Paper on Action Inquiry on Classroom Management by sve89021

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									A Classroom Action
Research Tool
Outline
   Define Classroom Action Research
    (CAR)
   Some ideas for CARs
   Define Classroom Assessment
    Techniques (CAT)
   Examples
   How can we put the CAT in the CAR
Personal           Empirical
             CAR
Reflection         Research
What is Classroom Action
Research?
“Any systematic inquiry
 conducted by teacher
 researchers ... to gather
 information about how their
 particular schools operate, how
 they teach, and how well their
 students learn.” (Mills, 2003)
7 Step Process (Mettetal)
   Ask a Question or Identify a problem
   Review the literature
   Plan a research strategy
   Gather data
   Make sense of data
   Make decisions about teaching strategies
   Share findings
What questions will we ask?

             1
Research questions from this
Summer’s Institute
   How do we measure learning while
    class is on going?
   How to get my ESL students to ask
    more questions? (muddiest point,
    sharing questions)
   How to get general students to ask
    more questions?
Research questions from this
Summer’s Institute
   How do we get students to produce
    well-written professional papers
    consistently?
   How do we instill a life long learner
    attitude in students?
   How do we develop critical thinking
    skills in students?
Research questions from this
Summer’s Institute
   How do we get students to utilize lab
    time to practice skills / do homework?
   How do we get them to realize they are
    responsible for their learning?
   How do we get them to realize the
    importance of attendance?
       CATs
Classroom Assessment
      Techniques
“The primary purpose of
assessment is to provide
feedback to students and teacher
so that learning can be
facilitated”

         McKeachie (2002)
Characteristics of Good
Classroom Assessment
   Learner centered
   Teacher directed
   Mutually beneficial
   Formative
   Context specific
   Ongoing
   Rooted in good teaching practice
CATs are
   Usually
     Anonymous
     Ungraded

     Short
Background Knowledge Probe
   May require short answers or be
    multiple choice
   Provides a preview of what is to come
   Can be used pre and post
   Helps determine baseline knowledge
    level
   Memory skills, study skills & habits
CAT definition from Summer
Institute – Pre-test
   A CAT is a method to determine
    the level of knowledge, the
    understanding of the
    knowledge, and the student’s
    ability to use the knowledge
    effectively within the
    parameters of the class
CAT definition from Summer
Institute – Post-test
   A cat is a means of assessing
    deliverance of material and
    student learning in a supportive
    and flexible environment
Half-Minute paper
   Students take a minute to write down a
    question or an important point
   Share with the student next to them
   Then you ask for oral questions
Student Generated Test
Questions
(Discipline Specific Knowledge and Skills)

   What do students think is most
    important
   Evaluate methods and materials
   Learn terms and facts
One-sentence summary
   Who does what to whom, when, where,
    how, and why?
   In a grammatical 1 sentence summary
Analytic Memo
(for Higher Order Thinking Skills)

   1 to 2 page analysis of a specific
    problem
   Uses analytic and writing skills
   Can be used as a first draft of a graded
    assignment
   Time consuming
7 Step Process (Mettetal)
   Ask a Question or Identify a problem
   Review the literature
   Plan a research strategy
   Gather data
   Make sense of data
   Make decisions about teaching strategies
   Share findings
Muddiest point           #2

   Give students several minutes at the
    end of class to write about the
       muddiest point of the day
Invented Dialogues
(Liberal Arts and Academic Values)

   Helps students synthesize their
    knowledge of issues
   2 levels
       Use actual quotes
       Invent reasonable quotes
Group-Work Evaluations
(Work and Career Preparation)
   Detects group problems early
    Helps students with management and
    leadership skills, working with others,
    ability to work productively
   Emphasis on process
Punctuated Lecture
(Personal Development)

   Stop in mid-lecture
   Have students reflect on their learning
    and listening behaviors
   Students take a minute to write down
    their reflection anonymously
   Follow up with a mini-lecture on
    metacognition
Direct paraphrasing
   Helps with ones ability to translate
    highly specialized information into
    language clients will understand
Application Cards
   On an index card list 1 real-world
    application for what we have learned
Resources
   Cross, P., Angelo T (1993).Classroom
    Assessment Techniques: A handbook
    for college faculty, San Francisco:
    Jossey-Bass
   McKeachie, W. (2002). McKeachie’s
    Teaching Tips: Strategies, research, and
    theory for college and university
    teachers

								
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