The Teacher Researcher Action Research Explained Teaching is not the act of delivering someone elses mail. Sharon Friesen Conventional Research What is happening here? Action Research How can I improve what is happening here? Taking the time to reflect critically on the things we are doing in our classrooms is perhaps the most effective thing we can do to ensure that what we are doing is having the desired outcomes, and is changing our practice in the ways we want it to." (Wenmoth, 2007) So teachers can focus on what interests them as teachers at a level appropriate to them To put teachers in the learner situation where they are also engaged in inquiry To challenge and/or confirm our beliefs and assumptions as teachers To have time to talk and share with colleagues about teaching To contribute to the knowledge pool in our schools, our cluster and our profession Teacher professional development Class based research Learner has knowledge to build on. Based on learners point of view Through Action Research Benefits include: Improved teaching and better student outcomes Improved teacher confidence due to evidence based teaching How can internet resources via a data projector, be used to enhance learning within the Visual Arts curriculum areas? What are effective strategies for using learning objects to enhance my numeracy programme? How can I provide an extension Mathematics programme for a gifted group of children through with the support of ICT? How can I provide an extension writing programme for a gifted group of children through the use of a wiki? From facilitator From lead teacher From Eric database From the world wide web Did I achieve my desired outcome? Based on my experiences and evidence, how can I adapt my idea to improve outcomes? This is in essence a form of teacher inquiry. Shouldnt we as teachers also have an inquiring mind? What are you going to do and why? How do you know what good practice is? How will you know when you have succeeded? What steps will you take? Have you considered your own skills and the experiences of your students? Will you need extra support? At what time will you complete each phase of the project? Have you allowed time for reflection and review to inform next phase? Readings Data collection Start from needs of children rather than the ICT tool Analysing practice Types Structured Observation Standardised Interviews Tests Questionnaires Types Anecdotal observation Open ended interview Documents and artifacts Research Diaries (using blogs?) Characteristics Data may appear as numbers Data takes one form - response is determined by design of collection method. Characteristics Data appears as words Data may take many forms - field notes, documents, interview notes, tapes etc What are we hoping to learn from the data? What are you hoping to learn from using this particular data collection strategy? Is there a match between what we hope to learn and the method we chose? are we collecting this data? What different sources of data will allow us to learn best about this topic? What previously existing data can we use? How much data do we need to really learn about this topic? exactly are we collecting? Are there any limitations to collecting the data? What support systems need to be in place to allow for the data collection to occur? Are there ways to build data collection into the normal activities of the classroom? are we going to collect the data and for how long? Have we built into the plan collecting data at more than one point in time? Are there strategies we can use to easily observe and record data during class? Can you afford the time to gather and record data using the strategies you have selected? are we going to collect the data and for how long? Are there data which can be generated by students? Is there a colleague who can observe in your room or a student teacher who can assist with data collection? What can you do yourself without it being too overwhelming? is going to collect the data? How will you collect and display the qualitative data/the quantitative data? What plan do you have for analysing the data? To whom will you present what you have learned? will data be collected and displayed? What are effective strategies for using learning objects to enhance my numeracy programme? How can I provide an extension writing programme for a gifted group of children through the use of a wiki? 25 Using Digital Photos in the Literacy Programme Ainsley Cane Pine Hill School Room 1 26 Aims Increase the amount written on a topic. Include a personal response. Demonstrate enthusiasm for the task of writing. 27 Methodology Pre data Attitude Survey Writing Sample 28 Methodology Using Digital Photos Miss Sutherland took a photo of me doing reading activities. I was doing the alphabet apple at the blue table. I like it. 29 Methodology Using Digital Photos continued.. I am going to get a medal I got fit. I got a ice-cream and a drink too. I was going to run. I feel happy and I am standing on the winners stand. 30 Methodology Using Digital Photos Continued I went to the park with Snuggly Bear. He got apples for good days. 31 Post Data Attitude survey Writing sample Childrens comments 32Results Increase in content Number of sentences. 33 Conclusions Success! The children were motivated and produced more. May have also had other factors involved Now need to continue to trial. 34 Action Research Habits of Mind Henrica Schieving Henrica Schieving Port Chalmers School 35 Habits of Mind We are what we repeatedly do. Excellence, then, is not an act but a habit. - Aristotle 36 Habits of Mind Persistence Managing impulsivity Listening to others with empathy and understanding Thinking flexibly Thinking about our thinking Striving for accuracy and precision 37 Habits of Mind Questioning and posing problems Applying the past to new situations Thinking and communicating with clarity and precision Gathering data through all the senses Creating, imagining and innovating Responding with wonderment and awe 38 Habits of Mind Taking responsible risks Finding humour Thinking interdependently Learning continuously 39 40 Broad Aim Action Research Henrica Schieving Port Chalmers School Broad aim Specific Aim Students will gain an awareness of and use the Habits of Mind within the classroom. Research questions Does the awareness of, and use of Habits of Mind in the classroom help children succeed? Baseline data Children will complete a self-assessment of their opinions about what values that they think are important to become successful adults (Worksheet 1). Methodology During handwriting time, children will engage in Oral language lessons related to each of the Habits of Mind. Each handwriting lesson will relate to a specific Habit of Mind and will explain the Habit of Mind in appropriate language the age group understands. During other lessons when it is apparent that a Habit of Mind is being used or needing to be used, oral language discussion will be used to let the children see the significance of Habits of Mind in many facets of life. Rather than accept a child parroting the Habit of Mind we will ask for what the Habit of Mind meant and when you will need it, hoping to stop the learning of the Habits of Mind being simply the recall of a list. Resources Professor Arthur Costas books Habits of Mind overview Laminated Habits of Mind framed templates with Habits of Mind explained (created myself - attached). Time Table Baseline data collected April 2006 Teach the Habits of Mind in handwriting lessons and Oral discussion April October Assess students at end of October 2006 Written up by November 1st 2006 Conclusion The baseline data showed that most of the children had initial ideas of co-operation and self control and being sensible. The children who were most able academically were able to be more specific as to which values adults need. The children least able academically often listed things adults actually did, such as making beds or cooking rather than the values behind the acts or they made statements using a negative such as, dont be lazy.. As the action research time went on I found the class more and more able to discuss why we were learning something and what value it had for them. An example of this was in our health unit the children became more able to articulate the big ideas behind the unit and how the choices people make affect their lives. Many of their answers related to the Habits of Mind. Two whole class assessments were carried out to ascertain the differences in the childrens responses. One was an exact replica of the baseline task to check for changes in depth of responses (worksheet 2). The other was the question, How has learning about the Habits of Mind helped you in the classroom? (worksheet 3). Three interviews were also conducted with randomly chosen children. These were informal dialogues about the Habits of Mind. Worksheet 3s responses were extremely positive in how Habits of Mind have helped each child learn. The main perceived benefits were the use of persistence in the tasks that they did. The following quotes represent some childrens ideas. They helped me get more interested in writing. It has helped me want to be more successful when I grow up. Aranae Persistence has helped me to keep trying and not give up when Im doing Marimbas. Managing my impulsivity has helped me think before I act and to think if it were a good or bad thing to say before I say it. Emma It has helped me with my persistence in spelling. It has made me motivated to move up a spelling group and to focus my reading. It has made me think flexibly Angus I am better at maths because I use persistence and I use persistence if its a hot afternoon and I just want to stop working. If I find humour in work then it makes stuff more interesting, then I learn more. Learning logs are getting easier because of habits of mind. I feel more better about maths than ever before. Eliza Persistence helped me in athletics. I had to try my hardest and never give up. I have to listen more harder. Josef Each childs Worksheet 2 was compared to worksheet 1 to check for changes in understanding. The November worksheets all showed an obvious change in thinking. The children were more in touch with the link to their learning now and how it relates to their future. They were able to articulate the skills and values adults need to be parents. All children showed an improvement in awareness of what adults need to become successful. My original question was; Does the awareness of, and use of Habits of Mind in the classroom help children succeed? All children in Room 4 showed progress academically during this time, however it cannot be absolute that the teaching of the Habits of Mind was the reason for this progress. I believe that the childrens statements about how Habits of Mind have helped them in the classroom show the children attributing work habits and attitudes to the Habits of Mind. Therefore the answer to my question appears to be yes. I intend to keep using the Habits of Mind in my classroom as a result of this action research. I feel the use of Habits of Mind blends well with the independence building of the Inquiry approach. To develop life skills which are known to be characteristics of successful people. Specific Focus Students will gain an awareness of and use the Habits of Mind within the classroom. Research Question Does the awareness of, and use of Habits of Mind in the classroom help children succeed? 41 Baseline Data Children will complete a self-assessment of their opinions about what values that they think are important to become successful adults (Worksheet 1). Resources Professor Arthur Costas books Habits of Mind overview Laminated Habits of Mind framed templates with Habits of Mind explained (created myself - attached). 42 Methodology Oral lanuage session based on one habit. Handwriting involves writing about one habit in child friendly language. During Handwriting We will draw attention to habits being used or that could be used and have oral discussions around this. Rather than accept a child parroting the Habit of Mind, we will ask for what the Habit of Mind meant and when you will need it, hoping to stop the learning of the Habits of Mind being simply the recall of a list. During Other Lessons 43 Two whole class assessments will be carried out to ascertain the differences in the childrens responses: One will be an exact replica of the baseline task to check for changes in depth of responses (worksheet 2) The other will be to answer the question, How has learning about the Habits of Mind helped you in the classroom? (worksheet 3) Three interviews will also be conducted with randomly chosen children. These will be informal dialogues about the Habits of Mind. Data Collection 44 Timetable Baseline data collected April 2006 Teach the Habits of Mind in handwriting lessons and Oral discussion April October Assess students at end of October 2006 Written up by November 1st 2006 45 Results Most of the children had initial ideas of co- operation and self control and being sensible. The children who were most able academically were able to be more specific as to which values adults need. The children least able academically often listed things adults actually did, such as making beds or cooking rather than the values behind the acts or they made statements using a double negative such as, dont be lazy.. From Pretest 46 Results The class were more and more able to discuss why we were learning something and what value it had for them. An example of this was in our health unit the children became more able to articulate the big ideas behind the unit and how the choices people make affect their lives. Many of their answers related to the Habits of Mind. During the Study 47 Results From Worksheet Two Each childs Worksheet 2 was compared to worksheet 1 to check for changes in understanding. The November worksheets all showed an obvious change in thinking. The children were more in touch with the link to their learning now and how it relates to their future. They were able to articulate the skills and values adults need to be parents. All children showed an improvement in awareness of what adults need to become successful. 48 Worksheet 3s responses were extremely positive in how Habits of Mind have helped each child learn. The main perceived benefits was the use of persistence in the tasks that they did. The following quotes represent some childrens ideas: It has helped me with my persistence in spelling. It has made me motivated to move up a spelling group and to focus my reading. It has made me think flexibly Angus Persistence has helped me to keep trying and not give up when Im doing Marimbas. Managing my impulsivity has helped me think before I act and to think if it were a good or bad thing to say before I say it. Emma Results From Worksheet Three 49 Results From Interviews Yes, it helps in the future and for now. S Yes, it helps me manage my anger. K Yes, if you know what you need then youll probably start trying to do it, and then youll get into a habit of doing them. R Question One: Do you think the Habits of the Mind have been good to learn about? 50 Question 2 Which Habit of Minds do you feel are the most important for you at the moment? Responding with wonderment and awe, and persistence. R Managing my impulsivity and persistence. K Finding humour and persistence. S 51 Question 3 Do you feel that Year 5&6 is a good time to learn Habits of Mind or should you have learned it earlier? Year 5 & 6 is a good time. If we were younger we would not understand. S We should start earlier to get used to them. K Year 5&6 is a good time. If we were younger we might have learned them but not do them and if older it would be too long. R 52 Question 4 Do you think you have enough embedded in you that if you didnt get taught them again you would still have the habits? I would still like to have them taught to me again as a reminder but I think I would still have them if I didnt. S I think we would probably need more of the ones we didnt really do much. The ones we really focused on will stick. R It would probably be easier if you did it every year. K 53 Question 5 Was handwriting time a good time to learn Habits of Mind? Good, but maybe we didnt do as well in our handwriting because we were focused on Habits of Mind. S If you are good at handwriting, maybe you could focus better. K It doesnt make you worse at handwriting it might stop you improving. R 54 Question 6 Is 16 habits of mind too many? A wee bit less would be good. K Maybe split into two years. S Split into two years. R 55 Results Summary All children in Room 4 showed progress academically during this time. However it cannot be absolute that the teaching of the Habits of Mind was the reason for this progress. I believe that the childrens statements about how Habits of Mind have helped them in the classroom show the children attributing work habits and attitudes to the Habits of Mind. 56 Conclusion Does the awareness of, and use of Habits of Mind in the classroom help children succeed? Original Question The answer to my question appears to be yes it did help children to succeed though this may have been in combination with other factors. I intend to keep using the Habits of Mind in my classroom as a result of this action research. I feel the use of Habits of Mind blends well with the independence building of the Inquiry approach. Response to the Question Online Video Sites eg TeacherTube Sites for Sharing Powerpoints eg Slideshare.net Reflective Blogs While you may hold initial concerns about additional work involved in action research projects, other schools tend to find that these dissolve as teachers realise the benefits these projects have on their practice and the enjoyment of their profession.