The Inquiring Teacher …The University of Auckland

Post Graduate Diploma in Education

Action Research

• Lectures – methodology / library research

• Proposal – assignment 1 (references)

• 4 cycles of research

• Report - presentation + assignment 2

Rationale …How effective are the questions I use

in my classroom teaching?

… Questions are important

… Questions fit into different categories

U

R

(P Hook http://inquire2learn.wikispaces.com)

SOLO – Structure of Observed Learning Outcomes

Higher order

(P Hook http://inquire2learn.wikispaces.com after Biggs and Collis 1982)

Can I be more learning effective with my use of questions?

How can I increase my use of higher order questions?

Can I be more learning effective with my use of questions?

How can I increase my use of higher order questions?

Methodology …

Interpretive

Inductive

Research about the researcher

the type of research used in this inquiry is

broadly defined as

qualitative

Interpretive approach – based on a socially constructed, subjectively based reality which is influenced by culture and history.

McNiff and Whitehead (2005)

“practice is practical theory”

in this research I will be creating my own theories of practice

Inductive approach – based on a cyclical process of reasoning in which data is collected and then used to inform subsequent stages of the research.

Cardno (2003)

“action research combines theory and practice”

in this research I will act to change and improve my practices by bringing to light the restrictions

and critiquing them to make change

Method …Critical friend - classroom observation -

ENGAGEMENT

Recorded and transcribed lesson – digital recorder

Prepared / reframed questions during lesson preparation

Modelled questioning – scaffold student work and feedback

Student feedback - questionnaire

Prepared / reframed questions during lesson preparation

What do bones do?

In what ways do bones help to support your body and allow you to move?

Results … Little change in my total use of higher

order questions

Marked change in my use of focus questions in lesson preparation – reframed

Positive response by students in answers / opinions – confidence

Increased opportunity for positive feedback / reinforcement / interaction

? Total use of questions during lessonTable 1: Level of questioning used during teaching periods

Data collectionDate Total questions % lower order

questions% higher order

questions

Observation 1 28/8/07 34 44% 56%

Recording 1 10/09/07 23 53% 47%

Observation 2 10/10/07 30 50% 50%

Recording 2 19/10/07 28 52% 48%

? Engagement for learning during lessonTable 2: Student engagement observed during 3 teaching periods

ObservationDate Number of

observationsAverage %

engagementRange of % engagement

1 28/8/07 20 74% 65% - 85%

2 10/10/07 16 66% 50% - 100%

3 25/10/07 13 75% 69% - 85%

“So you can answer it by yourself and get more information.”

“To keep your brains pumping …”

“So that we are learning what they are teaching.”

“To help us clearly understand.”

“So it can help us in assessments.”

Student voice: teacher uses questions …

Discussion …ETHICS >>> .. assessment (NCEA) .. funding by school

DILEMMAS >>> .. timetable .. nature of the class .. relievers

CHANGE >>> .. preparation of higher order questions .. strategy of awareness – SOLO .. feedback opportunities

Implications …

Use of exemplars

Internalising / ownership - metacognition

Application in other learning situations (different courses)

- common approach

“thank you”