PROF 191 ASSIGNMENT #3. 2008/09

PROFESSIONAL INQUIRY - ACTION RESEARCH OPTION:

WHAT ABOUT THIS ACTION RESEARCH PROJECT?

Here is the Big Picture:

1. You have a "concern" derived from your Practicum.

2. You plan and make informed changes in your teaching during the practicum to address your concern.

3. You communicate your findings, including an evaluation of your learning.

Here are the details:

1. Identify a concern in your teaching practice. Typically, as part of your teaching practicum, you will record your observations, reflections, questions, and feelings as well as understandings in a journal of some sort, as you attempt to make sense of your practicum experiences. These observations/questions will enable you to identify your "concern." Connect your concern to important matters that you identified in part 1 of Assignment #2

Some possible topics around which help to might focus YOUR ACTION INQUIRY

Shaping the teaching context: Are there any ways that I can configure the room in which I teach so that it becomes my ally in educating my students?
Note-taking vs. note-making: What can I do to help students learn to make judicious, meaningful, thoughtful notes instead of mindlessly copying from the board, screen or text?
On the right foot: What is the best way to start my classes so that my students are ready (and willing) to learn?
Inviting participation: How can I increase the number of students who participate willingly in the activities of my classes?
The intentional learner: What can I do to convince students to take responsibility for their own learning as a matter of routine?
Suitable methods: Select 2 or 3 teaching methods (e.g. Socratic questioning, lecture, think-pair-share, designated role group work, individual seat-work, jigsaw, etc.). For what particular goals is each appropriate, and for what particular goals is each inappropriate?
Classroom management: Is there a well-thought-out, realistic classroom management "plan" that I can feel good about using, one that treats both the students and the teacher with dignity?
Getting their attention: How can I put some "classroom traditions" in place that would allow me, without strain, to reclaim the class's attention whenever I need it?
The hostile class: What can I do to win over a class in which a significant number of students treat me with contempt or hostility?
Language in a non-language course: How much responsibility should I take for helping my students improve their reading and writing? I'm not an English or language teacher, after all!
Wait time: How can I give my students enough "wait time" to answer my questions thoughtfully without destroying the pace of my lessons?
Program modification: In a standard class with several identified special education students in it, how can I accommodate the needs of all students simultaneously?
Productive group work: Some teachers distrust group work on the grounds that, at best, it leads to "shared ignorance", and, at worst, it leads to one or two students per group doing all the work while the rest reap the rewards without contributing. Can I devise rules for doing group work that avoid these pitfalls?
Motivation: What motivates us most powerfully to take action and strive for excellence? Once I know the answer, how can I make use of it in my classes to engage my students in learning?
The test defines the subject: Does the particular style of test or assignment I use influence how my students study, how much they remember and/or what they think my subject is about?
Authentic testing: Am I using test or assignment types that prevent some students from showing me what they know? Conversely, is it possible for some of my students to perform adequately on my tests or assignments without knowing the material?
Testing intervals: What will do more to help my students gain mastery of what is taught – frequent small unit tests or less frequent "omnibus" tests?
The alienated student: In one of my classes there is a student who is snubbed or mistreated by the other students. Can I play a role in helping to integrate this student more comfortably into the class? Should I play such a role?

There are as many examples as there are classrooms. Many of you may want to focus on classroom management issues and concerns. Typically, the concern will come from your own Practicum, but will be something that will likely recur in another setting.

2. Develop a brief proposal that indicates your concern, and the sorts of actions you intend to take and resources you intend to examine in conducting your AR inquiry and preparing your essay. Your AR plan (MS Word version) (WordPerfect version) will be approved and signed by your Prof 191 Instructor, and your host teacher, then stored for possible audit by the Faculty(see Guidelines) (MS Word version) (WordPerfect version). You must ask your associate teacher to read and sign your proposal and inform your PROF 191 Instructor (by email or fax) that what is proposed is deemed to be appropriate and acceptable by the school. Your course instructor will assist in writing your plan and will collect the signed copy once the AR is complete

3. Explore various information sources, as you implement your proposal. The major source of information will be data you gather from your own practice, but you should draw on many sources to inform your work (see suggestions below). Include at least 3 significant references of high professional quality. To find resources, you must conduct a carefully designed search. You should use resources found on the Internet and in the Education Library. At least one source must be from a refereed scholarly journal (online or in print), and one from a professional journal for educators.

• examination of student work

• feedback from students

• conversations with students • observations of students

• online journals

• documents on teaching practice (how-to)

• classroom teachers

• scholarly monographs

• Ministry of Education documents

• peers

• colleagues in Associate or other schools

• videos

• teacher-ready packages meant for students in classrooms

• your journal entries (MS Word version) (WordPerfect version) on your practice

• education literature: the Education Library contains many appropriate journals and microfiche resources, and subscriptions to many

Take a critical stance toward the changes you make in your practice and towards all the resources you consult.

4. Write and submit a reflective paper that meets these criteria:

a. 6 to 10 pages, double-spaced, using an appropriate and consistent style for your references

b. description of your "concern"

c. steps you took to address your concern

d. discussion of the concern from the point of view of the data gathered and other resources you consulted; include critical comments about the resources you used

e. ways you intend to continue to deal with this "concern" in your own professional practice

f. reflection on your learning about this concern

g. It is understood that all reflective papers will adhere to the Ethical Guidelines and Constraints as listed. Please consult the Guidelines (MS Word version) (WordPerfect version) if you are unsure about your work.

Due Date: Monday March 23/09 or alternate as set by instructor

Please see action research rubric (MS Word version) (WordPerfect version) below for further information about how your paper will be assessed by your Instructor.

Grading:

To receive a PASS you must: receive at least three elements in the “Advancing” Level and two in the “Developing” Level of the Rubric

PROF 191 Professional Inquiry

Assessment Rubric for Action Research Paper

Title: Grade:

Name: Section:

Process\Level	Developing Level	Advancing Level (in addition to Developing Level)	Outstanding Level (in addition to Advancing Level)
Identifying the Issue or Concern	Identification of an issue or concern	Identified issue or concern is related to candidate’s experiences and is related to students’ needs	The issue or concern is extended beyond the immediate situation (implications for developing theories or for use in other classrooms)
Reviewing Resources	Consultation of at least 3, varied resources	Resources are synthesized and clearly inform the candidate’s understanding of the issue or concern	Critical stance taken toward the resources; explanation of extent of applicability to candidate's issue or concern
Plans for Changing your Practice	Basic plan of action carried out to address the issue or concern	Action is clearly based on data gathered, including the sources consulted, and addresses the issue or concern from several points of view	Findings inform how the candidate plans to work in other classrooms
Professional Growth	Candidate is more knowledgeable about the issue or concern	Candidate has clearly connected the findings to the candidate’s teaching practice	Candidate has adopted a critical, inquiring stance towards the issue and has raised questions for further inquiry
Presentation	Presentation shows signs of organization and coherence. Language is intelligible.	Presentation is well organized and coherent. Language is clear.	Presentation and language use are of publishable quality.

Comments: