RES 6600: Research in Education Greg Wolcott, Adjunct Professor

Week 1

Who is this bald guy?

What’s his story?

ABOUT ME Assistant Superintendent for Teaching & Learning, Woodridge School District 68

Adjunct Professor, Concordia University- Chicago

Independent Consultant

Who is in the room?

Pass Around: Bicep

Please introduce yourself and answer the following question: –What is a

strength of yours as an educator?

Learning Intentions

By the end of this evening you will: • Understand how this course has been developed to

enhance your knowledge of the importance and relevance of using educational research to inform leadership decisions.

• Discuss pros and cons of research and how it is utilized in schools today.

• Explore John Hattie’s research findings.

• Leave with tools and strategies to utilize in the classroom and faculty room to enhance learning.

My Role: Help you reach new heights.

To Accomplish Our Goal…

I will push you to go beyond your current

comfort zone.

I will challenge your current strategies & techniques.

To Accomplish Our Goal…

To Accomplish Our Goal…

I will expect resistance and pull back to some of my ideas.

To Accomplish Our Goal…

We will need to be open and flexible to new ideas.

When We Accomplish Our Goal…

We will leave here stronger than we started and better prepared to help all students excel!

Take a “Selfie”

Your Context

“Culture”

View today’s learning through…

Your

Context

Your

Experiences

www.cucresearch.weebly.com

• Insert picture

Partner Processing Come up with one question you think will benefit your peers.

Step 1: “The Weave”

Step 2: Label It

My

Research Cycle

Book

By ____________

Front

1. Identify

a Problem

Area of

Focus

The

Research

Cycle

An Inside Look

Inquiry

We have a wide range of concerns, but not all

of them fall into our circle of influence

Seven Habits of Highly Effective People- Covey

1. Identify

a Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

The

Research

Cycle

Inquiry Lit. Review

1. Identify

a Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

3. Develop

A Plan of

Action/

Change

The

Research

Cycle

Inquiry Lit. Review

Intervention

1. Identify

a Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

3. Develop

A Plan of

Action/

Change

4. Collect

the Data

The

Research

Cycle

Inquiry Lit. Review

Intervention Two Types

1. Identify

a Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

3. Develop

A Plan of

Action/

Change

4. Collect

the Data

5. Analyze

and

Interpret

the Data

The

Research

Cycle

Inquiry Lit. Review

Intervention Two Types

Triangulation

Triangulation refers to the use of multiple independent data sources to collaborate findings. Using multiple sources gets you closer to the “truth.”

Data Source 1

Data Source 3

Data Source 2

Inquiry Lit. Review

Intervention Two Types

Triangulation Professional

Growth

1. Identify

a Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

3. Develop

A Plan of

Action/

Change

4. Collect

the Data

5. Analyze

and

Interpret

the Data

The

Research

Cycle

6. Reflect,

Reflect,

Reflect

The

Research

Cycle

1. Identify a

Problem

Area of

Focus

2. Find out

What Others

Have to Say

About the

Topic

3. Develop A

Plan of

Action/Change

4. Collect

the Data

5. Analyze

and Interpret

the Data

6. Reflect,

Reflect,

Reflect

Identify A Problem Area

Of Focus

Find out what others have to say

about the topic

Develop A Plan Of Action/Change

Collect the Data

Analyze and Interpret the

Data

Reflect, Reflect,

Reflect!!!!

Time for a Break?

LOOK! It’s the…“Word of the Week”

Word of the Week

research (n)

A careful, systematic. Patient investigation

undertaken to discover or establish facts and

relationships.

Research is called for when one is confronted with a

question or problem that has no readily available

answer.

Mertler and Charles, 2011, p. 5

1. Listen to the question or task

2. Think about and write down your own ideas.

3. Share one idea when the wave comes to you.

4. Record new ideas you hear in your notes

Idea Wave

“The Telephone Game”

Content subject to copyright. Use with permission only.

What works best?

Single Study

Meta Analysis

Single Study

Single Study

Single Study

Single Study

Single Study

Single Study

Single Study

Single Study

Hattie’s Synthesis

Meta Analysis

Meta Analysis

Meta Analysis

Meta Analysis

Meta Analysis

Meta Analysis

• Director, Melbourne Education Research Institute University of Melbourne Graduate School of Education

• The result of 15 years research looking at over 800 meta-analyses on the influences on achievement in school-aged students.

• Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies.

Partner Processing

Which of the three research types would you consider more reliable and why?

Students could probably achieve if

there was no schooling

Considered average

Considered excellent

MAJOR GROWTH

Visible Learning Research

Visible Learning Research

0.00 Reverse Effects

0.15 Developmental Effects

0.30 Typical Teacher Effects

0.40 Typical Teacher Effects

1.00 0.90 0.80 0.70 0.60 0.50

Zone of Desired Effects

1. Form AB partners

2. Facing each other

3. A’s begin by facing the board, silently reading the target words, and give verbal clues to their partners.

4. B’s are able to discover the words on the list.

Creating

Two Contrasting Educators

The Activator

• An active teacher, passionate for their subject and for learning, a change agent

The Facilitator

• A facilitative, inquiry or discovery based provider of engaging activities

Activator or Facilitator ?

The Activator

• Reciprocal teaching

• Feedback

• Teaching students self-verbalization

• Meta-Cognition strategies

• Direct Instruction

• Mastery Learning

• Goals- Challenging

• Frequent/Effects of Testing

• Behavioral Organizers

The Facilitator

• Simulations and gaming

• Inquiry based teaching

• Smaller class sizes

• Individualized instruction

• Problem-based learning

• Different teaching for boys and girls

• Web-based learning

• Whole language reading

• Inductive teaching

Activator or Facilitator ?

The Activator

• Reciprocal teaching .74

• Feedback .72

• Teaching students self- verbalization .67

• Meta-Cognition strategies .67

• Direct Instruction .59

• Mastery Learning .57

• Goals- Challenging .56

• Frequent/Effects of Testing .46

• Behavioral Organizers .41

The Facilitator

• Simulations and gaming .32

• Inquiry based teaching .31

• Smaller class sizes .21

• Individualized instruction .20

• Problem-based learning .15

• Different teaching for boys and girls .12

• Web-based learning .09

• Whole language reading .06

• Inductive teaching .06

Strategy Example ES Organizing &

transforming Making an outline before writing a paper .85

Self-consequences Putting off pleasurable events until work is completed .70

Self-instruction Self-verbalizing the steps to complete a given task .62

Self-evaluation Checking work before handing in to teacher .62

Help-seeking Using a study partner .60

Keeping records Recording of information related to study tasks .59

Rehearsing and memorizing Writing a mathematics formula down until it is remembered .57

Goal-setting/planning Making lists to accomplish during studying .49

Reviewing records Reviewing class textbook before going to lecture .49

Self-monitoring Observing and tracking one’s own performance and

outcomes .45

Task strategies Creating mnemonics to remember facts .45

Imagery Creating or recalling vivid mental images to assist learning .44

Time management Scheduling daily studying and homework time .44

Environmental Restructuring

Efforts to select or arrange the physical setting to make learning easier .22

Wow! What is the most

surprising, interesting, or challenging thing you

have heard so far today?

• Turn and Talk

A Good Question

•A research question is a carefully formed question that will be answered by conducting action research. •The research question is the key to successful inquiry.

1. Not A “Yes” Or “No” Question

• Begin with words such as “how”, “when”, or “why”

• Worded to foster the inquiry process – How will… – In what ways… – To what extent does…

2.Identify the Intervention

Identify the desired change in student learning or intervention within the question

• In what ways will using a bell…

• How will implementing Kagan structures…

3.Identify the Students

Identify the population of students the research will be used with. Who is the research being done with? •The “Sample”

–Grade –Age –Subject –Demographics

• In what ways will using a bell in a third grade special education classroom…

• How will implementing Kagan structures with senior English students…

4.Identify area to be measured

Identify the area of change. What do you hope to change? Achievement? Behavior? Attendance? Cooperation? Engagement?

• In what ways will using a bell in a third grade special education classroom increase student time on task?

• How will implementing Kagan structures with high

school seniors increase math achievement?

Examples

• How will incorporating visible prompts and hands-on manipulatives into small group reading instruction affect first grade students’ ability to hear and record sounds in words?

• In what ways will modeling and facilitating dialogue techniques affect the academic achievement of high school science students?

•A research question is a carefully formed question that will be answered by conducting research. •A good research question has four specific characteristics:

1. Not a “Yes” or “No” question 2. Identify the Intervention 3. Identify the Students 4. Identify area to be measured

How will incorporating visible prompts during small group reading instruction affect first grade

students’ ability to hear sounds in words?

How will modeling dialogue techniques affect the

achievement of high school science students?

In what ways does the utilization of the Second Step curriculum increase third grade students ability to work

with peers?

To what extent does the implementation of writer’s

workshop increase 5th grade students ability to write

narrative text?

What impact will Kagan cooperative learning structures have on student achievement in

the high school science classroom?

How does a reader’s workshop approach affect

third grade students’ reading comprehension?

How will incorporating hands-on manipulatives into small group reading instruction affect first grade students’

phonological knowledge?

In what ways will problem based learning affect the

achievement of high school social studies students?

To what extent does the similarity intervention increase teacher

student relationships in a third grade classroom?

In what ways does the use of daily exit slips affect 8th grade student

self-evaluation of their math learning?

How’s your connection?

4G Speed

• “I had it 5 minutes ago.”

Cable:

• “I got it and my connection is blazing!”

DSL:

• “I get it for the most part, but I still have questions (some downloads are slow).”

Dial-up:

• “I still don’t get it (I can’t connect)!”

I need to come around and take a picture of you in front of your name tag, so I remember who you are. SORRY!

What’s due next week?

I don’t remember.

NEXT WEEK…

Thank You !