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Initial task

There are three posters on the walls around the room.

On each poster there is a question about your prior experience of research.

Writer your answers on sticky notes (one per question) and fix them to the relevant poster.

Unit 1: Benefits of action research

Author details and credentials

Action Research for Improved Classroom Teaching

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Overview of the course

Action research

for improved classroom teaching

Unit 1: PlanBenefits of

action research

Unit 2: Review/Plan

Suitable topics of research

Unit 3: Review/PlanPlanning and running your

project Unit 4:

Review/Plan Evaluating

your research

Unit 5: ReviewWhere next?

D E V E L O P I N G E X C E L L E N C E T O G E T H E R 4

Overview of the course

Action research

for improved classroom teaching

Unit 1: PlanBenefits of

action research

Unit 2: Review/Plan

Suitable topics of action research

Unit 3: Review/PlanPlanning and running your

projectUnit 4:

Review/Plan Evaluating

your research

Unit 5: ReviewWhere next?

D E V E L O P I N G E X C E L L E N C E T O G E T H E R 5

How much progress will you make in this unit?

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Collecting baseline data to determine impact of training

You each have a series of statements about research.

Take a couple of minutes to consider each statement.

Circle the three statements which mean the most to you at this stage of the training package.

Your facilitator will collate your responses.

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What is meant by action research?

noun

[mass noun]

‘studies carried out in the course of an activity or occupation, typically in the field of education, to improve the methods and approach of those involved.’

Source: Oxford dictionaries (Online)

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Action research in a teaching and learning context

Kurt Lewin’s view

John Elliott’s view

Lawrence Stenhouse’s view

Baumfield, Hall and Wall’s view

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Action research in a teaching and learningcontext

(Source: Baumfield, Hall and Wall, 2013, pp.5-8)

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Are you currently undertaking aspects of research in your school?

Think of existing data collection methods and ways of giving evidence of improving classroom teaching.

Think of how you currently make decisions about evidence you provide of improving classroom teaching.

Think about how you currently give and receive feedback on your methods of collecting data and the ways you make decisions about how you give evidence of improving classroom teaching.

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Are you currently undertaking aspects of research in your school?

Did you include any of the following?

Data collection: assessment outcomes, marking, learning walks, book scrutiny

Decision making: gut feeling, head of department makes a decision, leadership team takes control

Feedback: student evaluation questionnaires, students as researchers, parent view

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What might action research look like and feel like in your role in school?

Is there a stone in your shoe?

(Source: Baumfield, Hall and Wall, 2013, p.38)

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What might action research look like and feel like in your role in school?

What do you want to explore?

Which questions do you want to ask?

What change are you expecting?

How are you going to measure that change?

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What’s going on?

Starting point: Why don’t the group work part of my lessons turn out that well?

What’s going on?

Aspect of practice Measure

How are the groups organised? Seating plan analysis

Do some groups work better? On task/off task observations

Does it depend on the day/task/etc? Observations and assessment over time/notes in planner

(Adapted from Baumfield, Hall and Wall, 2013, p.40)

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What’s going on?

Challenge:

You now have fifteen minutes to plan how you are going to find out ‘what’s going on?’ in relation to your own niggle.

Use Handout 1.6 to guide you.

Don’t forget you don’t have to collect your evidence from scratch. Use the information on the flipchart sheets around the room to help.

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What’s going on?

What is your starting point?

Can you explain why this is your niggle?

Which aspects of your practice will you focus on?

What are your reasons for this?

How will you measure what is going on in each aspect of your practice?

What are your reasons for this?

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How much progress have you made this session?

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What will we cover next time?

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Next steps

Follow up on this session by:

Reviewing progress using Handout 1.2

Reading some action research case studies on the Campaign for Learning website

Prepare for next session by:

Carrying out your initial action research cycle to explore ‘what’s going on?’

Considering how you will present and share your findings.