 It is about teachers striving to understand and  involves the gathering of evidence about

to improve their practice. It operates at a practice.

personal level. It may lead on to collaboration  involves teachers trying to see the effects of
and a critique of the situation in which the planned change in their practice.
practice is carried out, but this does not have to
 strives to be systematic and rigorous.
be a fundamental aim.

(Jennings and Graham, 1996)

Observation of Interactions
 The teacher – as action researcher, records
incidents that affect the teacher-learning
process which may be called vignettes (vinjets)  structured or semi-structured interviews
 audio and video tape recording
defined as “short descriptions or pieces of acting  field notes
which express clearly and neatly the typical ?
 written and art work
characteristics of the things that they represent”.  observation in the classroom, playing field, school
canteen
Analysis of learner’s work Interview with learners

NEXT IDENTIFY THE

The action researcher views the Teachers, as action researchers engage in
STEPS PROBLEM classroom as “a small society with patterns continuous professional inquiry. “They are
and beliefs, power relationship and students of teaching who observe others
EVALUATE GATHER
standards for academic performance and teach, have others observe them, talk about
RESULTS DATA
student behaviour. Moral climate influences teaching and help other teachers. In short
classroom environment.” they are professionals.” (Baith, 1990)
ACT ON INTERPRET THE
EVIDENCE DATA

Individual Teacher Research Collaborative Action School-wide Action District-wide Action  The Basic Steps
 Action research is not about learning why we
Research Research Research

FOCUS - Single Classroom issue Single classroom or several of School issue, problem or area - District issue • Review your current practice.
do certain things, but rather, how we can do - Classrooms with common issue collective interest structures - organizational

• Identify an aspect that you want to investigate. • Collect

things better. It is about how we can
POSSIBLE - Coach/mentor - Substitute teachers - School Commitment - District commitment
SUPPORT NEEDED - Access to technology
- Assistance with data organization
-
-
Release time
Close link with
-
-
Leadership
Communication
-
-
Facilitator
Recorder and organize data.
change instruction to impact
and analysis administrators - External Partners - Communication

POTENTIAL - Curriculum - Curriculum _ Potential to impact school

-

-
External Partners

Allocation of resources
• Interpret data and imagine a solution or a way forward.
students. IMPACT -
-
Instruction
Assessment
-
-
-
Instruction
Assessment
Policy
restructuring and change
- Policy
- Parent Involvement
- Evaluation of Programs
-

-
-
Professional
development activities
Organizational structures
Policies
• Try it out and take stock of what happens.
SIDE EFFECTS - Practiced informed by data - Improved collegiality - Improved collegiality - Improved collegiality
• Monitor what you do.
- Information not always shared - Formation of collaboration, and collaboration, and
partnerships
-
communication
Team building -
communication
Team building
• Review and evaluate the modified action.
- Shared vision

Remember! You are required to submit your own
original work. Where other material is used, you must
state the sources from which the information is
derived. Any act of plagiarism or intellectual
dishonesty will result in a “Suspenso”. If you are
unclear about plagiarism or some other breach of
academic integrity, please ask your instructor to
clarify.
References : Links to action research web sites:
Hubbard, R. S., and B. M. Power (2003) The Art of Classroom Action Learning and Action Resources (ALAR). It lists
Inquiry: A Handbook for Teacher-researchers. Rev. ed.
Portsmouth, NH: Heinemann. Mills, Geoffrey E. (2006) Action frequently asked questions about action research.
Research: A Guide for the Teacher Researcher. 3rd ed. London: http://www.scu.edu.au/schools/gcm/ar/arp/arfaq.html
Prentice Hall McNiff, Jean, Pam Lomax and Jack Whitehead Action Research at Bath University (UK)
(2003) You and Your Action Research Project. 2nd ed. London:
Routledge. Sagor, Richard (2004) The Action Research http://www.actionresearch.net/
Guidebook: A Four-step Process for Educators and School Action research for professional development. Concise
Teams. Thousand Oaks, CA: Corwin Press. Stringer, E. (1996) advice for new action researchers, by Jean McNiff
Action Research: A Handbook for Practitioners. Thousand Oaks,
CA: Sage Publications. http://www.jeanmcniff.com/booklet1.html
 Big – Picture thinking can
Session 5 benefit any person in any How?
profession!
Empowering and Jack Welch tells a GE
Innovative Teachers employee that the
ongoing good relationship
Cultivate Big-Picture with the customer is more

Thinking important than the sale of

an individual product…

‚You have to think Big-Picture thinkers . . . Big-Picture thinkers . . .

anyway, so why not Learn Listen
think big?‛ continua intention
Donald Trump lly ally

Why Should you Receive the

How? Wisdom of a Big-Picture
Big-Picture thinkers . . . Big-Picture thinkers . . . Thinker?
 See the vision before their people

Look Live do.

Big-Picture
 Size up situations, taking into

complet
account many variables.
expansive  Sketch a picture where the team is

ly ely
going.
 Show how the future connects with
thinking allows
the past to make the journey more
meaningful. you to lead.
 Seize the moment when the timing
is right.

‚He that is everywhere is

All human interactions are enhanced by The better the grasp team members have
nowhere.‛ Why? the ability to put yourself in another
person’s shoes.
How? of the big picture, the greater their
potential to work together as a team.
How?
Thomas Fuller
‚You’ve got to think
about ‘big things’ Big-Picture
Big-Picture while you’re doing
One of the most important
Big-Picture
thinking allows skills you can develop in
thinking keeps small things, so that all human relations is the ability thinking promotes
the small things go in you to see what to see things from the other
you on target. person’s point of view. TEAMWORK.
the right direction.‛ others see.
Alvin Toffler

The only way to break new ground or

Big-picture thinkers know that the person
How to Acquire the Wisdom
who forgets the ultimate is a slave to the
immediate.
How? move into uncharted territory is to look
beyond the immediate and see the big How? How? of Big-Picture Thinking
picture.
Big-picture thinkers see the
Big-Picture forest instead of just seeing Big-Picture If you want to cultivate
the trees. the ability to think big-
thinking keeps thinking helps you picture, then you must Don’t strive for
you from being to chart get used to embracing
caught up in the unchartered and dealing with uncertainty.
complex and diverse
MUNDANE. territory. ideas.

How to Acquire the Wisdom How to Acquire the Wisdom How to Acquire the Wisdom
How? of Big-Picture Thinking How? of Big-Picture Thinking How? of Big-Picture Thinking
If you want to be a big-picture
If you desire to be a big-
picture thinker, then get
If you desire to broaden your thinker, you will have to go
Give yourself
Learn from thinking and see more of the big
Gain insight against the flow of the world. To
out there and try a lot of picture, then seek out counsellors think big picture, you need to give
permission to
things, take a lot of every to help you. Talk to people who
from a variety yourself permission to go a

expand your
know and care about you, who different way, to break new
chances, and take time
experience. know their field, and who bring
of people.
ground, to find new worlds to
to learn after every
world.
experience deeper and broader conquer. Never forget there is
than your own. more out there in the world than
victory or defeat. what you’ve experienced
Dr. ELENA S. DE LUNA
OIC-asst. Division Superintendent