what is teacher research
TRANSCRIPT
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What is Teacher/ActionResearch?
Sharon K. Miller
Southern Arizona Writing Project
June 1, 2007
Revised November, 2008
Partially from the work of Leo Grigsby, George Mason
University
March 2005
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` Teacher research is undertaken by insiders in theschools.
` TR studies address ones own practice` TR is systematically planned and involves data
collection, analysis, and public presentation offindings.` TR includes an action component, that is, the
practitioner observes a problem, takes action on it,and observes the results.
` TR studies have implications for others. Findings
may speak to local, regional, national, or globalpolicy on education, children, and families.The terms Teacher Research and Action Research are often
used interchangeably.
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Goal: To meet
the learning
needs of every
child
ASSESS need
for change or
action
IMPLEMENT
the change oraction
STUDY the
results
RETHINK theneed, the
change, and the
results
R
R
A
A
A
I
I
S
S
CONTINUOUS IMPROVEMENT THROUGH TEACHER RESEARCH
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` Reflect on the situation or context
` Discuss with colleagues
` Read in the professional literature
` Challenge your own assumptions` Formulate some guesses or hunches about the
phenomenon
` Decide on the first stepmake a plan
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` Decide on your interventionwhat instructional
strategies will produce the learning changes
desired?
` Implement the instructional strategy(ies)` What data will you need to collect?
` Collect data on the effects of the intervention
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` Reflect on the data you are collecting
` Share the data with colleagues
` Challenge the data
` Formulate trial finding(s)` Develop conclusions that are supported by the
data.
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` Does the data demonstrably support your
conclusions?
` Do your colleagues find your argument credible?
` Are there other factors that might have broughtabout the change?
` Will others find your conclusions credible, useful,
and appealing?
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` A problem in your classroom
` A puzzle or dilemma about the learning of a
particular student or group of students
` A question you have about teaching` A situation that has arisen in your classroom
` How to develop and support particular learning
qualities
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` TFQ = Teachers first question or puzzle
`AVR (TVR) = Action (Teacher) Research
Question
` H/SV = Version of the question when you
have an hypothesis or strategy
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` TFQ: How am I going to cope with the wide
discrepancy of reading levels in my classroom?
` ARV = What can I do to help Johnny learn to
read?` H/SV: (Or if you have an hypothesis or strategy to
try: What happens when I give Johnny reading
materials appropriate to his reading level and
interests?)
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` TFQ: Why are these kids so noisy and frenzied?
` ARV: What can I do about the chaos in my
classroom (noise, movement, off-task behavior,
lack of attention)` H/SV: What happens when I use childrens energy
and need to be social as an element of my
classroom pedagogy using cooperative learning,
literature circles . . .?
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` TFQ: What is wrong with those parents that they
didnt teach Susie to talk and be social with her
peers?
` ARV: How can I get Susie to participate in classmeeting and other conversations?
` H/SV: What happens when I empower Susie (and
other quiet children) with the task of sharing an
aspect of her (their) expertise with a small groupof peers?
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` TFQ: Why dont these children learn English
like the rest of us?
` ARV: How can I get my ELLs to use their
spoken English so they can develop skills
and knowledge of English?
` What happens when I scaffold the
experience and courage of my ELLs by
having them work in small groups for literacy
acquisition?
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` TFQ: Why do I feel so uncomfortable teaching
mathematics concepts to third grade ELLs?
` How can I make the learning of mathematics
more hands-on and interactive so children worktogether to learn?
` What happens when I adopt a workshop
approach to teaching mathematics and set up
learning centers to give children the chance to
work together and use hands-on learningstrategies?
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` TFQ: Why are these children so mean and nasty
to each other?
` ARV: How can I help my children develop a
respectful classroom community?` H/SV: What happens when we use the strategy of
weekly classroom meetings to build respect and
trust within our classroom community?
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` TFQ: Why are these children so dependent and
needy?
` ARV: How can I help my children become
independent learners?` H/SV: What happens when I use multiple
intelligences strategies to help my students learn
about themselves as learners and to develop
strategies for independent learning?
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` TFQ: How can I deal with the wide discrepancy of
learning needs in this classroom?
` AFQ: How can I meet the needs of my less able
students without neglecting (or boring) my moreable students?
` H/SV: What happens when I offer graduated
difficulty menus for class projects and
assignments?
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Goal: To meet
the learning
needs of every
child
ASSESS need
for change or
action
IMPLEMENT
the change oraction
STUDY the
results
RETHINK theneed, the
change, and the
results
R
R
A
A
A
I
I
S
S
CONTINUOUS IMPROVEMENT THROUGH TEACHER RESEARCH
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` Identify an area of practice to be
investigated ( your question);
` Imagine a solution ( your intervention);
` Implement the solution ( collect data);` Evaluate the solution ( analyze data);
` Change practice in light of the evaluation;
` The cycle gets restarted.