stop! think first! handout

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

n.mertens@aps.nl

@prof_bemoeial http://www.linkedin.com/in/naomimertens