Improve one’s Practice by

evaluating it, learning from it, from the effective practice of others and from evidence. Be motivated and

take increasing responsibility for participating in a

meaningful and continuous process of professional

development that results in the enhancement of student learning.

Action Research is the

process by which practitioners attempt

to study their problems

scientifically in order to guide, correct, and

evaluate their decisions and actions

(Corey, 1953)

Motivation-literature-developments-school visits-peer observation-student work

The questions asked by students can be a good

indicator of their understandings or prior

knowledge about a topic (Bell, 1993; Biddulph, 1990), as well

as revealing any misconceptions or misunderstandings they may

have. Moreover, students' questions can also indicate

what the students want to know (Elstgeest, 1985; Harlen, 1992).

How do I develop

my questioning skills while facilitating

learning in my classes?

Levels of AR• Individual Teachers:– Focuses on changes in one

classroom e.g. classroom management, instructional strategies, use of materials..

• Groups of teachers with similar concerns:– Focuses on changes in one or more

classrooms, grade, team or department having the same problem.

• Institutional (School) Level– Focuses on whole school issues

e.g. school improvement, students’ discipline, school –parent relationships…

How do I develop my questioning skills to facilitate learning in my classes

So as to

Develop critical thought process

before responding to questions

Enable students to develop their communication

skills

Allow students to express their ideas

freely

by Through This will involve

Acknowledging all students’

responses and writing down

students responses where possible,

provide “wait’ time

Giving students hints where possible and allow the students to use any mode of media, gestures, drawing, description etc

Probing the students using argumentation approach to allow explanation and elaboration of the given responses

It will be evident through

It will be evident through

It will be evident through

Variety of mode of responses

Written/shared responses by

most students

Level of responses given by the

students

Goa

l O

bjec

tives

Ac

tion

In

dica

tors

Ti

mel

ines

These will be done in the classroom during the lessons. A checklist will be maintained which will be filled in from

samples of lessons across the year groups. Before each mid-term break the data will be analyzed to inform

the subsequent half term.

Time-line is Full Year with six cycles two per each trimester

Action Research is a methodology

that combines ‘action’ and ‘research’ together. During a study, the researcher is

repeating the process of performing an action, reflecting on what has

happened and using this information to plan their next action. This process of action research has a refining effect on action and the researcher

gains an understanding of what

is going on.(Dick, 1999)

Literature

The PlanPrior to action

Constructed actionForward looking

TentativeShould put into consideration the

possible constraintsMust be flexible

ActionDeliberate and controlled

Thoughtful variation of practice

Guided by the plan but not completely controlled by it

It involves risk as it happens in real context

It requires instant decisionsIt shows the practitioner at

work – thoughghtful and constructive

ObservationHas the function of

documenting the effects of action – (data gathering)

Must be plannedMust be responsive

and open endedIt should focus on the

action, its effects, and the context

Provides the basis for reflection

ReflectionRetrospective – recall

action as has been recorded

Seeks to make sense of the process, problems, issues, constraints

Should be aided by discussion among

participants

Has evaluative aspectProvides the basis for the

revised plan

Benefits it gave me an

opportunity to reflect on my practice, find out

what needs to be improved and act to improve it.

It put me in control of my practice. I understood and

formulated my own theories on my practice.

The knowledge I got from

AR is practice-based and more authentic.

• It gave me the • opportunity to work

with other people in their schools

and through this, we got to know each other.

It made me plan, act, observe and reflect more

carefully and systematically than I would usually do in

everyday life.

Benefits

It helped in making

sense of the theory-practice gaps in teaching.Inquiry into my

practice through AR has made me to

ultimately progress as a teacher.

Benefits