Implementation Week 1 & 2

A lesson on Energy

Accessing the data collection tool
Please click here to take a look at the proforma I did for the first and second session.



Defining a Proforma
According to Burns, A. (1999) a proforma is a grid that separates the "descriptive aspects of one's observations from the reflective aspects" allowing the "analysis and interpretation to become more focused".

As the reader may see the research question appears on the top of the chart as well as the constructs: reading, decoding information, and content-based element. The objective of having the research question written in the data collection instrument is to guide the observation process. When a researcher is taking notes, many variables might appear that are not relevant to the object of study; that is why the researcher should always keep in mind the phenomena s/he is interested in investigating. On the second row of the data collection instrument the date and type of activity are written. Then, two columns are displayed; the left column corresponds to the description of what happened in the classroom during that activity, and the second column corresponds to comments I was making as I was re-writing what I had observed in class. These comments were categorized according to the constructs they were describing.


Every time I met with fifth graders and we developed one of the activities whitin the implementation stage, I took one white piece of paper with the research question and the constructs and as the class was going on, I took notes using short sentences or sometimes key words of the events that were related to the constructs. Afterwards at the end of the day, these observations were re-written on the computer and comments regarding the meaning of those observations or inquires were also noted down.

Reference
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Image taken from http://www.alistaircraven.com/java/basic/energy4.jpg

Collecting Data

According to Sagor (2005) action research, whether descriptive or quasi-experimental, “views data collection through the anthropologists’ lens”; this is to say, that you as teacher - researcher “observe, document, and try to understand” what happens within the classroom on the light of your research question and objectives. Therefore, the researcher should understand the following:

• “Why the target was hit or missed,
• How various elements of the theory of action contributed to success or failure, &
• What could be learned from this undertaking that might help illuminate other related aspects”

In addition to understanding the nature of action research, the researcher needs to take into account how s/he will achieve validity of his/her project. According to Pelto & Pelto as cited by Mills (1999), validity “refers to the degree to which scientific observations actually measure or record what they purport to measure”.


Triangulation becomes then the “best known way of checking for validity. The aim of triangulation is to gather multiple perspectives on the situation being studied”. (Burns, 1999)

Keeping the above points in mind, below you will find a table containing the data collection techniques to be used during this research project.

References:

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Mills, G. (1999). Action Research: A guide for the Teacher Researcher. Prentice Hall.

Sagor, R. (2005). The Action Research Guidebook. USA: Corwin Press.

 

Image taken from
http://teachers.olatheschools.com/acereadingchallengeupdate/files/2009/12/reading-clipart.jpg

Planning what to do

This stage of the process entails designing the steps you will go through during your research. You need to think of your data collection instruments, the materials you will use, the timeline of your project, and the most important how every single “action” will potentially “answer” your research question.

Please click here to have access to the basic data of my action research project.

Meeting my Research Director

I want to start by first writing two main features of action research, pointed out by Burns (1999):

• “It is evaluative and reflective as it aims to bring about change and improvement in practice”

• It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.”

This means that research is maximized when it is shared with a fellow. I found meeting my director a very enriching experience since another perspective was brought to my research process. In addition, research is not always a smooth and easy-going process; and you need someone who supports you, and encourages you to go further. Finally, it is when you share your ideas with others, that you refine and sharpen your insights and start constructing knowledge. We are after all, a culture that value “social interaction” and places it at the core of the learning experience.

Finally, it is important to think since the beginning of the project on how valid it is. Besides triangulation, one of the most common ways for validation, Burns (1999) mentions “peer examinations”, this processes entails finding a significant person who can debrief the data with the researcher in order to find commonalities in the analysis and interpretations. When the researcher’s findings are acknowledge by others, validity is increased.

Reference:

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

My research question

When writing a research question, you need to consider the following issues:

• Does your question include the strategy you are about to implement?
• Does your question mention the specific context for your research?
• Does you question state the situation/process/skill you want to improve?
• Would you be able to observe and measure what you want to investigate?
• Are you focusing on just one issue?
• Is your topic relevant to you and your school circumstances?
• Does your question include researchable concepts?

My question:

What are the effects of implementing intensive reading to decode information in a science content-based class?

Analyzing my question:

References:

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Peckover, R. (n.d.). Defining Action Research. Retrieved April 2^nd, 2010 from http://www.squidoo.com/actionresearch

Finding a Focus

As I wrote before I have always had this idea going around my head about reading. As part of the physics curriculum, students have to read a variety of science texts: about the Earth’s surface (i.e. minerals, rocks), Matter and Energy (i.e. states and properties of matter), Waves (i.e. types of waves) and Space (i.e. solar system and the Universe).

Therefore, reading is at the core of the course and success at reading will undoubtedly mean success at the end of the school term. However, fifth grade students (the focus group of this research) struggle at constructing meaning, they usually copy or say the exact words appearing on the textbook.

Several factors such as students’ language level, lack of knowledge regarding how to read science texts, alignment between learners’ needs and the goals of self-access materials used, and the instructional design of the lessons can explain why students are not able to understand a science text, and their results at reading comprehension exams.

The need described above is the one I want to work on; I am interested in helping kids develop their reading strategies to increase their understanding of science texts. In addition, I want to include the language component in my classes as current studies (De Graaff, R. et al. 2007) have shown that the relationship between language and content can lead to more successful teaching practices. This issue is challenging both content-based and language teachers to start implementing strategies that enhance their learners’ learning process considering content and language.

This is a "wordle" I created (http://www.wordle.net/) considering what I have mentioned here:

To see it bigger, please go to this link

http://www.wordle.net/show/wrdl/1863683/Finding_a_Focus

Reference:

De Graaff, R. et al. (2007). An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL). International Journal of Bilingual Education and Bilingualism 10/5, 603-624. Retrieved September 27, 2009 from http://igitur-archive.library.uu.nl/ivlos/2008-0103-200946/UUindex.html

Defining Action Research

Well, knowing what action research is and what it entails is the next step on this journey as theory and practice are always interwoven.

Enjoy this short-video clip I did about action research.

Please, turn on your speakers.

Getting Started

Well, as a result of the Master’s program I am taking and my own interest in becoming a better teacher, a year ago I started to reflect upon my teaching practices. The following questions came across:

• Am I being effective?
• Why some students do not achieve the learning expectations on the due date?
• Do my students understand the reading texts of their textbook?
• As a content-based teacher do I have to worry about language?
• How do I approach the language component?

Then, I began reading and guided by my teachers and of course the principles and philosophy of the Master’s program I started to unwrap the mysteries of action research.

Reference:

Image retrieved on April 2nd from http://www.flickr.com/photos/ozyman/443545349/