2. What is it for?
“To intervene in a deliberate way in
the problematic situation in order to
bring about changes and, even better,
improvements in practice”.
3. Reflective practice.
Teacher as reasercher.
• -self-reflective,
• -critical (improve your material).
• -systematic approach (data collection).
AR
6. 1. Identify the problem
2. Develop a plan of action to improve in a
spacific area.
3. (what kind of investigation is possible? What
options are possible?)
7. • Intervation in the taching situation (previously
action)
• Critically informed (current situation and new
alternatives)
Action
9. • Evaluate
• Describe the effects of the action.
• Understand the issue explored.
Reflection
10. • Excellent
material.
• Exceptional
teacher
center for collaborative action. An interactive guide to teching and learniing actions research with technology external image. 2010, avaliable at:
https://www.google.com.mx/search?q=action+research&source [last access on February 18, 2014]
11. In other words
http://www.youtube.com/watch?v=cYno85t1YmI
Describes the importance of the Action Research in the 21st century,
along with the necessities and the achievement of specific standards.
Professional Development Learning Community Program at the University. October 6, 2011.
Available at: www. MasterTeachersCommunity.org [last access on February 20,2014]
13. • Action Research: Example from an ESL Classroom
Mr. B wanted to better understand the experiences his
ninth grade ESL science students had with learning science
in order to provide them with more relevant and effective
instruction. Because of their diverse backgrounds, he
thought drawings might serve as a rich data source not
limited by English language skills. He also knew that
drawing would be enjoyable for his students and could
serve to get them talking about science. With his five-year
performance review coming up, he wanted to have
additional content for his portfolio, and action research
would be a valuable addition.
14. Action Research Question
o "What are the experiences of my ESL students with
science?"
o Reviewing the literature using Google Schoolar
o Modified his question to be more specific. "What
experiences do my ninth grade ESL students have
learning science prior to entering my class?“
o Added the question, if needed “What extent do my
learners (and my science teaching) show evidence of
21st-Century recommendations for science education
made by the US National Research Council?"
15. Research Plan
•
Collect drawings from students in each of his ESL science classes in response to the prompt
"Draw yourself learning in science before coming to this country."
•
Mr. B also asked students in his non-ESL classes to draw themselves learning science to
allow for a comparison.
•
He also planned to use additional sources of data.
•
This included having students describe what they drew in writing on the back of their
drawing and conducting interviews with five students about their experiences.
•
To guide his research Mr. B decided to use social constructivism as a conceptual
framework (or theory of understanding) because of its focus on social and cultural aspects
of learning.
•
To analyze and interpret the data, Mr. B planned to use the rubric found on this site.
•
To help reduce any bias he asked a fellow teacher to also score the drawings using the
rubric (this also gave him the opportunity to collaborate and discuss his research with
another educator.)
•
In addition to modifying his own instruction, Mr. B planned to share the results of his
research with other teachers in the science department at their monthly meeting and with
other ESL teachers in the school.
National Science Foundation under Grant No. 0455752. 2012. Action Research:
Example from an ESL Classroom, University of Maryland. 2012. [Last access
17. A. Teachers evaluate and reflect on their teaching.
B. Identify and investigate taching –learning issues
according to their context.
C. Investigate the issues of immediate concern in thier
own social situation.
D. Analysing date systematically.
E. Researcher changes the way of practice in the teaching
strategies.
summary
18. • Burns,A., 2010. doing action-investigation in educational
english: guide for teachers (online) New York Londres:
Rroutledge. [Last access on february18,2014]
Avaliabale at: Escuela de Lenguas
