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PROFILES meeting, Talline, May 2011 1
ReflectionReflectionReflectionReflection
Rachel Mamlok-NaamanRachel Mamlok-Naaman
PROFILES - Tallinn workshop 22-23 May 2011
PROFILES - Tallinn workshop 22-23 May 2011
PROFILES meeting, Talline, May 2011 2
The current reform in science education is characterized by:
* The development of new science curricula
*The professionalization of science teachers
Content knowledge, Curriculum knowledge, knowledge of science teaching and learning theory
PROFILES meeting, Talline, May 2011 3
Bybee (1995)
The Professional Development Standards describe the criteria for the preparation and ongoing opportunities that teachers must have to gain and maintain the knowledge base and skills, and to provide the learning opportunities for students that the teaching standards define.
PROFILES meeting, Talline, May 2011 4
Planning for professional development should consist of a combination of strategies in order to form a unique design
Action Research
PROFILES meeting, Talline, May 2011 5
Why?
· Teachers are intelligent, inquiring individuals with important expertise and experiences.
· By contributing to or formulating their own questions teachers grow professionally.
· Teachers are motivated to use effective practices when they are investigating the results of their action in the classroom.
Loucks-Horsley, Hewson, Love, & Stiles (1998)
6
Accomplished teaching should always occur simultaneously with reflection, in order to improve the teaching strategy.
It should be followed by protocols assembled in a portfolio, which can be used to demonstrate evidence-based accomplished practice in science teaching, in an effort to achieve more effective teaching.
The portfolio should document the activities, interactions, and behavior in the chemistry laboratory where inquiry-type experiments are implemented. It can be viewed as a systematic and organized collection of evidence used to monitor the growth of a learner's knowledge, skills, and attitudes in a specific content area.
How should we strive at accomplished teaching ?
PROFILES meeting, Talline, May 2011 7
Action Research
*The teachers select teaching problems in their own teaching environment and investigate them.
*The investigators are also the customers. Therefore, they can draw conclusions and apply them in class.
*This kind of research is usually done in collaboration between colleagues, and it endorses team work.
PROFILES meeting, Talline, May 2011 8
Action Research
*Inquiry into their teaching and their students‘ learning in their own classroom.
*Teachers research their own practice of teaching.
Feldman & Minstrel (2000)
PROFILES meeting, Talline, May 2011 9
Action Research
*To try to find out what is actually going on.
*To monitor and thereby formatively influence the direction of new developments.
*To evaluate what is already taking place.
Lewis and Munn (1987)
PROFILES meeting, Talline, May 2011 10
Action Research - Why?
*Scientists from academic institutions are usually unfamiliar with the “culture” and atmosphere in
class.
*Academic research is usually performed in a traditional manner.
*The teachers take interest in the individual rather than in the class.
PROFILES meeting, Talline, May 2011 11
The program
*Twenty-two high-school chemistry teachers
*Weekly meetings at the National Center for Chemistry Teachers
*The Action Research workshop was part of the program and consisted of eight meetings
PROFILES meeting, Talline, May 2011 12
The objectives of the workshop:
1. To use Action Research as a tool for the professional development of the chemistry teachers.
2. To encourage the creation of a professional community of chemistry teachers.
3. To establish a leading–teachers’ team that will perform Action Research with teachers.
PROFILES meeting, Talline, May 2011 13
The teachers:
22 teachers
At least 10 years of experience
At least a B.Sc. in chemistry and twelve teachers had an even higher academic degree
PROFILES meeting, Talline, May 2011 14
The main emphasis of the program was in three domains:
Content knowledge
Curriculum development
Pedagogical content knowledge
PROFILES meeting, Talline, May 2011 15
The Workshop Syllabus
*Action research principles
*Qualitative research approach
*Methodology (rationale for choosing a subject
for the research; defining a meaningful research
question; research tools and data collection; data
analysis(…*Reflection on each of the stages
*Written reports
PROFILES meeting, Talline, May 2011 16
2. Planning the research
3. Data collecting
and analyzing
4. Implementing
the change
6 .Evaluating
and reflecting
1. Identification of the problem and selecting a
research question
5. Data collecting
and analyzing
The Various Stages of Action Research
PROFILES meeting, Talline, May 2011 17
Examples of the research questions
Pedagogical
What will happen to my students’ understanding if I quicken my teaching pace?
Which teaching strategy is more effective for problem solving regarding “Proteins”: graphic demonstrations or table presentation?
PROFILES meeting, Talline, May 2011 18
Affective
How do alternative assessment methods influence students’ attitudes toward chemistry studies?
What is the impact of integrating group work, using technology tools on the chemistry classroom environment?
PROFILES meeting, Talline, May 2011 19
Behavioral
What is more effective: presentation of test corrections or having the students work on them in class?
Will the changes implemented in the classroom motivate and improve the non-science-oriented students’ behavior in the science class?
PROFILES meeting, Talline, May 2011 20
Cognitive
How can the teacher cope with students’ difficulties in understanding the subject “chemical equilibrium”?
PROFILES meeting, Talline, May 2011 21
The case study
Research question
Will the changes implemented in the classroom
motivate and improve the non-science-oriented
students’ behavior in the science class?
PROFILES meeting, Talline, May 2011 22
Research Tools Developed by the Teachers
Semi-structured interviews
A questionnaire consisting of eight open-ended questions
PROFILES meeting, Talline, May 2011 23
Categorization techniques (for the qualitative data) recommended by Shkedi (2003):
(1) Categorizing each interview by its content.
(2) Developing more general categories across the interviews.
(3) Mapping all interviews according to the chosen domain.
(4) Proposing assertions based on the accumulated data, which will contribute to a better understanding of the teachers’ professional development.
PROFILES meeting, Talline, May 2011 24
Categorization of “change”
1. Enactment followed by reflection
2. Being a member of a professional community
3. Having contact with science teaching experts
Teachers’ reflections
PROFILES meeting, Talline, May 2011 25
"I certainly think that I will use Action Research tools in my teaching. This year I taught chemistry by the inquiry approach and the students were already used to the group that they had experienced last year. Moreover, I assessed the change in my teaching strategy, using the tools that I had experienced within the Action Research workshop."
Enactment followed by reflection
PROFILES meeting, Talline, May 2011 26
Being a member of a professional community
"During the workshop meetings we consulted each other; we kept contact through email and exchanged information and ideas. For instance, the discussions in the workshop helped me define my Action Research question. I presented my project to the group and I received meaningful feedback."
PROFILES meeting, Talline, May 2011 27
Team work “Our teamwork in school was definitely influenced by my activities in the workshop, I instructed a member of our team who did not participate in the workshop, and this year we are working together and teaching in the same chemistry courses.”
PROFILES meeting, Talline, May 2011 28
Having contact with science teaching experts
“I think that without the close contact and the instruction of the coordinators, I would not have been able to conduct an Action Research study. I was a science researcher before and I had to change the way I think. It took me some time to understand the research methodology, but through the workshop I developed it.”
PROFILES meeting, Talline, May 2011 29
Summary
The teachers experienced a new process in their for professional development
*Obtained new insights regarding their teaching
*Were able to improve and promote their classroom instruction
PROFILES meeting, Talline, May 2011 30
*The teachers started to investigate their own work and to explore systematically how their students learn the subject matter
*The collaboration between the teachers in the group was fruitful and promoted their practical knowledge and teaching strategies.
*The teachers started to develop necessary leadership skills.
PROFILES meeting, Talline, May 2011 31
*The teachers learned to better understand their students and how they think and learn
*The teachers enhanced their professional esteem and shared their experiences with their colleagues
*The teachers successfully implement changes in the classroom
PROFILES meeting, Talline, May 2011 32
The teachers worked on several aspects of their practice and selected research questions from several domains:
Pedagogical
Affective
Behavioral
Cognitive
PROFILES meeting, Talline, May 2011 33
Action Research - a tool for the professional development of teachers
Provides an environment of:
*Support - regarding its methodology , procedures, and activities (designing tools , collecting data, analyzing, and interpreting
the results, applying the findings in the science classroom, etc (
PROFILES meeting, Talline, May 2011 34
Action Research - a Tool for the Professional Development of Teachers
*Collegiality
*Collaboration with professional researchers
Encourages teachers to reflect on their practice
PROFILES meeting, Talline, May 2011 35
Thank you!
הערכת עבודה על הערכת עבודה על מדעןמדען
רמת ביצוע נמוכה
רמת ביצוע בינונית
רמת ביצוע גבוהה
רמות
ביצוע
קריטריונים
התייחסות רק לחלק המדעי
אחד הגורמים חסר, התמונה
המוצגת חלקית
אפיון התקופה
כולל את כל ההיבטים
ומתאר תמונה שלמה
רקע קצר על
התקופהיכולת אפיון
התקופה מבחינה מדעית
טכנולוגית וחברתית
הערכההערכה ......
רמת ביצוע נמוכה
רמת ביצוע בינונית
רמת ביצוע גבוהה
רמות
ביצוע
קריטריונים
תיאור התגליות השונות בלבד
כפי שמובא במקורות
השונים ללא סינתזה ביניהם
ניתוח חלקי בלבד
ניתוח הייחודיות של עבודת המדען
ותרומתה למדע
ולחברה, שלמים
תיאור עבודתו המדעית
יכולת הניתוח של הייחודיות
של עבודת המדען המסוים ותרומתה למדע
ולחברה
רמת ביצוע נמוכה
רמת ביצוע בינונית
רמת ביצוע גבוהה
רמות
ביצוע
קריטריונים
עבודה שאיננה כוללת את כל
הסעיפים
רצף רעיונות לא מסודר,
התשובות לנקודות
שהוצגו ללא בניית הקשרים
העבודה כוללת את כל
הסעיפים שהוגדרו במטלה,
הרעיונות מוצגים ברצף הגיוני, ציטוט
נכון של מקורות בגוף
העבודה
סדר, ארגוןמבנה העבודה, עבודה שכוללת
את כל הסעיפים שהוגדרו
במטלה, הצגת הרעיונות ברצף
הגיוני
הערכההערכה ......
הערכההערכה ......
רמת ביצוע נמוכה
רמת ביצוע בינונית
רמת ביצוע גבוהה
רמות ביצוע
קריטריונים
חסרים מקורותוהמקורות
רשומים לא נכון
רשימה חלקית חסרים מקורות
שצוטטו בעבודה
רשימה מלאה של כל
המקורות שצוטטו בעבודה.
סדר אלפביתי,
הוספת תאריך וכד'
רשימת מקורות
הצגה נכונה של רשימת מקורות
Rubrics given to the students for
”Critical reading of scientific articles” Instructions Accomplished
5 points
Developing
3 points
Beginning
1 point
Identify at least five
scientific concepts
whose meaning you do
not know. Use reference
books including
dictionaries. Indicate the
reference of each
explanation.
Identification and
explanation of at
least five scientific
concepts that are
new to the student,
indicating the
reference to each
explanation.
Identification
and explanation
of at least five
scientific
concepts that are
new to the
student, without
indicating the
reference to each
explanation.
Identification
and explanation
of less than five
scientific
concepts that are
new to the
student, and lack
references to
each
explanation.
Rubrics given to the students for ”Critical reading of scientific articles”Instructions Accomplished
5 points
Developing
3 points
Beginning
1 point
Compile questions that
raise criticism of the
article’s contents:
*The questions should be
formulated clearly
*The questions should link
the article’s contents with
other fields of knowledge
studied in class.
*The answers should
appear in the article.
The questions are
formulated clearly,
link the article’s
contents with other
fields of
knowledge studied
in class, and the
answers appear in
the article.
The questions
are formulated
clearly, link the
article’s contents
with other fields
of knowledge
studied in class,
but the answers
do not appear in
the article.
The questions
are not
formulated
clearly, do not
link the article’s
contents with
other fields of
knowledge
studied in class,
and the answers
do not appear in
the article.
Rubrics given to the students for ”Critical reading of scientific articles”Instructions Accomplished
5 points
Developing
3 points
Beginning
1 point
Answer the
questions that you
compiled: Use
precise, complete
answers.
All the questions
that the student
compiled are
answered clearly
and precisely.
75% of the
questions that
the student
compiled are
answered
clearly and
precisely.
50% of the
questions that
the student
compiled are
answered
clearly and
precisely.