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HOW DO YOU KNOW
WHAT WORKED?
SIMPLE CLASSROOM-
BASED RESEARCH
TECHNIQUES

Dr. Deborah Healey, dhealey@uoregon.edu
Agenda

 Synonyms
 Teaching diary

 Reflective teaching – why and how

 Classroom-based research methods

 Putting it into practice

 A quick look at item analysis
Classroom-based research

 participatory research
 collaborative inquiry

 emancipatory research

 action learning

 contextual action research



(O’Brien, 2001: 1)
More…

 practitioner research
 teacher research

 site-based research

 action science




(http://cs3.wnmu.edu/elearning, cited in ProDAIT)
Think-pair-share

   Why are there so many different
    terms?
What do teachers do?
  Plan
  Try
  Consider
  Re-think
How do you know what worked in your
lesson?
  Reflective   Teaching Diary activity
   Reflective teaching video
     fromShaping the Way We Teach
     English, Chapter 14
Think-pair-share

   How would you define “reflective
    teaching”?
   Classroom-based research is
    reflective teaching
        PLUS…
Some definitions


“systematic enquiry designed to yield
practical results capable of improving a
specific aspect of practice and made
public to enable scrutiny and testing”

(www.standards.dfes.gov.uk/research/glossary)
Some definitions


“systematic enquiry designed to yield
practical results capable of improving
a specific aspect of practice and made
public to enable scrutiny and testing”

(www.standards.dfes.gov.uk/research/glossary)
“inquiry-based research conducted by
teachers that follows a process of
examining existing
practices, implementing new
practices, and evaluating the
results, leading to an improvement
cycle that benefits both students and
teachers”
“inquiry-based research conducted by
teachers that follows a process of
examining existing
practices, implementing new
practices, and evaluating the
results, leading to an improvement
cycle that benefits both students and
teachers”
Method

 Start: a classroom issue or question
 Dig: do others have this issue? What
  do they do?
 Plan: one change

 Act and observe: take notes

 Share

 Revise and retry
Spiral
Spiral
 planning a change,
 acting and observing the process and
  consequences of the change,
 reflecting on these processes and
  consequences, then
 re-planning,
 acting and observing,
 reflecting and so on ...
   http://www.prodait.org/approaches/research/how.php
Sharing

 Is important!
 Collaborate

 Get another perspective

 Test the results
Your turn…

 Think of a problem or question
 Work in a small group

 Plan your intervention/change

 What do you expect?

     Bestcase
     Worst case

   How will you collaborate/share?
Healey-Classroom based research techniques
 Do you create tests or quizzes for
  your students?
 Do you use rubrics?



Item analysis can help!
Overall assessment

 1
 2
 3
 4
 5
 6
 7
 8
 9
10
     From http://fcit.usf.edu/assessment/selected/responsec.html
                                  D. Healey & D. Shaw
Multiple choice assessment




  From http://fcit.usf.edu/assessment/selected/responsec.html
                               D. Healey & D. Shaw
   Comments and questions…
Thanks!


dhealey@uoregon.edu
http://www.deborahhealey.com
sites.google.com/site/healeyclassroomres
earch

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Healey-Classroom based research techniques

  • 1. HOW DO YOU KNOW WHAT WORKED? SIMPLE CLASSROOM- BASED RESEARCH TECHNIQUES Dr. Deborah Healey, dhealey@uoregon.edu
  • 2. Agenda  Synonyms  Teaching diary  Reflective teaching – why and how  Classroom-based research methods  Putting it into practice  A quick look at item analysis
  • 3. Classroom-based research  participatory research  collaborative inquiry  emancipatory research  action learning  contextual action research (O’Brien, 2001: 1)
  • 4. More…  practitioner research  teacher research  site-based research  action science (http://cs3.wnmu.edu/elearning, cited in ProDAIT)
  • 5. Think-pair-share  Why are there so many different terms?
  • 6. What do teachers do?  Plan  Try  Consider  Re-think
  • 7. How do you know what worked in your lesson?  Reflective Teaching Diary activity
  • 8. Reflective teaching video  fromShaping the Way We Teach English, Chapter 14
  • 9. Think-pair-share  How would you define “reflective teaching”?
  • 10. Classroom-based research is reflective teaching PLUS…
  • 11. Some definitions “systematic enquiry designed to yield practical results capable of improving a specific aspect of practice and made public to enable scrutiny and testing” (www.standards.dfes.gov.uk/research/glossary)
  • 12. Some definitions “systematic enquiry designed to yield practical results capable of improving a specific aspect of practice and made public to enable scrutiny and testing” (www.standards.dfes.gov.uk/research/glossary)
  • 13. “inquiry-based research conducted by teachers that follows a process of examining existing practices, implementing new practices, and evaluating the results, leading to an improvement cycle that benefits both students and teachers”
  • 14. “inquiry-based research conducted by teachers that follows a process of examining existing practices, implementing new practices, and evaluating the results, leading to an improvement cycle that benefits both students and teachers”
  • 15. Method  Start: a classroom issue or question  Dig: do others have this issue? What do they do?  Plan: one change  Act and observe: take notes  Share  Revise and retry
  • 17. Spiral  planning a change,  acting and observing the process and consequences of the change,  reflecting on these processes and consequences, then  re-planning,  acting and observing,  reflecting and so on ...  http://www.prodait.org/approaches/research/how.php
  • 18. Sharing  Is important!  Collaborate  Get another perspective  Test the results
  • 19. Your turn…  Think of a problem or question  Work in a small group  Plan your intervention/change  What do you expect?  Bestcase  Worst case  How will you collaborate/share?
  • 21.  Do you create tests or quizzes for your students?  Do you use rubrics? Item analysis can help!
  • 22. Overall assessment 1 2 3 4 5 6 7 8 9 10 From http://fcit.usf.edu/assessment/selected/responsec.html D. Healey & D. Shaw
  • 23. Multiple choice assessment From http://fcit.usf.edu/assessment/selected/responsec.html D. Healey & D. Shaw
  • 24. Comments and questions…

Notas del editor

  1. What are the important elements? Why are these terms different? What is each one emphasizing?
  2. Again - What are the important elements? Why are these terms different? What is each one emphasizing?
  3. Reflect for a moment – this is Reflective Teaching, which we’ll talk about next
  4. Reflecting is the first step in CB Research15 minutes
  5. 10 min? or just a clip?
  6. 5 min
  7. Not just thinking, but taking action as a result
  8. What does this mean?
  9. What does this mean?
  10. What do you notice here?
  11. Issues: management, engagement, speaking in L1, does a new method (Trace) work, etcDig: Colleagues? Articles?Notes- during or afterSharing is important!
  12. Not just thinking on your own. Collaboration helps you get perspective on your ideas. Are the results long-lasting? Could others get the same results?
  13. 20 minutes
  14. Our previous activity was looking at a classroom change. There are things you can do with your assessments – tests, rubrics, etc.Change of pace – a quick look at item analysis
  15. Organize grades by total score on the assessment. These are high to low.(click)Divide the class in half and (click) mark there. If you have 30, make a mark after student #15Identify bad questions. Look at Q1 – who got it right? Who missed it? Q2? Q3? What does it tell you?
  16. More detailed analysis with multiple choice. Mark the number of students who answered each choice on each question. Which question was better? How do you know?
  17. See more resources on this webpage