidence to show in what way the practice has improved.

Source: Jean McNiff, 2002; Action Research Principles and Practice

Action research is solving problems through the application of tAction research is solving problems through the application of the he scientific method.scientific method.


1. Think about what we want to focus on

REFLECT

5. Reflect on what has happenedto improve further

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oCopyright DR JJ, ASERG, UiTM, Shah Alam; Feb 2010 20

•Looking back on experience to improve practice

•Learning in the midst of practice

•Making decisions about what to do

INVOLVES INVOLVES ““SHUTTLING BACK AND FORTH BETWEEN THINKING AND SHUTTLING BACK AND FORTH BETWEEN THINKING AND

ACTIONACTION””

Latin “reflectere” : To bend back




� We review our current practice,

� identify an aspect that we want to investigate,

� imagine a way forward,

� try it out, and

� take stock of what happens.

� We modify what we are doing in the light of what we have found, and continue working in this new way (try another option if the new way of working is not right)

� monitor what we do,

� review and evaluate the modified action,

� and so on …Source: Action research for professional development, Concise advice for new action researchers. Third edition © Jean McNiff 2002


Nature of Reflection

R eturn ing to experience

• R ecalling or detailing sa lien t events

A ttending to (or co nnecting w ith) feelings

• U sing helpful feelings

• R em o ving or contain ing obstructive ones

Evaluating experience

• R e-exam in ing experience in the ligh t o f one’s aim s and know ledge

• Entails in tegrating th is new know ledge in to one’s conceptual fram ew ork

Source: http://www.infed.org/biblio/b-reflect.htm


Level 1

Involves technical application of knowledge and skills in the classroom setting.

Level 2

Emphasizes examination of assumptions underlying practice.

Level 3

Emphasizes moral and ethical issues of practicality to values and beliefs.

Source: Quality Teaching: Reflection, the heart of Practice by Joelle K. Jay. 2003


Stop to reflectStop to reflect

Rushing around makes Life becomes a blurRushing around makes Life becomes a blur

Reflection helps us to focusReflection helps us to focus…… Helps us To thinkHelps us To think

and actand act

and think againand think again……

ReflectionReflection is the bridge betweenis the bridge between thinkingthinkingandand actingacting




A reflective thinker is aware of her own knowledge (skills and empathy) and lack of knowledge (skills and empathy) and recognizesrecognizes that there may not be only a single correct solution to there may not be only a single correct solution to a problem or interpretation of a situationa problem or interpretation of a situation. A reflective thinker relies on all available resources to find relevant needed relies on all available resources to find relevant needed information and opinions in order to come to a personal information and opinions in order to come to a personal understanding of a situationunderstanding of a situation, knowing that this understanding knowing that this understanding may change, as she gains more information and insight into the may change, as she gains more information and insight into the mattermatter.

http://ldt.stanford.edu/ldt1999/Students/cmazow/MajorProject/refThinkLoMain.htm


Teaching effectiveness – better understanding, grades, attitude towards learning, teaching materials and acquisition of the key competenciesClassroom management & discipline– better student behaviour(punctuality, reduced disruptions in class, better attention span)Use of information technology- effective use of IT to “deliver” the content)Curriculum innovation- interdisciplinary efforts using Pmodel or similar frameworks eg. PBL Assessment methodologies - use of alternative assessment tools –student portfolios, checklists, peer assessment, student reflectionsDevelopment of students through attributes - leadership skills, self-esteem, personal development.


►►1. What is the problem or question you want answered?1. What is the problem or question you want answered?

►►2. Define the problem/question in clear, specific language. Th2. Define the problem/question in clear, specific language. The e

question may be general or specific.question may be general or specific.

��““Does the new Math Lab increase math grades or math test Does the new Math Lab increase math grades or math test

scores?scores?””

��Will the use of Concept Maps improve studentsWill the use of Concept Maps improve students’’ conceptual conceptual

understanding?understanding?

��Can the use of simulations improve studentsCan the use of simulations improve students’’ knowledge of knowledge of

electrostatics?electrostatics?

Carey Dimmitt, John Carey and Carole Carey Dimmitt, John Carey and Carole SchweidSchweid; School Counseling Leadership Institute, 2003; School Counseling Leadership Institute, 2003


2. Define the problem/question (con.).2. Define the problem/question (con.).

�� ““Will studentsWill students’’ learning preferences affect their science reasoning learning preferences affect their science reasoning skills?skills?””

�� ““Will repeating lesson outcomes throughout a lesson increase Will repeating lesson outcomes throughout a lesson increase studentsstudents’’ retentionretention””

�� ““Can cooperative group discussion during lectures improve Can cooperative group discussion during lectures improve studentsstudents’’ ability to achieve the learning outcome?ability to achieve the learning outcome?””

�� Will a 2Will a 2--minute endminute end--ofof--class reflection reveal studentsclass reflection reveal students’’ achievement achievement of the learning outcomes?of the learning outcomes?””





►►3. What have others found? Search for resources and review the3. What have others found? Search for resources and review the

relevant research literature.relevant research literature.

�� Has anyone in the school asked this question before?Has anyone in the school asked this question before?

�� Who might have information?Who might have information?

�� What is the relevant research in professional journals?What is the relevant research in professional journals?

�� What does an internet search find on this topic?What does an internet search find on this topic?



►►4. What is the purpose of the study or research?4. What is the purpose of the study or research?

�� Why do you want to know this?Why do you want to know this?

�� What educational practices should have been impacted by your What educational practices should have been impacted by your

intervention?intervention?

�� What student outcomes are you hoping to influence?What student outcomes are you hoping to influence?

�� Will the study help you make decisions? About what?Will the study help you make decisions? About what?



►►5. Do you have a hypothesis/hypotheses about what you will find5. Do you have a hypothesis/hypotheses about what you will find? ?

What is your hypothesis? Or, what do you think the What is your hypothesis? Or, what do you think the answer(sanswer(s) will be? ) will be?

�� This helps you identify your biases, which may impact your proceThis helps you identify your biases, which may impact your process.ss.

�� What is the opposite of your hypothesis (the What is the opposite of your hypothesis (the ““null hypothesisnull hypothesis””)? )?

What would the data look like if you were wrong?What would the data look like if you were wrong?



►►6. Select or prepare the data and/or 6. Select or prepare the data and/or instrument(sinstrument(s) you will use to ) you will use to

answer your answer your question(squestion(s). There are many kinds of data to use. ). There are many kinds of data to use.

Instruments include surveys, tests, questionnaires, interview qInstruments include surveys, tests, questionnaires, interview questions, uestions,

etc. etc.

►►Is you instrument valid?? Is it reliable??Is you instrument valid?? Is it reliable??

►►7. Select an appropriate sample of an appropriate size.7. Select an appropriate sample of an appropriate size.





►►8. Select a research design (descriptive?? quasi/8. Select a research design (descriptive?? quasi/--experimental??)experimental??)

�� Looking at how one group changes over timeLooking at how one group changes over time

►►Use descriptive statistics (median, mode, frequencies, Use descriptive statistics (median, mode, frequencies,

percentages)percentages)

►►Use tUse t--tests or Chitests or Chi--SquareSquare

�� Looking at differences between control and intervention groupsLooking at differences between control and intervention groups

►►Use tUse t--test or Chitest or Chi--SquareSquare

�� Looking at differences among more than 2 groupsLooking at differences among more than 2 groups

►►Use Analysis of Variance (ANOVA)Use Analysis of Variance (ANOVA)



►►9. Collect the research data9. Collect the research data

�� most schools already have several sources of data available, reamost schools already have several sources of data available, ready dy

for analysisfor analysis

�� use multiple outcome measures wherever possibleuse multiple outcome measures wherever possible

�� obtain permission, if necessaryobtain permission, if necessary

�� follow ethical guidelinesfollow ethical guidelines

�� ensure an adequate, appropriate sampleensure an adequate, appropriate sample



►►10. Edit, organize and code the data for analysis10. Edit, organize and code the data for analysis

►►11. Analyze and interpret the data11. Analyze and interpret the data

�� use statistics to analyzeuse statistics to analyze

�� use graphs, tables and pictures to represent findingsuse graphs, tables and pictures to represent findings



►►12. Report conclusions12. Report conclusions

�� Decide on Decide on audience(saudience(s))

�� Make recommendations and decisions based on conclusionsMake recommendations and decisions based on conclusions

�� Structure report/presentation so that the most relevant informatStructure report/presentation so that the most relevant information ion

is presented to audienceis presented to audience

�� DonDon’’t exclude important informationt exclude important information

�� DonDon’’t present only results that support your hypothesest present only results that support your hypotheses

�� Relate findings to purposes of study, hypotheses and previous Relate findings to purposes of study, hypotheses and previous

researchresearch





►►13. Evaluate Research13. Evaluate Research

�� What would you do differently next time?What would you do differently next time?

�� Revision of instrument if reRevision of instrument if re--usingusing

�� Did research generate information you wanted?Did research generate information you wanted?

�� What questions did the research generate?What questions did the research generate?



►►What are your biases/Mental Models? How are they impacting the What are your biases/Mental Models? How are they impacting the questions youquestions you’’re asking and the places youre asking and the places you’’re looking?re looking?

►►Evaluating findings from research literature and internet searchEvaluating findings from research literature and internet searcheses

�� What is the source? How reliable is it?What is the source? How reliable is it?

�� What are the strengths/weaknesses of the research design, What are the strengths/weaknesses of the research design, sampling, effect size, measures used, treatment fidelity, researsampling, effect size, measures used, treatment fidelity, researcher cher bias, instrument reliability and validity?bias, instrument reliability and validity?



►►Data: Data:

�� How accurate is the data youHow accurate is the data you’’ve chosen to use?ve chosen to use?

�� WhatWhat’’s missing? s missing?

►►Instruments: Instruments:

�� Reliability and validityReliability and validity

�� Just because it exists doesnJust because it exists doesn’’t mean itt mean it’’s well dones well done



►►Sampling and Research Design: Sampling and Research Design:

�� Size of sampleSize of sample

�� Comparability of sample and controlComparability of sample and control

�� Matching vs. random assignmentMatching vs. random assignment

�� Assuring fidelity of treatmentAssuring fidelity of treatment

►►Doing same thing across different groups?Doing same thing across different groups?





►►Ethical Considerations: Ethical Considerations:

�� ConsentConsent

�� Human Subjects ReviewHuman Subjects Review

�� Denying access to interventionsDenying access to interventions-- remediation?remediation?

►►Data AnalysisData Analysis

�� Use expert consultation or university collaboration to get needeUse expert consultation or university collaboration to get needed d

informationinformation



►►Results PresentationResults Presentation

�� All the data thatAll the data that’’s relevant must be presented, even if it contradicts s relevant must be presented, even if it contradicts

expectations or ruffles feathersexpectations or ruffles feathers

�� Who has access to data results?Who has access to data results?

�� Extrapolation and generalization of findingsExtrapolation and generalization of findings



►►Results PresentationResults Presentation

�� All the data thatAll the data that’’s relevant must be presented, even if it contradicts s relevant must be presented, even if it contradicts

expectations or ruffles feathersexpectations or ruffles feathers

�� Who has access to data results?Who has access to data results?

�� Extrapolation and generalization of findingsExtrapolation and generalization of findings



►► What is the purpose of your work? (action research proposal What is the purpose of your work? (action research proposal introduction)introduction)

►► Why is this work important for the science? (introduction)Why is this work important for the science? (introduction)

►► Are there any similarities with the other researches on this Are there any similarities with the other researches on this theme? (action research proposal literature review)theme? (action research proposal literature review)

►► Will this background information be enough for this investigatioWill this background information be enough for this investigation? n? ( literature review)( literature review)

►► What way is it better to choose in order to write this work? What way is it better to choose in order to write this work? (action research proposal main body)(action research proposal main body)

►► What will be described in this paper first? (main body)What will be described in this paper first? (main body)

►► What results are achieved? (action research proposal conclusion)What results are achieved? (action research proposal conclusion)





Use Use HabermasHabermas’’ss (1976) four criteria for judging communicative (1976) four criteria for judging communicative validity. validity.

�� Understandable Understandable -- that is, the writer must find a way of that is, the writer must find a way of communicating their ideas so that the writer and the reader can communicating their ideas so that the writer and the reader can understand each other.understand each other.

�� SincereSincere -- so the writer needs to communicate the story in a way so the writer needs to communicate the story in a way that the reader can share the knowledge of the writer.that the reader can share the knowledge of the writer.

�� TruthfulTruthful -- so that the reader can believe the writer.so that the reader can believe the writer.�� communicated appropriatelycommunicated appropriately -- that is, it must be written in a way that is, it must be written in a way

that takes into account the sociothat takes into account the socio--cultural circumstances of the cultural circumstances of the present situation, so that both writer and reader can see that tpresent situation, so that both writer and reader can see that the he report makes sense within an existing context.report makes sense within an existing context.

Source: Source: AERA professional Development Training and Extended Courses PropAERA professional Development Training and Extended Courses Proposalosal

http://www.jeanmcniff.com/aera08/jmjwAERA_prof_dev_2008_final.hthttp://www.jeanmcniff.com/aera08/jmjwAERA_prof_dev_2008_final.htmm


They are written for a reader. The author takes the responsibiliThey are written for a reader. The author takes the responsibility for not ty for not assuming that the reader already knows what the author is thinkiassuming that the reader already knows what the author is thinking. The ng. The author leads the reader carefully through the account.author leads the reader carefully through the account.

They are explanatory research reports, that is, they give the reThey are explanatory research reports, that is, they give the reasons for asons for undertaking the research, as well as the goals for the research.undertaking the research, as well as the goals for the research. They do not They do not offer only descriptions, although descriptions of actions and leoffer only descriptions, although descriptions of actions and learning are a key arning are a key part of the report.part of the report.

Because they are research reports, they articulate a claim to knBecause they are research reports, they articulate a claim to knowledge. This owledge. This means first identifying and articulating a research question, shmeans first identifying and articulating a research question, showing how data owing how data was gathered and how evidence was generated by searching the datwas gathered and how evidence was generated by searching the data for a for instances that show how the research question is addressed. Evidinstances that show how the research question is addressed. Evidence is then ence is then extracted from the data, and is used as the grounds against whicextracted from the data, and is used as the grounds against which to test the h to test the validity of the claim to knowledge.validity of the claim to knowledge.




They explain the processes of the research, in relation to the cThey explain the processes of the research, in relation to the criteria for riteria for doing research: does it show methodological rigour, systematic edoing research: does it show methodological rigour, systematic enquiry, the nquiry, the initial identification of a research issue and the generation ofinitial identification of a research issue and the generation of evidence; i.e. evidence; i.e. do they show the processes of establishing the validity of the rdo they show the processes of establishing the validity of the research esearch claim?claim?

They adopt a narrative form, in which the They adopt a narrative form, in which the ‘‘II’’ tells the research story. The tells the research story. The story is generative and transformational: each part unfolds intostory is generative and transformational: each part unfolds into the next the next part, and each part contains the other parts within itself.part, and each part contains the other parts within itself.

They demonstrate communicative adequacy, that is, they write forThey demonstrate communicative adequacy, that is, they write for a reader. a reader. Therefore they communicate ideas in ways that are comprehensibleTherefore they communicate ideas in ways that are comprehensible, honest, , honest, sincere and appropriate to the social and cultural context.sincere and appropriate to the social and cultural context.

Source: Source: AERA professional Development Training and Extended Courses PropAERA professional Development Training and Extended Courses Proposalosalhttp://www.jeanmcniff.com/aera08/jmjwAERA_prof_dev_2008_final.hthttp://www.jeanmcniff.com/aera08/jmjwAERA_prof_dev_2008_final.htmm


They talk explicitly about the generation of knowledge, and theyThey talk explicitly about the generation of knowledge, and they show the show the significance of the practice and the research for new forms of psignificance of the practice and the research for new forms of practice and ractice and new forms of theory. Therefore they speak about the potential imnew forms of theory. Therefore they speak about the potential implications plications of the research for how research can inform practice, and practiof the research for how research can inform practice, and practice can ce can inform research. They articulate the significance of this approainform research. They articulate the significance of this approach for ch for continuing professional teacher development.continuing professional teacher development.






1.1. What is my/our concern?What is my/our concern?2.2. Why am I/are we concerned?Why am I/are we concerned?3.3. How do I/we gather data to show the situation as it is and as itHow do I/we gather data to show the situation as it is and as it unfolds?unfolds?4.4. What can I/we do about it (what options are available)? What wilWhat can I/we do about it (what options are available)? What will I/we do l I/we do

about it (what action is planned)?about it (what action is planned)?5.5. How do I/we ensure that any conclusions I/we come toHow do I/we ensure that any conclusions I/we come to areare reasonably fair reasonably fair

and accurate?and accurate?6.6. How do I/we account for How do I/we account for my~ourmy~our educational influences in learning?educational influences in learning?7.7. How do I/we modify my/our ideas and practices in the light of thHow do I/we modify my/our ideas and practices in the light of the e

evaluation?evaluation?




�� How worthwhile is this?How worthwhile is this?�� How valuable is it?How valuable is it?�� What do I value about What do I value about

it?it?



� What is the most significant thing I have done so far?

� What is the most significant thing I have learnt so far?

� What is important about my learning?

� Did the practice show an improvement? How do you make judgements about any improvement in practice you may have observed?

� Did the practice show an improvement in learning? How do you make judgements about the quality of the learning?

� How can you show how your learning has influenced someone else’s learning? How do you make judgements about the quality of that influence?




Think about this

We have identified our values as what guides our practices (our standards of practice), so we can think of evaluating the quality of the practice in terms of the extent to which those values were realised. Did we realise our values of, for example, honesty, independent enquiry, efficient timekeeping, courtesy to others?

We have identified our values as what guides our research (our standards of judgement), so we can think of evaluating the quality of the research in terms of the extent to which those values were realised. Did we realise our values of, for example, methodological rigour, systematic enquiry, collaborative working, validating a claim to knowledge through the production of authenticated evidence?




Think about this

Can we discern that our values come to act as our living standards of practice and judgement as they emerge in our practice?

To what extent do the values of practice and the values of research overlap?




At the end of this activity students will be able to:

4. Describe and draw the electric field patterns created by point charges surrounding a point charge.

5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.

6. Measure the strength of an electric field produced by a point charge at various localities and produce a mathematical model of the strength.




Draw the electric force exerted by one point charge

onto another and describe the motion of charges in

the presence of other point charges.




Describe and draw the electric field patterns

created by point charges surrounding a point

charge.



Using the the Electric Field Hockey PHET simulation and choose the hockey putt be

the negatively charged particle feeling the force, move a negative charge near it to “see” the force exerted on the putt. Then draw the force diagram based on your

observation. Using a ruler, measure the length of each force line. Now compare the force diagram for each of the electrons to your predicted diagram. How different are

they? Explain the similarity and differences you observed in terms of the direction and

length of the force line.

LAB

4

3

2

1











ReflectionReflectionReflectionReflection

““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)





A sample lesson from Thermodynamics

Course outcomeCourse outcome for Thermodynamics: (address PO1)(address PO1)�Write energy balance representing the first law of thermodynamics and

use it in both closed and open systems.

Lesson outcomes: Upon completion of this unit, students will Lesson outcomes: Upon completion of this unit, students will

be able to:be able to:

1.1. StateState the conservation of energy principle and name allname all the forms of

energy entering & leaving a system and energy changes within the

system.

2.2. DiscussDiscuss the energy exchange process and writewrite mathematical

expressions representing the energy balanceenergy balance in units of kJ, for a general

system undergoing any process.

3.3. RewriteRewrite the energy balance in the unitunit--mass basismass basis and unitunit--time basis time basis

(or rate(or rate--form basis)form basis) for a general system undergoing any process.


Education, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helpful toward productive pful toward productive work, though certainly that is a part of it. Rather it is a replwork, though certainly that is a part of it. Rather it is a replenishment and an enishment and an expansion of the natural thirst of the mind and soul. Learning iexpansion of the natural thirst of the mind and soul. Learning is a gradual process of s a gradual process of growth, each step building upon the other. It is a process wheregrowth, each step building upon the other. It is a process whereby the learner by the learner organizes and integrates not only facts but attitudes and valuesorganizes and integrates not only facts but attitudes and values. The Lord has told us . The Lord has told us that we must open our minds and our hearts to learn. There is a that we must open our minds and our hearts to learn. There is a Chinese proverb: Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in result. As our result. As our knowledge is converted to wisdom, the door to opportunity is unlknowledge is converted to wisdom, the door to opportunity is unlocked. ocked. Barbara W. WinderBarbara W. Winder

The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. Herbert Spencer Herbert Spencer

The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions. ions. Max Max BeerbohmBeerbohm

psychomotor 3h - universiti teknologi mara · teaching certificate (1986) – mpti, jb served itm...

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