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Here are some links and examples of how teachers in other clusters are becoming researchers in their own classrooms.
From Central North's Cluster Wiki:
Reflection
"Often in our classrooms we get so busy planning for and managing the lessons we do with our
students that we don’t allow ourselves time to reflect. Charles Handy makes the following observation:
"In order to find some answers, people have to draw back from life occasionally, to concentrate on the things that really matter. When people are very busy they lose themselves in their busy-ness and are unaware of anything, apart from the little bit of the world they are occupying. This is when it is necessary to use the arts of different sorts to help us step back and recover our perspective."
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)
Once Possible Process
Examples of inquiry questions
Question: How can internet resources via a data projector, be used to enhance learning within the Visual Arts curriculum areas?
Focus: To view a variety of painting styles including realism, impressionism, expressionism and abstraction.
To provide a suitable range of vocabulary to enable children to communicate their ideas about what has been observed.
To extend their learning through the physical means of painting.
Question: How can I provide an extension writing programme for a gifted group of children through the use of a wiki.
Focus: Set up a computer enhanced writing programme for children working at Level 4.
Work alongside children to create individual wikis and links.
Each child will reflect on their learning and will use teacher monitored links through their personal wiki
Question: What are effective strategies for using learning objects to enhance my numeracy programme?
Focus: Seeking out appropriate and relevant learning objects at Digistore. Building an organized list of learning objects in the eResources section of the school intranet. Developing effective management strategies to make the learning objects an integral part of learning in maths. Supporting children to locate and navigate the right learning objects.
Question: How can the data projector best be used to enrich learning experiences in my classroom?
Focus: To use the data projector to motivate and support the students in their learning – particularly with reading vocabulary
Question: How can I provide an extension Mathematics programme for a gifted group of children through with the support of ICT?
Focus: Set up a computer enhanced mathematics programme for children working at level 4.
Work alongside children to create individual Wikis and links to online resources
Each child will reflect on their learning and use teacher-monitored links though their personal Wiki.
Question: How can the digital learning objects be utilised more effectively by students for independent activities during reading time?
Focus: To organise the reading digital learning objects so that they can be easily integrated into reading times for groups to use independently and also that they are being used to support the specific learning and teaching.
Question: How can the data projector best be used to enrich learning experiences in my classroom?
Focus: To use the data projector to motivate and support the students learning during topic sessions.
Data Collection Ideas
Data Collection: The 5 W's and an H
(Donner, 2001)
WHY are we collecting this data?
* 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?
WHAT exactly are we collecting?
* 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?
WHERE are we going to collect the data and for how long?
* 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?
WHEN 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?
WHO is going to collect the data?
* 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?
HOW will data be collected and displayed?
* 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?
Ideas Gathering Data
Interviews with students, parents, teachers
Checklists of skills, behaviours, abilities, movement, procedures, interactions, resources
Portfolios of a range of work from students of different abilities around a particular topic; a representation of a total experience; a collection of documents for analysis
Individual files of students' work (e.g., tapes, samples of work, art work, memos, photos of models/projects, reports), of students' opinions; of student attitudes, of students' experiences
Diaries/journals written by teachers, students, parents, class groups, teachers
Field notes/observation records - informal notes written by a teacher
Logs of meetings, lessons, excursions, school expectations, material used
Student-teacher discussion/interaction - records of comments and thoughts generated by students
Questionnaires of attitudes, opinions, preferences, information
Audiotapes of meetings, discussions in class or about data gathered, games, group work, interviews, whole class groups, monologues, readings, lectures, demonstrations
Videotapes of classrooms, lessons, groups, demonstrations, a day in a school, lunch times
Still photography of groups working, classrooms, faces, particular students over time, at fixed intervals in a lesson
Time-on-task analysis of students, teachers; over a lesson, a day, a week
Case study - a comprehensive picture/study of a student or a group of students
Analyzing Your Data
Design a systematic approach to analyse your data. This may develop as you become more comfortable with what you are learning.
Do not be afraid to let the data influence what you are learning as you go deeper with your analysis.
Look for themes and patterns to emerge. Look for those unique ideas that you had not considered which might influence your thinking.
Make sure that you are organising your data based on what you are actually learning from the data, not on the assumptions you bring with you to your analysis.
Don't censor the data, even if you don't like what you are learning. Include data that doesn't necessarily reflect change or growth. All of this is part of the learning experience and can still inform our practice.
Go through your data several times. New ideas will occur to you with a fresh perspective.
Think about creating visual images of what you are learning. A grid, an idea map, a chart, or some visual metaphors are all possibilities to help make sense of the data and display a powerful presentation of your ideas.
Write lots of notes to yourself as you are sorting. This kind of reflection will help you as you step back and try to look at the big picture.
Eg ; Inspiration, blog, journal, record your voice
Share your findings with your coaching partner and other colleagues. Do new questions emerge from this discussion?
Let the data influence you. Record ideas for actions you will take as a result of what you are learning.
Reporting Back
No two reports will look the same and will reflect the individual teacher their context and question. This is the teacher’s story and the way it is presented and organised is up to them. Teachers will have the opportunity to share their findings with colleagues and schools. It is also hope that some teachers will be prepared to share at a cluster and ICT PD Network level through conferences and online forums.
Some ideas to include in your report:
Name and background information, school, level
Your question and why you selected it. You might include a statement about why this is important to you and your educational philosophy if relative.
How you collected and organised data and the results. Dates, themes etc
List of references if you used any.
Feedback on challenges at any stage of the process
Changes you've gone through during the process including insights.
Conclusions – what have you found out and your interpretations
Reflections on assumptions that you might have made prior to or during the study
Feelings, intuitions not encountered in the study
Future directions:
What recommendations would you make to colleagues?
Have you formulated new questions?
Do you have any ideas for implementing change in your practice?
Reflection on the action research process that is separate from the topic
Examples of Completed Inquiry Presentations
Kidspiration
Tina Walsh and Jillian Sommers
Jillian and Tina will share examples of how they have used the templates in Kidspiration to support learning in topics and literacy. Digital images will be shared along with reflections showing children working with these tools and some examples that teachers can utilise or adapt. Reflections will also be available from their inquiry.
Lexile Reading
Diane Ormiston, Lorraine Fisher and Sue Lorrimer
Diane has been using the Lexile Programme for over a year with her Yr 3 class. This year the programme has expanded to include Year 5 and 6. Diane will demonstrate the how teachers and children are using the Lexile Reading programme, supported by Lorraine and Sue who teach Yr 5-6 and have just recently started the progrmame with their students. Thet are carrying out a teacher inquiry this year with a group of students in their classes. Their reflections will be made available at the end of the year.
The introduction will explain the concept and purpose of the programme and will be followed by hands on using classroom computers to answer a quiz. Included is an opportunity to explore how a search of pupil results can assist teachers to gain an understanding of the profiles of an individual’s performance. Teachers will also share strategies that they have used to help mange the programme.
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