1 / 18

Action Research in Teaching and Learning

Dr. Deanna Sellnow University of Kentucky January 6, 2010. Action Research in Teaching and Learning. Introductions Action Research in a Nutshell Step by step process to … prepare your proposal Wrap up and Evaluations.  The Plan .

hoai
Download Presentation

Action Research in Teaching and Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dr. Deanna Sellnow University of Kentucky January 6, 2010 Action Research in Teaching and Learning

  2. Introductions Action Research in a Nutshell Step by step process to … prepare your proposal Wrap up and Evaluations  The Plan 

  3. Introductions1. Your name, what you teach, & for how long 2. One thing you enjoy about teaching at NWIC 3. One challenge in teaching students at NWIC

  4. Action Research (AR) • Goal: to improve (change) how we address issues or problems via vigorous inquiry and reflection (research) (Lewin, 1946) • Research Questions: • Personal • Organizational • Societal (Reason & Bradbury, 2001)

  5. Action research IN TEACHING & LEARNING • GOAL: To improve how we teach (pedagogy) based on rigorous inquiry & reflection (research) • WHY: To improve student learning • TO DO SO: We must understand our students • What’s in a name? • SOTL: Scholarship of Teaching and Learning • Instructional Communication • Educational Assessment • Scholarship of Assessment

  6. 1. Identify an issue/problem/difficulty in the classroom (RQ). 2. Come up with a research-based strategy for addressing it. 3. Do it. 4. Assess it. 5. Complete the feedback loop. 6. Write it up! How?

  7. Break . . .

  8. Examples: • Public speaking: • anxiety/disclosure/gender bias • online • speech content • Teacher training: • international TAs • isolation • course consistency/integrity • General: • immediacy in online instruction • unprepared students/don’t read for class • student commitment (relevance/value) • student engagement Step 1. identify an issue/problem/difficulty in the classroom

  9. Generation NeXt • Consumer Orientation • Entertainment Orientation • Techno-literate • Instant Gratification • Self-Interested • Cynical • Stressed • Intellectually disengaged • Civility Issues • Self-Efficacy Issues • Negotiation College Students Today

  10. Teaching-Centered • Lecture, discussion (student-teacher, student-student, experiential • Curriculum-Centered • Course materials, supplements, topics, assignments • Problem-based learning • Environment-Centered • Online, face to face, in-class, out of class Step 2: What strategy will you try to solve it?

  11. Public speaking: • Anxiety=Speech of Personal Significance • Online=online course • Speech content=problem-based learning • Teacher training: • International TAs=BAT training • Isolation=peer mentoring • Course consistency/integrity=weekly meetings, intercoder training, test creation round robins • General: • Immediacy in online instruction=email and emoticon training • Unprepared students/don’t read for class=quizzes, questions • Student commitment (relevance/value)=service learning • Student engagement=learning cycle lessons Examples

  12. Modify . . . • Syllabus • Lecture notes to lesson plans • Assignments • Assessment and evaluation tools Step 3: Do it.

  13. ≠ Evaluation • Curriculum-Embedded • Performance-based • Cognitive, Affective, Behavioral • Rubrics • Methods • Direct or indirect • Qualitative or quantitative Step 4: Assessment

  14. Public speaking: • Anxiety=Speech of Personal Sig-content analysis of speeches • Online=online course=content analysis of speeches • Speech content=problem-based learning=content analysis of speeches • Teacher training: • International TAs=BAT training=student and teacher questionnaires • Isolation=peer mentoring=reflective papers and portfolios • Course consistency/integrity=weekly meetings, intercoder training, test creation round robins=portfolios • General: • Immediacy in online instruction=email and emoticon training=student surveys • Unprepared students/don’t read for class=quizzes, questions=student surveys • Student commitment (relevance/value)=service learning=interviews, focus groups, content analysis of speeches, affective learning scale, content relevance scale • Student engagement=learning cycle lessons=test scores, content analysis of speeches, TCEs examples

  15. Reflect on what worked, etc. and modify syllabus and pedagogy Step 5: Complete the feedback loop

  16. Build an argument for what you did (research based) • Introduce RQ or H • Describe the methods you used to assess its utility • Clarify results • Offer a discussion that presents conclusions, implications, limitations, and suggestions for future research Step 6: Write it up!

  17. Argument: Speech anxiety is lower when people know each other but men don’t like to disclose as much as women • RQ: Is there an inherent gender bias in requiring a self disclosure speech? • Methods: content analysis comparison of speeches and grades • Results: Topics and subpoints differed, grades did not • Discussion: It’s ok as long as students are free to choose the topic and examples they actually disclose Example: anxiety and self disclosure

  18. Put the final touches on your proposals! • Onward and upward! • Questions/ideas/thoughts? • Deanna.Sellnow@uky.edu Voila!

More Related