Action Research Plan
Ross Graham
On Tuesday, March 13, 2012 8:28:47 AM UTC, Alemu Hailu wrote:
H/Mariam and Kassie have planned the attached for thier action plan. Please read and comment.
Hello Hailemariam and Kassie
I'm contacting you this way because I'm not sure that you have access to our googlegroup CESAW 2. We had to close the first googlegroup because of technical problems. James Henry subsequently opened up he new googlegroup a couple of months ago, and sent everyone an invitation. This is our main means of communication, and I hope that you will join it and share ideas.
When
looking at your plan, I was struck by the lack of a bold plan. After
the initial assessments, the teacher would, I think, quickly settle into
his comfort zone. I feel that with action research we are always going
to be a bit outside our comfort zone, provoking something to happen,
and then observing but at the same time always acting in a way that will
allow continued experimentation. We are trying to get away from the
pre-test/post-test type of research paradigm.
A
way has occurred to me which may allow students to play a more central
role, and also build in a motivation for students to pay close attention
to the feedback they get. I think there is scope for personalising
feedback to some degree, in accordance with what students would like for themselves and also in terms of what they manage to do with what feedback they get.
Here's the idea: make it policy that students have some say in the kind and amount of feedback they receive. This can be established initially by means of a questionnaire and individual writing sample. Then the teacher-researchers give some kind of feedback that matches what they want. But here's the deal: they have to act on the feedback by using it in the next piece of writing, or by asking questions of the teacher or each other. In this way they earn the right to continuing high levels of feedback. Others will still get feedback, but less.
In
this way, we can track the outcomes. Will those students who get more
feedback because they are making use of it and participating in
'dialogue' see their standards of writing improve more than the less co-operative students? This
is something that can be tracked over a course. During this time,
students can be shown a few different ways for the teacher to provide
feedback, and different ways for them to respond and enter into
learning, Ways of providing feedback may vary in style from teacher-led
through more 'student-responsible' types. Students would be asked not
just once but perhaps three times if they are happy with the feedback
they receive and if they are 'making hay'.
In this way, students who make most use of feedback - and show a level of interest and awareness -
will stand to benefit more. Students might possibly be grouped into
teams. Each team can make their case for being 'improvers' and
initiators', and win points. This would be an oral activity, but could
be mirrored in writing with consequent boosts to the feedback quotient
of the group.
These are just some thoughts. Hope you can find a creative way to generate student participation.
Ross Graham
james henry
I have read both of the proposals and they both look very
interesting. I am glad to see that other members of the research
group are looking at the area of feedback and I would be happy to
exchange ideas and thoughts on the subject. I recently sent a
questionnaire to the google group so if any of you could spare a few
minutes to complete it then I think it might be a good way to get a
dialogue going.
Kind Regards,
James
On Mar 13, 8:28 am, Alemu Hailu <alemuhailu2...@gmail.com> wrote:
> H/Mariam and Kassie have planned the attached for thier action plan. Please
> read and comment.
>
> 25KViewDownload