stop! think first! handout
TRANSCRIPT
Stop! Think first!
About teachers and students as
researchers
Creating Competences through Innovation in Learning and Development
CONFERENCE QUESTIONS
• How can practice-based and practitioner research contribute to the quality of innovative learning?
• How can practice-based and practitioner research be organised to promote innovativeness for learning at work, for work and creating competences?
• How can the researchers, teachers and students in educational practices facilitate customer driven innovations?
• What are effective approaches to assure ownership of research in the professional field?
GOALS
• Ideas about how action research can be
used for school development
• Learn about each others’ theory of action
• Using the action research model on one of
your own questions
R&D PROJECT ‘TEACHER AS
RESEARCHER
• 10 schools in primary and secundary
education
• One school year of meetings, designing,
practicing, studying, presenting
• Different results: from a whole new play
ground to more interesting science classes
DOING RESEARCH MEANS:
Illustraties: Marie José Kakebeeke
QUESTION ARTICULATION
“a result oriented process in which people
formulate a collective question. Often this
question is based on individual questions about
existing knowledge. This collective question is
researchable and in the process of questioning
the right stakeholders are taking part” (Leinse,
2010)
Dee
pe
nin
g
Broadening
Individual
Culture of inquiry
Team School
H. De Koning, 2011
QUESTION ARTICULATION BASED ON
INQUIRY BASED LEARNING
TEACHERS AS
RESEARCHERS
What knowledge and skills do our students need?
What knowledge and skills do we as
teachers need?
What has been the impact of our changed actions?
Deepen professional knowledge and
refine skills
Engage students in new learning
experiences
Teacher inquiry and knowledge-building cycle to promote valued student outcomes
Timperley (2011)
FROM MEETING TO PLG
1. Define a common development goal
2. Collect questions
3. Examine each others’ learning and research styles
4. Devide the group
1. Research and development
2. Plan and act
5. Or do it all together
6. Take ‘slow time’ to reflect and present results
STUDENTS AS
RESEARCHERS
SAME PROCESS
• Reading about interesting stuff
• Talking about it
• Defining questions
• Redefining questions
• Planning action research • Sources: books, others, specialists
• Trying out, drawing, building
• Presenting
STUDENTS AS
TEACHERS
EVALUATING WITH THE TEAM
• What did the students tell us? • Motivation
• Learning from practice
• Cooperative learning
• How did it match with our own
development? • Questioning
• Planning
• Waiting!
RESEARCH IN CLASS ROOM PRACTICE
Research By teachers following the academic research tradition, in cooperation with the university/ academic world
Inquiry based learning By teachers Data-driven Systematic Cyclic Individual en collective learning
Reflective practicioner(s) Systematic reflection on action Individual and collective learning
Research Reflection
CULTURE OF INQUIRY
• This is the way we do things…
• Connection to school policies
• Use of data
• A group of learning researchers
• Spreading results
• Agents for the culture
• Structures in place
RESEARCH
• Shared view on action research
• Systematic approach
• Primary processes
• Real questions
• Sharing results
Tracking transfer: from ideas changed practice
A new idea that challenges new thinking
Change in practice
Having a conversation with…
Coaching by. . .
I’m planning to. . .
Our common task. . .
Keep in touch
Naomi Mertens
@prof_bemoeial http://www.linkedin.com/in/naomimertens