1. The provocatively Curious educator
Action research for inquiry and learning’s sake

3. Action research (ar) defined
Borgia & Schuler,1996
Garner, 1996
Sagor, R.,2000
Action research is an approach to professional development and improved student learning in which teachers systematically reflect on their work and make changes in their practice.
A systematic, reflective, collaborative process that examines a situation for the purpose of planning, implementing, and evaluating change.
A disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions

4. Benefits of action research
Teaching is Learning/Mindset
Everyday practice
focuses on your classroom concerns
Model learning for your children
Collaborative inquiry
basic assumption: you are the best person to identify problems and to find the solutions in your classroom

6. Reflection on why? How? & What?
Purpose of education
How does learning occur
What pedagogy supports our beliefs ?

7. Theories of learning and instructional design
behaviorism
cognitivism
constructivism
Assumption about learning:
occurs upon changes in observable behavior
Environmental factors are the greatest influences to learning
Goal of instruction
to illicit the desired response when presented with a stimulus
Assumption about learning
a mental activity that entails internal coding, structuring
Learning is concerned with what learnings know and how they come to acquire it
Goal of instruction
to connect new information with existing knowledge in some meaningful way.
Assumption about learning
create meaning from their own experiences
Learners build personal interpretations of the world based on individual experience and interactions
Goal of instruction
to elaborate on and interpret information.

8. Belief/theory/practice connections
Purpose Theory Pedagogy currency

9. the practice of inquiry inquiry works best in a classroom in which ideas are placed at the center. Scardamalia, (2002).
IDEAS
Notice
Wonder
Explore
Share

10. How do ideas serve inquiry? AR & IBL
Learners test and challenge their ideas and the ideas of others
Learners know that ideas are not static and can be improved upon
Without this attitude/ethos Change becomes problematic

11. THINKING ABOUT problems

12. IDENTIFYING problems
What educational problem would I want to solve that impacts the condition of Bermudian society?
As it relates to student success at my school, what currently is the most ineffective practice/policy that I would change at the whole school level?
How do I design lessons for my young students, that reflect the real world work of professionals, without consistently offering direct instruction of the most basic known facts ?

13. Approaches To develop a question based on the topic
Assessing The known
Approaches To develop a question based on the topic
Literature Review
Professional Conversations: Known variables
Observed Behaviors: Known variables

14. Problem Forming considerations AC and IBL
Is the problem Important to you?
is information available ?
When designing problems for ibl consider
Too little information
Too much information

15. Problem formation prompts
(Caro-Bruce, 2000)
I would like to improve…
I am perplexed by…
I am really curious about…
Something I think would really make a difference is…
Something I would like to change is…
What happens to student learning in my classroom when I…
How can I implement…?
How can I improve…?

16. Teachers as natural inquirers
what are some questions you ask during stages of teaching?
the lesson design
Teaching content
assessment

17. Forming the provoking question: teachers as inquirers
What do you want to know, fix, solve, compare, evaluate, understand?
How would the answer benefit
your teaching practice
student learning

18. Big questions about IBL
How can I encourage higher order thinking through the use of Inquiry Based Learning?
How can I use action research assist my goal(s)?
What big questions do I have about ibl?

19. forming question prompts
(Adapted from Caro-Bruce, 2000)
What happens to the quality of student _______________ when I implement___________?
How does the use of _____________ affect student ________________?
What happens to student (insert Bloom’s Taxonomy) when I incorporate _____________?
How can I use (insert strategy/technique) to improve ____________ when (insert activity or situation)?
What happens to student performance when I ________________?

20. Carry Out Action Plan! This can lead to… New questions
New understandings
Deeper comprehension of a practice or innovation

21. Data collecting
Challenge 1: Collect and analyze data while taking action Challenge 2: Triangulate, triangulate, triangulate: three or more pieces of data/three points of view
Interviews
Lesson Plans
Observations

22. Triangulation matters

23. implement Action Decisions for Improvement
Analyze Data
You will hit a saturation point
Emerging Themes via Categorizing
Summarizing and Interpret to
implement Action Decisions for Improvement

24. Inquiry cycle Action research cycle
Messing Around (Noticing, Wondering)
Defining Questions (Planning, Collaborating)
Finding Out (Investigating, Theorizing)
Sharing Learning (Discussing, Drawing Conclusions)
Reflecting on Learning (Noticing Wondering)

25. Peer review publishing
Share your findings
With colleagues
And/or
Peer review publishing

26. references
Borgia, E. T. & Schuler, D. (1996). ERIC Clearinghouse on Elementary and Early Childhood Education. Urbana, IL. Caro-Bruce, C. (2000). Action research facilitator's handbook. Oxford, OH: Association for Supervision and Curriculum Development. Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education 5th Edition. London: RoutledgeFalmer). Garner, Betty. (1996, May). Using Action Research: Challenges and Opportunities for the Beginner. Paper presented at the Greater St. Louis Sixth Action Research Collaborative Conference, St. Louis, MO. Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from Kuklthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st century. Westport, CT & London: Libraries Unlimited Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.

27. questions