topik 5 - ar process

8/3/2019 Topik 5 - Ar Process

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Pair workPart one:

y One person talk to partner about something in their

teaching practice that they want to improve.

y Other person listens to see if they can understand what

the values are that are motivating the other to improve.

y Feedback from pair work.



Pair work

Part two

y Focus on claims made about improvement.

y Focus on kind of data required to enable you to make a

judgement on the effectiveness of the actions taken.



Starting Points

I want to improve«I want to learn more about«

I·m perplexed by«Some are unhappy about«

I·m curious about«



I want to try«I think to make a difference«

I want to change«I·m interested in«

Continuing Starting Points«



Teaching



Prof essional Development

Is this for real!

This is notworking. Howcan I make itbetter?



At home

How can we avoid this inthe future?How can be make ourrelationship better?



IN EDUCATION

y The quality of educational experience

provided for children willdepend on the ability of the teacher to stand backand reflect his or her

practice and continually strive to make thenecessary changes

y (Koshy,V. 2005:1)

How can Iimprove my

practice



action researchaction research......

«teacher-initiated, school-basedresearch used to improve the

practitioner¶s practice by doing or

changing something, where the

teacher is the researcher and theteacher¶s practice is the focus of the

research



y The main reason for teachers to engage in actionresearch is to learn from and to improve their own

teaching activities

«by re-examining their practice and

altering their taken-for-granted

beliefs and understandings



Remember .y A ction research is a valuable and powerful way to use

data to impact educational practice.

y

Systematically collecting information about what ishappening, evaluating the effectiveness of interventions, and disseminating the results helpsschool teachers/student teachers become moreintentional and thus more successful in helping allchildren learn.



Please Recall..

What is Action Research?

A ction Research is a process through which

teachers collaborate in evaluating theirpractice, try out new strategies, and record

their work in a form that is understandable by other teachers.

John Elliott. (1991). Action Research for Educational Change.Philadelphia: Open University Press/Milton Keynes.



What is Action Research? Contd

y Action Research is concerned with changingsituations, not just interpreting them.

y Action Research is an evolving process of changingboth the researcher and the situations in which he orshe works.



What is Action Research? Contd

y Action Research is systematic and involvescollecting evidence on which to base rigorousreflection.

y ACTION RESEARCH is a CYCLE!!

y Plan, act, observe, reflect.

y Revised plan, act, observe, reflect.



What is the PROCESS of Classroom Action

Research?

Five Phases

1. Problem Identification

2. Plan of Action

3. Implementing the action

4. Collecting & Analyzing the Data

5. Reflecting on the action (before,during and after the action)



1. Identifying the Problem/an aspect of educational practice to improve

F irst, select a general idea or area of focus:

y should involve teaching and learningy should be within your locus of control

y should be something you feel passionate about

y should be something you would like to change orimprove



Action Research: Five Phases

1. Problem Identification-Identifying an aspect of theeducational practice to improve. A sk yourself.

What is the problem I want to solve?

What is the question I want to answer? Why do you want to study this topic?

What do I wish was different?

What is the proposed change?

How do you plan to introduce this change?



Action Research: Five Phases

1.Problem Identification Contd

What resources will be necessary to support this change?

What is the proposed timeline for the action researchcycle?

What type of action research data will be collected?

Is this problem broad enough to illustrate studentachievement and narrow enough to be manageable?

Who will be part of the action research group?

A re you passion about this topic?

Can I finish it on time?



1. Identify the Problem..Cont

The Purpose:

y Purpose of the study: Once the research question isidentified, consider what you will do with the solutions

and/or answers to your question.y What educational practices would you like to impact?

y What student outcomes are you hoping to influence?

y What decisions will the study help you make?



Next :Develop Research Q uestionsDevelop research questions about the problems and plan

the research process accordingly.y Filter and narrow the topic to a research questions.

y A sk yourself what you think the answer(s) to your

question(s) will be.The research question should be:

y a higher-order question; not yes-no

y stated in common language; avoid jargon

y concisey meaningful

y not already have an answer

y

Normally begin with HOW



Example:

GENERATING QUESTIONS FOR ACTION RESEARCH

My question emerged out of what I understood to be problematic classroom

dynamics that surfaced immediately at the beginning of the year. For one thing

«. eight boys dominated the classroom especially during all class discussions.A second interesting pattern emerged. Whenever I asked the class to voluntary

form groups, line up, or make a circle, they did so in exactly the same fashion -

sorting themselves neatly first by gender, then by ethnic and racial affiliation.

My questions were: How can I increase participation in all class discussions by

those less willing or able to share? How can I help the students in myclassroom feel comfortable working with diverse groupings of classmates and

ultimately overcome, at least part of the time, their desire to always be with

their friends?

Coccari (1998)



What Next?

What is Already Known?Review what is known about the problem.

y Has anyone in the school asked this question before?

y

Who might have information?y What is the relevant research in professional journals?

y What does an internet search find on this topic?



Literature Review

y What have others found? Search for resources and

review the relevant research literature.y Has anyone in the school asked this question before?

y Who might have information?

y What is the relevant research in professional journals?

y

What does an internet search find on this topic?



Review the Related Literature

y Become familiar withother research done

on the area of focusy Utilize the findings of

others to helpdevelop the plan

y A pply researchfindings through the

lens of othersexperience



Action Research: Five Phases2. Planning an Action

y Will you look at your existing practices or develop and

implement a new strategy?y How will you focus your question to increase student

achievement?



Planning an Action:

Develop a Timeliney This is the essence of

planning!

y A nticipate where &

how your study willtake place.

y A nticipate how longeach step will take.

y A pply predicted timeframes to a calendar.



Planning an Action:

Statement of Resources

y What will you need to

carry out your study?y Resources include

time, money, andmaterials.

y Make a list before youget started!



Action Research: Five Phases 3. Implementing the Action

y Taking action

y Deciding what steps need to be taken and how to takethem in order to alter or improve practice

y This is the action in action research



Action Research: Five PhasesAction Research: Five Phases4. Collecting the data.y What, why, when, where and how will you collect your

data?y Who are the subjects of the action research effort?y How will you ensure that you have multiple perspectives?y What information (data) will I collect?y What data collection methods will I use?y A re there sources readily available for use?y How structured and systematic will the collection be?y How will I organize the data? (e.g., by gender, classroom,

grade)y Can I use multiple sources of data to triangulate my

conclusions or judgments?



Action Research: Five PhasesAction Research: Five Phases4. Data Collection Method

Quantitative:Quantitative: (Counting and Sorting)

Questionnaires or surveys

A ssessments: Projects

Open-ended questions Tests

Quizzes

Other statistical analyses



Action Research: Five PhasesAction Research: Five Phases4. 4. Data Collection MethodData Collection Method

QualitativeQualitative (Telling Stories) Logs and Journals

Individual Interviews

Focus Groups

Opinion Essays



Methods of Data Collection

Interviews journals portfolios

individual files diaries logs of meetings

field notes videotapes audio tapes

case studies photos surveys

memos records questionnaires

self-assessment anecdotal records observations

samples of student work checklists



Taxonomy of action research data

collection techniquesAction Research

Data Collection Techniques

(The Three E¶s)

Experiencing EnquiringExamining

(By observing) (By asking)(by using records)

Participant Observation

(Active participant)

Passive Observer

Informal Interview

Structured formalInterviewQuestionnaires

Attitude Scales

Standardized Tests

Archival documents

Journals

MapsAudio and

VideotapesArtifacts

Fieldnotes



Collect the Data

yUsing a variety of data collectionstrategies, gather informationthat will contribute to thefindings

yTriangulate

yData should be analyzed as it iscollected



Organize, Analyze & Interpret

the Datay A s the data is collected, it is

also continually organized &analyzed

y A s new perspectives are gainedon the original area of focus,the problem statement may change

y Interpretation is based onongoing analysis & continually reviewing the area of focus



What is triangulation?

y Triangulation refers to the use of multiple

independent data sources to collaborate findings.Using multiple sources gets you closer to thetruth.

School records

Tests Observations



Guidelines for Data CollectingBe clear.Use appropriate tools.How much will you need?

Make it easy for you.Use multiple resources.



Continuing Data Collecting«

Directly answers question.Presentation is important.Review and don·t expect too much.Display to reveal underlying patterns.Key issue: Get USEFUL info



Action Research: Five Phases5. Reflecting on the Action



Reflection in Action

y Reflection takes place in the midst of action

http://hci.stanford.edu/other/schon87.htm

Donald Schon



Reflection on action

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

Pausing after an activity to see how it went ± what went well,

what did not, what could be changed;

We develop sets of questions and ideaas about our activities

and practice

Donald Schon



Reflectiony Looking back on experience to improve practice

y Learning in the midst of practice

y Making decisions about what to do



Stop to reflectStop to reflect



Rushing aroundRushing around

Life becomes a blur Life becomes a blur



Reflection helps us toReflection helps us tofocus«focus«



To think and actTo think and act

and think again«and think again«



ReflectionReflection is the bridgeis the bridge

betweenbetween thinkingthinking andandactingacting



A reflective thinker is aware of her own

knowledge and lack of knowledge andrecognizes that there may not be only a

single correct solution to a problem or

interpretation of a situation. A reflective

thinker relies on all available resources tofind relevant needed information and

opinions in order to come to a personal

understanding of a situation, knowing

that this understanding may change, asshe gains more information and insight

into the matter.



Action Research: Five PhasesPlan for Future Actions-Next Cycle?

y What will you do differently in yourclass/school as a result of this study?

y How will you write about what youhave learned so that your findings will

be useful to others?



Example: A

ctionResearch Q

uestion

W eb Question Samples

y http://www.sou.edu/education/actionresearch/tasks.htm

y http://www.sou.edu/education/actionresearch/questions.htm

V ideo Samples:

y http://home.sou.edu/~jablonsd/ A Rfair.HTML



It is teachers who, in the end, will

change the world of the school by

understanding it.

Lawrence Stenhouse

topik 5 - ar process

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