Exploring Action Research
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Standards in writing and mathematics are declining for young people according to a 1912 article in The Times, which argues that young people spend too much time listening to gramophones. The document discusses various topics related to continuing professional development for teachers, including economic climate, learner commitment, lifelong learning, technology, teaching strategies, student engagement, reflection, and research.
Exploring Action Research
- 2. “… standards in writing and mathematicsare declining because young people are spending too much time….… listening to the gramophone. The Times 1912
- 6. Economic climateLearners commitment to learningLifelong learnersTechnologicalInitiatives and changing educational landscape
- 7. Focused on everyday teachingOwnership of CPDTo become a more reflective and forward-thinking practitioner. The ability to facilitate expressive class discussionsThe opportunity to try new strategies without a fear of failure and with the support of colleagues. Instil a coaching cultureConfidence and competenceCredit for CPDSharing best practiceReflection and collaboration
- 8. Skills for lifelong learningAll children aspire to a higher level of thinkingStudent engagement and motivation Students identify patterns in their learning Independent and personalised learningReflective and creative learnersOpportunities for paired or group work Adds structure to thought processes Allows us to imagine what we want our students to be – creative, independent, functional, reflective, team players and work towards this!
- 9. What issue am I interested in researching?Why do I want to research this issue?What kind of evidence can I gather to show why I am interested in this issue?What can I do? What will I do?What kind of evidence can I gather to show I am having an influence?How can I explain that influence?How can I ensure that any judgments I make are reasonably fair and accurate?How will I change my practice in the light of my evaluation? Where do I go? What is my responsibility in terms of dissemination?
- 10. “I can’t do it.”“It’s too hard.”“I’m finished.”“Will that do?”“I don’t think I was here that day.”“I can’t think of anything to write.”“How do you start it?”“Will you do it for me?”
- 11. Girls and PhysicsAfL – comments only markingPromoting higher order thinking skills in KS3 English - Blooms TaxonomyLeading change to vertical tutoring to ensure effective support for studentsRaising boys' attainment in...Pupils as researchersPersonalising learning in mixed ability classesUse of pupil voice and assessment for learning
Editor's Notes
- #2: http://research.becta.org.uk/index.php?section=rh&catcode=_re_vi_ng_03 Refer to BECTA conference (organisation for ICT in schools) where the thoughts of this student were shared. Is this a student we would want in our class? Is this a student who has been taught well? Is this a student who can think independently? We are preparing to teach learners born in the 21st century? Do we know who we will be teaching in years to come?The design of the new curriculum begins with a simple question… ‘What are we trying to achieve through education?’ As teachers, employers, experts and young people engage with this question a number of key themes emerge. There is a growing recognition of the need to focus more explicitly on developing the skills and attitudes that will allow young people to become adaptable, resilient, to be able to take responsibility and become enterprising and creative. At the same time there is unanimity on the importance of securing the essential skills of literacy, numeracy and ICT which are the key to so much future learning. We also want people to be knowledgeable, not only having access to the big ideas that shape the world, but also to be informed about contemporary issues such as sustainability and climate change. More than anything there is a desire to help children develop a sense of agency so that they can make a difference to their own lives. All stakeholders want to equip children with deeper understanding and more transferable skills so that they can build, use and apply knowledge in new contexts to build relationships, solve problems and generate new ideas.
- #3: DO WE NEED CHANGE???Discuss the need for change in an ever changing climate; both ecomonic and educational.
- #4: SHIFT HAPPENSExplain the need for change and the link to researchDiscuss that the most in demand jobs did not exist a number of years ago and the information we communicate and teach our learners must prepare them for an evolving work and economic climate
- #5: SHIFT HAPPENSTechnology forces changeIn the 20 years since the introduction of the first National Curriculum technology has transformed the way we work and play. Many young people lives are now permeated with the use of technology for social networking, game-play and as consumers and creators of digital content. During this period we have also seen significant investment in infrastructure and kit in schools and most are now suitably equipped to make productive use of technology to support learning. Consequently, we need to raise the bar in terms of our expectations for the use of technology to support learning. If learning is to remain connected to the lives of young people it is important that the school experience is as rich and compelling as their out of school lives. In a curriculum fit for the future the use of ICT must support high quality research, creative and critical thinking, communication and collaboration. Consequently, the new curriculum sees ICT as an essential skill for learning and life.
- #6: SHIFT HAPPENS – If Facebook was a country it would be the 11th largest in the world. And to whom did we address questions to before Google? In order to prepare students for the world of work and living in the 21st century we must ensure that can transfer skills. By partaking in action research we can address the needs of students more proficiently.
- #7: FORCES FOR CHANGELink the need for change and the changing nature of education to the need for research and changing our practice to trial new approaches and to personalise learning and respond to the needs of learners.
- #8: BENEFITS TO PRACTITIONERSDiscuss the impact and benefits of conducting research and relate these to the research I have conducted.
- #9: BENEFITS FOR STUDENTS
- #10: STARTING RESEARCHShare advice to act as a starting point for those who want to take part in research
- #11: Habits of mind http://www.instituteforhabitsofmind.com/Research/work has been carried out into habits of mind and we will be familiar with the above statements/questions. We as practitioners must address these bad habits of mind and look at how we can encourage good habits. We must try to develop good habits of mind – flexible thinking, persistence, etc. Research can assist in developing our students into what we want them to be. Flexible thinking -Accepting different perspectives, Accepting multiple solutions, Generating alternatives, Changing their mind, Seeking novel approachesPersistence - Sticking to it until completed, Not giving up after 5 minutes, Not being afraid to make mistakes, Persevering, Looking for ways to achieve goals even when stuck.Ways to address habits1. Plan curriculum experiences with the needs and characteristics all pupils in mind2. Understand and use challenge in the classroom3. Use a variety of teaching approaches effectively4. Use peer- and self-assessment to enable independent learning5. Stimulate and attend to the pupil voice6. Know how to deepen, broaden or accelerate the curriculum to meet the needs of gifted and talented pupils7. Understand the use of assessment for learning to discover and meet the learning needs of all pupils
- #12: What could I research?
- #13: Final thoughts...If students ruled our schools – the importance of student voice in research. What do students like doing? What helps them to learn? What engages them? What inspires them to be creative?