Elaborate Evaluate When planning a lesson each of these areas should be completed. Often times these lessons may take a few days to complete. Engage To engage means to excite and to draw your child or student's curiosity. It means to wow them in a way that catches their attention.
Taking informed action Step 1—Selecting a Focus The action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. Considering the incredible demands on today's classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher's work more successful and satisfying.
Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers asking: What element s of our practice or what aspect of student learning do we wish to investigate? Step 2—Clarifying Theories The second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus.
For example, if teachers are concerned about increasing responsible classroom behavior, it will be helpful for them to begin by clarifying which approach—using punishments and rewards, allowing students to experience the natural consequences of their behaviors, or some other strategy—they feel will work best in helping students acquire responsible classroom behavior habits.
Step 3—Identifying Research Questions Once a focus area has been selected and the researcher's perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the inquiry. Step 4—Collecting Data Professional educators always want their instructional decisions to be based on the best possible data.
Action researchers can accomplish this by making sure that the data used to justify their actions are valid meaning the information represents what the researchers say it does and reliable meaning the researchers are confident about the accuracy of their data. Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or school.
To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data.
Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Basically, triangulation means using multiple independent sources of data to answer one's questions.
Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box. When planning instruction, teachers want the techniques they choose to be appropriate for the unique qualities of their students.
Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is assured.
Fortunately, classrooms and schools are, by their nature, data-rich environments. Each day a child is in class, he or she is producing or not producing work, is interacting productively with classmates or experiencing difficulties in social situations, and is completing assignments proficiently or poorly.
Teachers not only see these events transpiring before their eyes, they generally record these events in their grade books. The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or questionnaires.
Step 5—Analyzing Data Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher.
A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions: What is the story told by these data?
Why did the story play itself out this way?Inquiry-based learning strategies serve as a stimulus for learning, thinking and questioning. What does inquiry-based learning look like in the classroom? The following example elaborates on the five steps listed above: questioning, planning and predicting, investigating, recording and reporting, and reflecting.
the modified learning cycle, and the BSCS 5E Instructional Model. Lawson () completed a comprehensive review of more than 50 research studies on the learning cycle that were conducted through the s.
4 Phases Of Inquiry-Based Learning: A Guide For Teachers by Terry Heick According to Indiana University Bloomington, Inquiry-based learning is an "instructional model that centers learning on a solving a particular problem or answering a central question.
Implementing Inquiry-Based Teaching Methods1 Anna J.
Warner and Brian E. Myers2 1. This document is AEC, one of a series of the Department of Agricultural Education and Communication, UF/IFAS Extension. lesson plan follows in Figure 2.
Model 1: Inquiry Instruction Model—Guided Discovery Guided Discovery follows a step-by-step. Five Steps to Using Inquiry-based Approaches in Teaching a brief discussion among the students, you can collect the papers and then illustrate applications of key concepts to these areas of student interest throughout the course.
Student contributions to . AEC Implementing Inquiry-Based Teaching Methods1 Anna J. Warner and Brian E. Myers2 1. This document is AEC, one of a series of the Department of Agricultural Education and Communication, UF/IFAS Extension.