Learning through Research
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Transcript of Learning through Research
Teacher research and enquiry
Seeking evidenced based answers to everyday but critical questions that teachers ask is becoming crucial to a school’s survival, growth and success.
(Stoll, Harris and Handscomb, 2012)
Extended moral purpose
Coaching
Research mentorResearch
processes
Quality assurance
Building engagement through Practice Development Partner /SLE roles
Exploration and Definition
Refinement and Enquiry
Cultivating Quality and Innovation
Validity and Impact
What is a Learning Sett?A school-based learning and development group
to promote researchful practice through reflection, professional dialogue, and systematic enquiry
A vehicle to shape, refine and drive TSA development priorities through collaboration, support and challenge
An opportunity to capture the voices of stakeholders and triangulate findings
A forum for the exploration and documentation of evidence-based approaches
The Mead Learning
Setts
Behaviour
ICTReadin
g
Early Years
Maths
The use of the 5 point scale as whole school approach. Implementing the use of restorative
justice
Does an increased level of child
initiated learning impact upon progress and achievement?
How can parental engagement be increased and
maintained through the use of the new
VLE
Does an increased use of maniputlatives
impact on progress and achievement?
How can parental engagement in reading activities be increased and maintained?
Impact – teacher learningModelling behaviours and attributes of teacher
researchersChanging perceptions of professional learningImproved knowledge and understanding of
research methodologySLEs as facilitators of research hubs Professional empowerment and respect Strategy for growing leadersResearch-engaged buzz!
In the research engaged school, teachers have confidence in the process, and enjoy mutual support in exploring their thinking, scrutinising their practice and taking good ideas further.
(Handscombe Nov 2013)
Next steps – Learning SettsTo build capacity for leadership of research and
enquiry through TA Learning Setts Extend opportunities for disseminating findings to
enable transference across year groupsPromote Aspirant SLE programme across alliance
with critical inclusion of Teacher research moduleContinue to align research activity with school/
alliance improvement priorities, but support teachers in choosing own lines of enquiry
Discussion
“All teachers should have an entitlement to research thinking in order to develop their role as critical users of research. All schools and colleagues should have an entitlement and perhaps a responsibility, to participate in a relevant research partnership for appropriate periods” Dyson, 2001
Discussion – question 1
How can we ensure that our research brings about improvements in teaching and learning?
DiscussionTowards the research engaged alliance -
Knowledge and transfer
“If one teacher tells another about a practice that she finds effective, the second teacher has merely acquired information, not personal knowledge. Transfer occurs only when the knowledge of the first becomes information for the second, who then works on the information in such a way that it becomes part of her context of meaning and purpose…..Transfer is the conversion about one person’s practice into another’s know-how” (Hargreaves, 1998)