Practitioner-Led Action Research Programme CPD Lead Training Date: Trainer(s):

Session overview 09:30 Background to programme and introductions 10.00 What is practitioner-led action research 10.30 emCETT blended learning programme 11.00 Break 11.15 Action research CPD unit 11.45 CPD lead role 12.15 Multi-modal reporting approaches 12.45 Next steps

Research (and supporting) research Current interests Speed dating! Location Supporting providers Research (and supporting) research Current interests

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Why practitioner-led action research? Practitioner-led action research (PLAR) aims to improve and to involve. There should be improvements in: practice; understanding of the practice by its practitioners; and the situation in which the practice takes place. (Adapted from Carr and Kemmis, 1986. p165) Carr, W. and Kemmis, S. (1986) Becoming Critical: Education Knowledge and Action Research, Routledge

So PLAR….. enables practitioners to identify and enquire into real problems or issues that they encounter in their work; develops practitioners’capacity to critically question their experience and reflect upon their actions; links practice to its underpinning theory by using theory to question practice and practice to question and inform theories; and is accessible to and usable by other practitioners in similar situations.

PLAR cycles How long will the cycle take?

Action research e-learning module Blended learning: face to face, self-study, action research process plus Articulate e-learning module The E-Learning module supports the practitioner’s action research journey right from early planning through to final submission, and beyond. 6 learning outcomes as part of the Action research QCF module – 50 GLH/15 credits at level 5 6 learning outcomes have informed the design of Articulate module. Articulate ‘houses’ the learning process. This is blended support and sits with face to face, action research activities, self-study, web quests etc Delegates can undertake it at their own pace. Key points are: It will take approx a day – best if they start it sooner rather than later. It models the AR journey they will undertake. For example learning outcome 2 is all about initiating action research and the delegate will have to ‘justify own choice of an area of practice for action research’. This for example is linked to the a peer exchange group meeting which a CPD lead will facilitate. It is a holistic process. Peer exchange meeting has a focus and it helps delegates to review activity from learning outcomes 1-3 for example. It can help them collect evidence for the QCF model and gain accreditation via ABC. It will help them undertake the action research as part of this project May also introduce them to new techniques which they can use with their own learners i.e. Using wiki for research, web quests etc

Blended learning On-line - Learning support Portfolio guidance Workshops for - Portfolio guidance Skills practice and feedback

Incremental – ‘Just in Time’ CPD and/or ITT Deregulation CPD Incremental – ‘Just in Time’ UNIT UNIT UNIT UNIT UNIT

L5 unit: Action Research 15 (optional) credits 1. Understand the purpose and nature of action research. Purpose; key features and implications 2. Be able to initiate action research. Choice of topic; ethical, and practical intervention 3. Understand ways of carrying out action research. AR methodology; data collection and analysis methodologies 4. Be able to carry out action research. Literature search; justify methods; collect, analyse and present data 5. Be able to present the outcomes of action research. Draw and report conclusions; justify recommendations 6. Be able to evaluate own practice in relation to action research. Analyse personal effectiveness; strengths and development needs; development plan

Which shape is ‘Bouba’ and which shape is ‘Kiki’? The ‘Bouba Kiki effect’ (http://en.wikipedia.org/wiki/Synesthesia)

Multimodality Reflect on a film, for example, or a website: in such contexts, multiple modes of meaning, including: visuals, sounds, colour, layout, placement in relation to other parts, shape and so on, are critical factors when presenting information to the world. In order to understand the term ‘multimodal’ and its relation to action research, it may be helpful to reflect on a film, for example, or a website. In such contexts, multiple modes of meaning, including visuals, sounds, colour, layout, placement in relation to other parts, shape and so on, are critical factors when presenting information to the world. To find out more look at the work of the New London Group (NLG) see 'Cope, B and Kalantzis, M. (eds) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge‘.

Multimodal research reports For many people, the idea of a research report is that of a typed text however, a research report could consist of the spoken (recorded) word, perhaps with a video of someone explaining previous research findings or analysing research outcomes. Look at examples of reports produced during the Practitioner-led Action Research programme in 2014. Whilst a range of reporting approaches, such as video and audio approaches, are increasingly used in action research projects, for many people, the idea of a research report is that of a typed text, very possibly, with headings such as ‘introduction and background', ‘research methods’ and ‘findings’, with additional modes of meaning such as layout, font, colour and emphasis, as well as graphs and, possibly, other graphics. However, equally, a research report could consist of the spoken (recorded) word, perhaps with a video of someone explaining previous research findings or analysing research outcomes.

Reporting Discuss what reporting requirements you need for your team of CPD leads.

Next steps