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)
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
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
What are the important elements? Why are these terms different? What is each one emphasizing?
Again - What are the important elements? Why are these terms different? What is each one emphasizing?
Reflect for a moment – this is Reflective Teaching, which we’ll talk about next
Reflecting is the first step in CB Research15 minutes
10 min? or just a clip?
5 min
Not just thinking, but taking action as a result
What does this mean?
What does this mean?
What do you notice here?
Issues: management, engagement, speaking in L1, does a new method (Trace) work, etcDig: Colleagues? Articles?Notes- during or afterSharing is important!
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?
20 minutes
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
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?
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?